1. YOU HAVE ONLY ONE MINUTE LEFT ON THIS QUESTION
Investigation 2
9/26
LT: I can describe the relationships between individuals, populations and communities in an ecosystem. (Agenda)
WU: What do you think of when you hear the word ‘ecosystem’? (NB PG 7)
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2. To do…

3. We are studying populations and ecosystems
We are studying populations and ecosystems. Ecologists, scientists who study ecosystems, have specific words and terms they use to refer to concepts related to their work.
We need to learn the terminology in order to discuss and communicate what we learn about populations and ecosystems.

4. Index
Copy down the definitions

5. What is the relationship (How to the words build on each other
What is the relationship (How to the words build on each other? How do the words effect one another?) between individuals, populations, communities, and abiotic factors in an ecosystem?

6. Card Sort Minutes
This is a deck of ecosystem sorting cards. They have pictures of common objects, organisms, and scenes that represent things in the real world. Work with table buddy to sort the cards into different piles.
Individuals
Populations
Communities
Ecosystem
Abiotic Factors
USE THE SHEET TO WRITE IN ANSWERS

7. Things in the ecosystems that are not alive, like conditions (hot, cold, evaluation, wind, and so on) and resources (light, carbon dioxide, oxygen, water, and minerals) are called abiotic factors. The prefix ‘a’ means not, so abiotic means not living.
An ecosystems is a system of interactions and relationship between the biotic and abiotic factors that exist in a specified area.

8. Is there anything that is abiotic, or nonliving, in the places these cards represent?
Are there an abiotic factors?
How big or small can an ecosystem be?

9. Check answers

10. The cards you identified as individual, populations, and community represent the biotic factors in the ecosystem.
Biotic means living.
Are there anything biotic places that the cards represent?

11. Questions 1 and 2 Please work on these questions on your own.
Be ready to share out answers!

14. Red Worms I have a population I want you to look at. What are these?
What are they used for?
Where do they usually live?
We aren’t going to make detailed observations of them today, but we will in a few weeks. Until then, I have assembled a worm habitat in a jar. It has all the things the worms will need: food, water, and shelter. The jar goes in a black plastic bag or in a dark resting spot. We’ll add food and moisture occasionally so the worms will survive until we need them.

15. Reading Pages 9 – 10 ‘Life in a Community’tm
Read the article, answer the ‘Thinking Questions’ on NB PG 18

16. 1. People, Trees, Grass, Animals, Bugs, Bacteria
2. Bacteria, Fungi

17. YOU HAVE ONLY ONE MINUTE LEFT ON THIS QUESTION
9/27
LT: I can describe the defining characteristics of an ecosystem. (Agenda)
WU: Name one biotic factor. Name one abiotic factor. (NB PG 7)
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18. To do….

19. Abiotic and Biotic Factors/Food Webs Reading
Read both side on your own.
Nothing in your hands, Just read, level 0
You will answer questions about both sides

20. NB PG 90 Write two questions over the text.
Questions should model questions you might see on a Quiz/Test.
Have a possible answer for each – in your head
Ms. Schooler’s example - What type of diagram is used to show the flow of energy?
‘Quiz’ you partner

21. Partner Read
Pick a side, read it to each other.
Level 1 – whisper
Why is it helpful to read things more than once?
Why is it helpful to have something read to you?

22. NB PG 90
You must have three bullet points for Food Webs and Abiotic/Biotic Factors.
Be ready to share!
Shows the flow of energy
Set this up …
Non-living = Abiotic

23. Performance Assessment
True or False
Water is a biotic factor.
Sunlight is a abiotic factor.
Rabbits are a individual.
Fill in the blank
Food Webs, Order Forms, Menus, Energy, Sun, Moon, Abiotic, Biotic, Thing, Stuff
4. ______________________ are diagrams that show the flow of energy among organisms.
5. Arrows show the direction in which _________________ flow.
6. Non-living things, such as oxygen, water, soil, and sunlight are referred to as ____________.

24. 1. False
2. True
3. False
4. Food webs
5. Energy
6. Abiotic

25. Study Island
Science – 6th Grade Mastery Standards
4A or 4B

27. YOU HAVE ONLY ONE MINUTE LEFT ON THIS QUESTION
9/28
LT: I can describe the defining characteristics of an ecosystem. (Agenda)
Leave agenda on desk- open to LTs.
WU: What type of diagram shows the movement of energy from one organism to another?(NB PG 7)
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28. To do…

30. energy
ecosystem
what
what
consumer resource

31. arrow
energy
level
reduced

32. seabird
fish
diving

33. fish
essential
mammals
fish

34. fish
consumer

35. predator

36. animals
eaten

37. plants
sun

39. https://www.youtube .com/watch?v=2lqhJ Ngn_Wg

40. YOU HAVE ONLY ONE MINUTE LEFT ON THIS QUESTION/
LT: I can describe the defining characteristics of an ecosystem. (Agenda)
WU: What are the essential components in an ecosystem? *Think what do animals need in order to survive?* (NB PG 7)
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YOU HAVE ONLY ONE MINUTE LEFT ON THIS QUESTION

41. To do..
Brainpop – Ecosystem

42. Why do we study ecosystems?
Where are ecosystems?
How big is an ecosystem?
Do we live in an ecosystem?
If we are part of an ecosystem, how do we fit in with that definition?

43. What are some things that we rely on in from the ecosystem?

44. Food
Water
Shelter
Recreation
Energy
Oxygen
All of these things that humans rely on from the ecosystem are called ecosystem services.

45. NB PG 11 - 16 We will read together first.
We will do Part One together. (A – F)
Then each group with get their ecosystem. To fill in NB PGS
Be ready to share ideas!

46. The Soccer/Field hockey area – Part 1
A. What are the biotic factors?
B. How do organisms interact with each other?
C. What are the abiotic factors?

47. D. Interactions?
E. How do we rely on that ecosystem?
F. Similar/Different to others?

48. Copy this down on NB PG 18

49. Index
Biome – collection of ecosystem that have similar environment and organisms
Ecosystem service – a benefit that humans obtain from the environment