1. Agenda Bellringer (5min.) Introduction (5min) Review slides (10min)
Review stations (25min)
Exam (40min.)
Closure (5min.)

2. Bell Ringer Define the following words: Biodiversity
Secondary sussecion
Renewable energy
Nonrenewable energy

3. Review (No notes) 10 min

4. Ecology is a science of relationships
WHAT IS ECOLOGY?
Ecology- the scientific study of interactions between organisms and their environments, focusing on energy transfer
Ecology is a science of relationships
What do you think about when I say ecology? Recycling? Acid rain?

5. WHAT DO YOU MEAN BY ENVIRONMENT?
The environment is made up of two factors:
Biotic factors- all living organisms inhabiting the Earth
Abiotic factors- nonliving parts of the environment (i.e. temperature, soil, light, moisture, air currents)
When I say environment you think what—weather. Well Ok but it it much more than that

6. Habitat vs. Niche
A niche is determined by the tolerance limitations of an organism, or a limiting factor.
Limiting factor- any biotic or abiotic factor that restricts the existence of organisms in a specific environment.
Although several species may share a habitat they each have their own niche. A niche is a very narrow range where a species fits within a habitat.

7. Habitat vs. Niche Examples of limiting factors - Amount of water
Amount of food
Temperature
Amount of space
Availability of mates
Although several species may share a habitat they each have their own niche. A niche is a very narrow range where a species fits within a habitat.

8. Feeding Relationships
Producer- all autotrophs (plants), they trap energy from the sun
Bottom of the food chain
How do they trap the sun’s energy? Through what process? What is that process similar to in animal cells?

9. Feeding Relationships
Consumer- all heterotrophs: they ingest food containing the sun’s energy
Herbivores
Carnivores
Omnivores
Decomposers
Energy moves up the food chain through the producer/consumer relationship.

10. Feeding Relationships
CONSUMERS
Primary consumers
Eat plants
Herbivores
Secondary, tertiary … consumers
Prey animals
Carnivores
Herbivores are the 1st step up the food chain, they eat the producers

11. Each link in a food chain is known as a trophic level.
Trophic Levels
Each link in a food chain is known as a trophic level.
Trophic levels represent a feeding step in the transfer of energy and matter in an ecosystem.

12. Energy is transferred upwards but is diminished with each transfer.
Trophic Levels
Biomass- the amount of organic matter comprising a group of organisms in a habitat.
As you move up a food chain, both available energy and biomass decrease.
Energy is transferred upwards but is diminished with each transfer.

14. Trophic Levels
Food chain- simple model that shows how matter and energy move through an ecosystem

15. Represents a network of interconnected food chains
Trophic Levels
Food web- shows all possible feeding relationships in a community at each trophic level
Represents a network of interconnected food chains

16. (just 1 path of energy) (all possible energy paths)
Food chain Food web
(just 1 path of energy) (all possible energy paths)

18. Evaporation, transpiration, condensation, precipitation
Water cycle-
Evaporation, transpiration, condensation, precipitation

19. Water cycle-

20. Carbon cycle-
Photosynthesis and respiration cycle carbon and oxygen through the environment.

21. Carbon cycle-

22. We Do (25min)
You will have 5 minutes ONLY per station. Time will not be extended!
Work with URGENCY
Voice level: Partner Voice
NO CELLPHONES or points will be deducted from your exam
Remain in your station until instructed to move
We will rotate in a clockwise manner.
Stay focused!

23. Exam time
Silently clear off your desk and prepare yourself with a sharpened pencil.
On the first page of your exam, find the space labeled with your respective class period. Write your name on the space provided.
Remain silent as we shall be beginning the exam soon.

24. Research the Miller-Urey experiment.
Homework!!!
Research the Miller-Urey experiment.
Describe in detail what the experiment was and what they discovered. Why was this experiment important?
Students should bring a summary of their experiment and findings in writing. No less than 2 paragraphs (5 sentences each)