1. Opening Activity: June 12, 2017
1. I will stamp Evidence (2) & “Unsupervised”.
Describe the population growth of a population growing with ideal conditions and no predators?
Did your yeast reach a carrying capacity? If yes, when? If no, why do you think it didn’t?
I can… Examine different lines of evidence for evolution. Explain limiting factors and growth factors in a population.
Homework:
Check Source for any missing assignments, ALL assignments due 6/15
Ecology/Evoultion Test 6/19
Carbon TIME Test 6/20

2. Lab #22 Evidence for Change across Time
Research scientific evidence to support our claim:
Populations of organisms change over time.
2. How to Research:
Read through evidence in your packet.
Use online tools when necessary
Answer questions on page 8 OR on the evidence pages (pgs 9-11)
When Finished…. A) stamp B) Catch up on old assignments (unsupervised, reading, etc) C)Who Dunit D)Ecology Initial Ideas (pg 2)

3. Opening Activity: June 13, 2017
1. Review “Evidence for Evolution” packet at your table.
Examine the Fossil Evidence page and the scientist standing by the wall of rocks. Where are the oldest fossils found, by her head or feet? Why?
Examine the Embryology Evidence page. List two sets of organisms that are related based on the development of embryos.
I can… Examine different lines of evidence for evolution.
Homework:
Check Source for any missing assignments, ALL assignments due 6/15
Ecology/Evoultion Test 6/19
Carbon TIME Test 6/20

4. Evidence for Evolution
Molecular Biology – DNA
The more similar two
organisms’ DNA are,
the more likely they are
related. They came
from a common ancestor.

5. Evidence for Evolution
5. Fossil Record
Fossils across continents
Same species appear to
have lived on multiple
continents
Fossils shows gradual changes throughout time of structures
Stratification – Fossil age determined by where it is found in sediment

6. Evidence for Evolution
6. Comparative Anatomy Homologous Structures - Wings, hands, feet of different species have almost identical structures.

7. Evidence for Evolution
7. Comparative Anatomy Vestigial Structures - Structures that seem to do nothing for the species, but are important in similar species

8. Evidence for Evolution
8. Embryology The study of developmental stages – Vertebrate embryos that have the same developmental pattern are more closely related.

9. Evidence for Evolution
9. Phylogenetic Trees or Cladograms Illustrate evolutionary relationships based on shared inherited characteristics.

10. Tasks for 6/13
Complete Opening Activity and answer questions on page 1 in packet.
Watch Evidence of Natural Selection Video.
Review Evidence for Evolution packet, check your answers for question 4 on each evidence, do you have the right trend?
Complete Essay on page – be sure to include claim, evidence AND reasoning. HW if not completed today.
Work on Ecology Initial Ideas.
Work on Review Sheet for Test Monday 6/19

11. Opening Activity: June 14, 2017
If you have not completed your ecology initial ideas page 2 please do so now – I will stamp.
Pick up review sheet & today’s simulation at front table.
Complete the top part of your review sheet and reflect on the evolution standards.
In your opening activity section for 6/14 write 2 ideas/topics that you need to study before the evolution test on Monday.
Homework:
Check Source for any missing assignments, ALL assignments due 6/15
Ecology/Evoultion Test 6/19
Carbon TIME Test 6/20
I can… Explain what happens to biomass in a living ecosystem.

12. The simulation
In your “Ecology Initial Ideas” section you made predictions about changes in the biomass of three different populations in a meadow ecosystem
Producers: grasses
Herbivores: rabbits
Carnivores: foxes
In this activity you will use the online simulation to test your predictions
1. Introduce the activity.
Open 2.2 Meadow Simulation PPT. Use slides 2 – 4 to review the features of the online Meadow Simulation.

13. Using the Meadow Simulation
Click the arrow to run the simulation.
1. Introduce the activity.
Open 2.2 Meadow Simulation PPT. Use slides 2 – 4 to review the features of the online Meadow Simulation.
Change initial biomass of each population by typing in box or moving sliders. The maximum initial biomass for each population is 1000.

14. An animation of the changes in the grass, rabbit, and fox populations appears on the camera screen.
As the simulation runs, a graph of the biomass of each population over time is drawn.
The biomass of each population is represented in two different ways in this box.
1. Introduce the activity.
Open 2.2 Meadow Simulation PPT. Use slides 2 – 4 to review the features of the online Meadow Simulation.

