1. Monday October 16, 2017
Learning Target: Review microhabitats, biomes, biodiversity, and sustainability
Science Starter:
Begin pgs 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 Extra Credit (5 points on test)

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

3. 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

4. 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.

5. Let’s go to KAHOOT!!!

6. 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

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

8. 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 (Severe Weather/Weathering)
Pgs (Watersheds)
Pgs (Succession)

9. 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 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

10. Agenda 1. Good things 2. DCA data 3. Graph Results 4. Finish Readings
Pgs
Pgs
Pgs

11. 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!

12. 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.

13. 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