2. Oh, What a Tangled Web We Weave. Read the Prologue on Pg. 506 Complete Brainstorming questions 1 and 2

3. What’s for lunch Read “What’s for lunch” on pgs 508-509. Define food chain, food web and population.

4. What’s for Lunch Read the information on your biota card Using string and tape connect each “Producer” to the sun. Using string, connect each “Consumer” to the producers upon which it feeds. Find all the food chains that make up this food web. What do they have in common?

5. Extinction! Remove the mosquito card and all its connections Note the food source of each organism attached to the mosquito. Remove the leaf beetle card. Trace and remove all it’s connections. If any consumers have lost their food source they must be removed as well. Describe in your notebook how this event affected the food web as a whole.

6. Describe what effect removing the mosquitos had on the rest of the food web. Explain why one intended action resulted in several unintended effects.

7. Warm UP – No WHOT this week In your Journal: Define: Producer Consumer Food Chain Food Web

8. Food web homework Complete Analysis questions 1-3 on pg. 510 Read “Managing Mosquitoes” pg. 510-511. Complete questions 1-4 on pg. 511

9. Food web diagraming In groups of four, draw a diagram which communicates the CAUSES, OUTCOMES AND CONNECTIONS in the story “Managing Mosquitos”. Lab groups rotate one table to the right. Listen as I read “Managing Mosquitos” aloud and evaluate the diagram for completeness and clarity. Add words, pictures and arrows to the diagram to make it more complete or clear. Return to your original table and copy your diagram into your journal.

10. The Factors of Life Read Pg. 496-497 Answer Analysis Questions 1-3

11. 10/7 Warm-up In your journal… What is a habitat? Give some examples. What is an ecosystem? Give some examples What are some of the features and/or components of an ecosystem?

12. https://www.youtube.com/watch?v=2p7bgMxewxA

13. Life in a jar Objective: Students will collaborate with other students to DESIGN, BUILD and MONITOR a stable ecosystem.

14. Life in a jar Pg. 498-499 Groups of 3-4 (not 2 or 5,6,7, 15 etc.) Plan how to build your bottle ecosystem including. Materials you will need Producers to add(autotrophs) Consumers to add (heterotrophs) Decomposers ? Aquatic or Terrestrial or both.

15. Life in a jar What each GROUP will turn in. DIAGRAM OF BOTTLE ECOSYSTEM – complete, clear, nice looking. ECOSYSTEM PLAN – this will be a table which lists each part of the ecosystem you build with an explanation for EACH component. The explanation will help me understand the role, job, effect, importance of each component of your ecosystem. MONITORING PLAN – this will explain what qualitative and quantitative data your group will collect each day.

18. “Remember kids, the only difference between screwing around and science is writing it down. “ Adam Savage.

19. Life in a jar EACH STUDENT MUST DRAW a labeled diagram of your bottle ecosystem in your journal. CREATE a data table to collect qualitative and quantitative data on you ecosystem for 30 days. RECORD DATA in your data table on a daily basis.

20. Wolves Read Pgs. 501-503 Answer questions 1-4 on pg. 503

21. Wolves of Yellowstone What do you think will happen in years to come? At which time do you think the ecosystem was or is most stable? What further information would you need in order to decide whether to introduce the wolves into Wyoming or Idaho?

22. Wolves Removed 1914-44 to increase Elk population Consequences: Elk overpopulate Grasses overgrazed Coyote numbers increase Fox numbers reduced Raptor numbers reduced Wolves reintroduced 1980 Predation on Elk increases (Unintended consequences..wolves prey on livestock)

23. Wolves…take home Predators are an important part of an ecosystem. Ecosystems are composed of many interactions. Removing one organism often impacts many others. Ecosystems are complicated. It is difficult to predict what will happen when you remove one organism. Human choices about altering ecosystems are impacted by competing values.

24. Round and Round they go Read the Prologue on pg. 514 Complete Brainstorming questions 1-3

25. Essential Question.. Is it better to eat plants or animals?

26. Going with the Flow Read “Going with the Flow” on pg. 515 Complete Task 1 and 2 with a partner sitting at your table. Complete Analysis questions 1-5 on pg. 516

27. Trophic LevelEnergy Source Kcal used in Metabolism Kcal Wasted (Heat) Kcal available to next level Primary producer (Grass) Sunlight energy Herbivore (Rabbit)Primary producers Primary carnivore (Coyote) Herbivores Secondary carnivore (Cougar) Primary Carnivores

28. Graph your energy data with “Kcal available” on the Y axis and “Trophic Level (1,2,3,4)” on the X axis. DESCRIBE your graph. EXPLAIN your graph.

29. Take home: Energy flow in food chains. Energy from the Sun is transferred and released through each trophic level. Energy flows one-way from Producers through Consumers. Organisms use up most of the energy they take in (metabolism & waste). Only 10% of energy is available to next T.L. There needs to be more producers than herbivores. More herbivores than carnivores, because of energy loss.