15. Directions
With a partner complete trials 1 & 2 (questions 1 – 5) on the Meadow Simulation Worksheet
Be ready to explain your results and your answers to the class
Do not go on until we have discussed our results as a class
2. Students complete trials 1 & 2 on the Meadow Simulation Worksheet.
Give each student a copy of the 2.2 Meadow Simulation Worksheet. Students should work in pairs at a computer. Use slide 5 to give the following directions:
With a partner complete trials 1 & 2 (questions 1 – 5) on the Meadow Simulation Worksheet.
Be ready to explain your results and your answers to the class.
Do not go on until we have discussed our results as a class.

16. Trial 1 Results: What happened when we started with populations of equal biomass?
Discuss the results of trial 1 as a class.
Use Slide 6 and 7 to discuss the results of trial 1.
Use slide 6 to show the results of trial 1 (initial biomass = 500 for foxes, rabbits, and grasses). Ask students: What happened when we started with populations of equal biomass? Listen for students responses to recognize that the fox population quickly declined, the rabbit population initially declined but then returned to initial levels, and the grass population increased and then leveled off (the line graph captures this information, but students also saw it happening on real time through the “camera” image of the organisms).
Ask students: What are the relationships between the four different representations (line graph, biomass diagram, table, picture)? Make sure that they realize that all four representations are different ways to represent the amount of biomass in each of the three populations. The “camera” shows the populations in “real-time,” the line graph shows the biomass of each population at each time point, and the biomass diagram and table show the biomass of each population at selected time points. Help students connect the more concrete representation of the organisms through the camera viewer with the more abstract representations (especially the line graph and the biomass diagram).
Note to teachers: you may know the biomass diagram as the “biomass pyramid.” In the next activity students will identify this pattern, so try to refrain from calling it a pyramid at this point. Subsequent lessons will help students to develop an explanation for the biomass pyramid.

17. Trial 1 Results: How do we explain the changes in the biomass diagram?
Initial Biomass Diagram Final Biomass Diagram
Use slide 7 to show the initial and final biomass diagrams. Ask students: How do we explain the changes in the biomass diagram? Listen for them to explain that rabbits eat grasses and foxes eat rabbits. Probe their ideas by asking When a rabbit eats 10 pounds of grass do all 10 pounds end up as rabbit biomass? Where does the rest go? Listen to see if students remember that some of the mass of food that rabbits eat is lost as carbon dioxide and water through the process of cellular respiration. A full explanation of the biomass diagram will be the focus of lesson 3.

18. Trial 2 Results: What happened when we started with the greatest biomass in the carnivore population, less in the herbivores, and the least biomass in the producer population?
Discuss the results of trial 2 as a class.
Use slides 8 and 9 to discuss the results of trial 2.
Use Slide 8 to show the results of trial 2 (initial biomass = 1000 for foxes, 500 for rabbits, and 100 for grasses). Ask students: What happened when we started with the greatest biomass in the carnivore population, less in the herbivores, and the least biomass in the producer population? Listen for students’ responses to recognize that the foxes quickly ate all of the rabbits, so both populations died out leaving only grasses.

19. Trial 2 Results: How do we explain the changes in the biomass diagram?
Initial Biomass Diagram Final Biomass Diagram
Use slide 9 to ask, How do we explain the changes in the biomass diagram? Listen for students to explain that only grasses remained and there were no herbivores, so the grass population increased.

20. Your Challenge:
Use the simulation to determine the maximum biomass that the meadow can support.
Choose initial conditions, run simulation, and record the final biomass of each population
Run at least 4 trials (question 7)
Write down the data and draw the biomass diagram for the trial that resulted in the highest fox biomass (question 8)
Students use simulation to determine the maximum fox biomass the meadow can support.
Use slide 10 to explain the challenge and how they should record their data on the worksheet. Students will use this data to complete the Evidence-Based Arguments Tool in Activity 2.3.

21. Opening Activity: June 15, 2017
Pick up your simulation worksheet and packet at front tables.
Each group of 2 will have 1 computer, sign in.
Review #3 on the simulation worksheet, use your knowledge about biological processes to explain the diagram.
Homework:
Check Source for any missing assignments, ALL assignments due 6/15
Ecology/Evoultion Test 6/19
Carbon TIME Test 6/20
I can… Explain what happens to biomass in a living ecosystem.

22. Why does the organic matter pyramid have the shape that it does?
To answer the Carbon Fluxes question and the Energy question, you will play the Carbon Dice Game and pretend to be carbon atoms cycling through an ecosystem with 5 carbon pools.
Use Slides 2-4 to remind students of the pattern they discovered in Lesson 2; the organic matter pools always form a pyramid with the most mass in the producer pool, less in the herbivore pool, and the least mass in the carnivore pool. Tell students that they will be answering the part of the Carbon Fluxes Question and beginning to think about the Energy Question in this activity.
Image Credit: Craig Douglas, Michigan State University

23. The Carbon Dice Game How to play:
Atmosphere
How to play:
Everyone starts at the atmosphere pool as part of a carbon dioxide molecule, which is a form of inorganic carbon.
Roll the dice and follow the instructions on the atmosphere pool poster to find out where you go and what happens to you along the way.
Use Slides 5-8 to explain the rules of the Carbon Dice Game. Show students where the different carbon pools are set up around the room. Explain that sometimes they will be a part of organic molecules (that contain chemical energy), and sometimes they will be a part of inorganic molecules (that do not contain useable chemical energy). When they are part of an organic molecule, they need to carry a yellow twist tie with them to represent this energy. Show students the containers where they should pick up and drop off their twist ties. At each pool, students should make tally marks on the Tally Cards each time they visit a pool.
Image Credit: Craig Douglas, Michigan State University

24. Wolves change river

25. The Carbon Dice Game
Atmosphere
In the atmosphere pool, if you roll a 4-6, you convert sunlight energy into chemical energy as you change from inorganic CO2 into an organic molecule via photosynthesis. The energy is stored in the bonds of the organic molecule. Pick up one yellow twist tie to take with you to represent this energy. You only get to have 1 twist tie at a time.
Use Slides 5-8 to explain the rules of the Carbon Dice Game. Show students where the different carbon pools are set up around the room. Explain that sometimes they will be a part of organic molecules (that contain chemical energy), and sometimes they will be a part of inorganic molecules (that do not contain useable chemical energy). When they are part of an organic molecule, they need to carry a yellow twist tie with them to represent this energy. Show students the containers where they should pick up and drop off their twist ties. At each pool, students should make tally marks on the Tally Cards each time they visit a pool.
Image Credit: Craig Douglas, Michigan State University

26. The Carbon Dice Game
Producers
Also, if you rolled a 4-6 in the atmosphere pool, you move to the Producer pool. Here, if you roll a 1-2, you convert chemical energy stored in an organic bond into heat energy via cellular respiration. You must leave your twist tie in the heat basket.
If you do NOT do cellular respiration (a roll of 3-6), keep the twist tie and move to the next location. This process repeats at each pool.
Use Slides 5-8 to explain the rules of the Carbon Dice Game. Show students where the different carbon pools are set up around the room. Explain that sometimes they will be a part of organic molecules (that contain chemical energy), and sometimes they will be a part of inorganic molecules (that do not contain useable chemical energy). When they are part of an organic molecule, they need to carry a yellow twist tie with them to represent this energy. Show students the containers where they should pick up and drop off their twist ties. At each pool, students should make tally marks on the Tally Cards each time they visit a pool.
Image Credit: Craig Douglas, Michigan State University

27. The Carbon Dice Game
5. Keep a record! Each pool has a Tally Card. Be sure to make a tally mark each time you arrive at a pool (or if you stay in a pool after a dice roll). |
Use Slides 5-8 to explain the rules of the Carbon Dice Game. Show students where the different carbon pools are set up around the room. Explain that sometimes they will be a part of organic molecules (that contain chemical energy), and sometimes they will be a part of inorganic molecules (that do not contain useable chemical energy). When they are part of an organic molecule, they need to carry a yellow twist tie with them to represent this energy. Show students the containers where they should pick up and drop off their twist ties. At each pool, students should make tally marks on the Tally Cards each time they visit a pool.

28. To Begin…
Start as a carbon atom in the atmosphere. When you start, you are part of a carbon dioxide molecule in the atmosphere, which is a form of inorganic carbon. This means you do not start with a twist tie. Good luck!

29. After the Dice Game:
Collect all the Tally Cards from each station. Count the tallies and enter them into the spreadsheet.