30. An Infinite Loop Read the “Carbon-Oxygen cycle” on pg. 518. Using an entire page, draw a diagram of the two cycles using pictures, words and arrows. Read the “Nitrogen cycle” on pg. 519. Using an entire page, draw a diagram of the cycle using pictures, words and arrows.

31. An Infinite Loop Read the intro and procedures of “An Infinity Loop” on Pg. 518 Once assigned to your specialist group, move to a table with other similar specialists to learn about your cycle and prepare a diagram of it. Prepare to teach others in your original group.(15 min) Return to your normal seat and teach the others about the cycle that you studied. (15 min)

32. Modeling nutrient cycles Draw a picture of your model ecosystem. Add labeled arrows that show the movement of different nutrients within your model ecosystem. Refer to the drawings of the three nutrient cycles we studied to see which forms of each element you should be including.

33. Explain what each arrow means (pick 5). Use scientific vocabulary.

34. Explain what each arrow means. Use scientific vocabulary.

36. Nutrient Cycle HW Complete analysis questions 1-4 on pg. 520 Crash course: Carbon and water cycle (1/2 pg. notes) Crash course: Nitrogen cycle (1/2 pg. notes)

37. Population Pressures Students will record and interpret data on the growth of a population. 1. Label a container and add 20 ml. of molasses solution. 2. Add 1 drop of yeast culture. 3. Make a microscope slide of 1 drop of the mixed culture solution. 4. Count the number of yeast cells in three different fields of view.

39. The Carbon Cycle In your journal find the equations for photosynthesis and respiration and copy them onto this page in your journal. Draw a diagram showing how CARBON moves in a cycle on earth using information from the equations, information you know about plants and animals and information that you know about burning of fossil fuels.

40. Ecological Concept Map Use arrows and linking words to construct a concept map of the following terms Biotic factors environment Habitat community Abiotic factors niche Food chain population Producer consumer Decomposer food web Photosynthesis trophic level Energy flow

41. Population Pressures Read the Prologue on Pg. 525 Complete the Brainstorming questions on pg. 526

42. Unsupervised Complete the procedures on pg. 526 to record the data in a data table. Graph the data DESCRIBE and EXPLAIN the data. Pg. 528 analysis questions 1-6 (except #4)

43. The Lynx and the Hare Read silently through the predator-prey simulation on pg. 528-529 In your table groups, pick up the cards you need and carry out the exercise. HW: Complete Analysis questions 1-5 on pg. 530

44. A Friendly Warning (close reading) CAUSEEFFECT

45. A Friendly Warning Read the Case study on pg. 530-532 Complete the analysis task on pg. 532 (you may make the graph on notebook paper rather than as a poster)

46. A Friendly Warning In a group of four make a whiteboard poster that warns Hikers of the Lyme disease risk from ticks. The poster should include. A diagram of the interactions leading to the risk A graph showing the timing of the risk A few sentences explaining how people get Lyme disease and explaining the timing of the risk.

47. What was challenging about getting non-scientists to understand the important trends in your data? What was challenging about getting non-scientists to understand how the data indicated a need for caution in the woods?

48. Is More Better? Read the paragraph “Is More Better” on pg. 535-536. Build a graph of the Human Population data in the table on pg. 536. DESCRIBE the graph EXPLAIN the graph.

49. Unit Exam Preparation Vocabulary: Nichefood chain Food webpopulation Communitytrophic level HerbivoreCarnivore ProducerConsumer CalorieCarbon cycle Nitrogen cyclenitrogen fixing bacteria Nitrificationpredator Preybiotic potential Exponential growthcarrying capacity Limiting factors

50. Concepts Interdependence in ecosystems – food chains and food webs. Energy flows through food webs and is lost to heat and metabolism as it passes through each trophic level. (10% rule) Matter is recycled in ecosystems. Carbon, Nitrogen, Phosphorus. Populations of organisms grow exponentially if there are no factors limiting their growth. Limiting factors such as PREDATION, FOOD AVAILABILITY, COMPETITION AND DISEASE limit the size of a population.

51. Resources Book: 506-511, 514-515, 518-519, 525-532, 535-536 Videos: Crash course Carbon cycle Nitrogen cycle Ecosystem ecology Population ecology Community ecology (a little bit) Human population growth

52. Actions REPETITION! – watch small, important, segments of the videos over and over and over and over and over and over and over and over and over………………….. EXPLAIN OUT LOUD – explain a concept out loud to someone. DESCRIBE and EXPLAIN important graphs and diagrams to someone. VIDEO RECORD YOURSELF – Explain concepts on video and then WATCH IT! Only YOU can make yourself adopt these habits. Will you do it?