30. How do carbon-transforming processes move carbon atoms among pools?
Photosynthesis: brings in “new” carbon atoms to the ecosystem
Digestion: transfers carbon atoms through organisms
Death/defecation: transfers carbon atoms to the soil
Cellular respiration: removes carbon atoms from the organisms back into the air
Atmosphere
Carnivores
Soil Carbon
Herbivores
Discuss the answers using Slides
Image Credit: Craig Douglas, Michigan State University
Producers

31. Visiting Carbon Pools Wrap UP
Which pools were visited the most during the game? Pools visited the least?
Where were most of the organic carbon atoms located during the game? Why?
Do you think this represents where organic carbon is located in real ecosystems?
Why do you think carbon visits some pools more than others?
Teacher Instructions: Enter the information for student on the Visitation Graph Tab.
Largest pools: Air, producers & soil (ideally)
Smallest pools: Carnivore, herbivore (ideally)

32. What happened to Energy?
Where was energy at the beginning of the game? What form of energy was it in?
Where was energy at the end of the game? What form of energy was it in?
What is the way that sunlight energy becomes chemical energy?
How does chemical energy move around the ecosystem?
Once chemical energy is transformed into heat, can it return to chemical energy?

33. Bonus Questions: Important Processes
What is the only way that inorganic carbon transformed into organic biomass?
What is the only way that sunlight energy can be transformed into chemical energy?
What would be the result for the ecosystem if this process did not occur?
Photosynthesis
2. All the carbon would stay in the air and it would never get turned into plants. Sunlight energy would turn into heat energy. All the animals would die because they wouldn’t have anything to eat. Decomposers would die because they wouldn’t have anything to eat.

34. Important Processes
Which carbon-transforming process transformed you from a small organic molecule into a LARGE organic molecule?
At which locations in the game did this process happen?
Biosynthesis. Biosynthesis is the process of taking small organic molecules and combining them into larger organic molecules to build biomass, or the body of a plant or animal.
Biosynthesis happened in the grass, rabbit, and fox. The grass transformed glucose molecules into the cells of the grass. The rabbit transformed molecules from the grass into cells of the rabbit. And the fox transformed molecules from the rabbit into cells of the fox.

35. Important Processes
Which carbon-transforming process transformed you from a LARGE organic molecule into a small organic molecule?
At which locations in the game did this process happen?
Digestion. Digestion is the process of breaking down larger organic molecules into smaller organic molecules. This happens in the stomach and intestines of the animals. The purpose of this is so that the molecules become small enough to be passed across membranes so that they can be carried throughout the body via the blood.
Digestion happened in the rabbit and in the fox. In the stomach of the rabbit, grass is broken down into small organic molecules. In the stomach of the fox, rabbit is broken down into small organic molecules.

36. Was that supposed to be real?
The game you just played is a model of a real ecosystem, which means that it represents some parts of an ecosystem, but with limitations. This means what happened in the game is not exactly how things happen in a real ecosystem. With a partner, brainstorm about ways you noticed that this ecosystem is different from real ecosystems. When you are done, share your ideas with the class.

37. Here are at least 5 ways that the game differs from real ecosystems
Here are at least 5 ways that the game differs from real ecosystems. How many of these did your class mention? Are there any ways you thought of that are not on this list?
Rabbits don’t only eat grass, and foxes don’t only eat rabbits.
If you go to the soil pool, there is a chance that you will not get digested for a long time. Some organic material is tough to digest even for a decomposer. This is why soil is such a large carbon sink!
In rabbits and foxes, carbon atoms are sometimes biosynthesized into fat. In this case, the fat may be used in cellular respiration and the carbon atoms will return to the atmosphere after a period of time. This is not represented in the game.
In a pregnant animal it is possible that a carbon atom is biosynthesized into a growing fetus in the mother. In this case, the carbon atom would travel from the parent to the body of the offspring. Very few carbon atoms get to do this!

38. Opening Activity: June 16, 2017
Pick up a movie guide handout at front table.
Today’s Goals:
Watch Inner Fish Movie
Complete handout – turn in at end of class!
HW: Review Sheet Due Monday
Test Monday!!!
FYI – I am still grading assignments/tests that were turned in yesterday so the source might not be updated until Mon.
I can… Explain anatomical structures and how they support evolution.
Homework:
Ecology/Evoultion Test 6/19
Carbon TIME Test 6/20