1. ECOLOGY STARTERS 2015-2016

2. DAY 1: OBJECTIVE— I CAN DESCRIBE & EXPLAIN THE IMPORTANCE OF PHOTOSYNTHESIS AND CELLULAR RESPIRATION. Where does the oxygen we breathe come from?

3. DAY 2: OBJECTIVE— I CAN DESCRIBE & EXPLAIN THE IMPORTANCE OF PHOTOSYNTHESIS AND CELLULAR RESPIRATION. Look at the picture of the water plant: 1.Is the plant doing photosynthesis? 2.Where does it get all two reactants and light? 3.What are the bubbles on it? *Use your notes (pink paper)

4. DAY 3: OBJECTIVE— I CAN TRACE THE FLOW OF ENERGY FROM THE SUN TO MECHANICAL ENERGY IN ORGANISMS. 1. What is the purpose of photosynthesis? 2. What is the purpose of cellular respiration?

5. DAY 4: OBJECTIVE— I CAN EXPLAIN AND GIVE EXAMPLES OF FEEDING RELATIONSHIPS AND SYMBIOTIC RELATIONSHIPS BETWEEN ORGANISMS. *have out Energy Flow chart (homework) 1. Photosynthesis converts ___________________ energy into __________ energy. 2. What process allows a tiger to convert chemical energy into mechanical energy? 3. Where is chemical energy stored? (like a battery in a cell phone) 4. Mechanical energy is energy of __________________.

6. DAY 5: OBJECTIVE— I CAN EXPLAIN AND GIVE EXAMPLES OF FEEDING RELATIONSHIPS AND SYMBIOTIC RELATIONSHIPS BETWEEN ORGANISMS Which type of ecological relationship??? 1. Both species benefit. 2. Two species trying to use the same resources. 3. One species catches another for food. 4. One species feeds off a host. 5. You (or any person) and your pet.

7. DAY 6: OBJECTIVE— I CAN MODEL AND DIAGRAM THE FLOW OF ENERGY IN FOOD CHAINS, FOOD WEBS, AND ENERGY PYRAMIDS. 1. What did you eat for your last meal? 2. Where did the energy in your food come from? 3. CUT OUT your Cube Wars! 4. ORGANIZE YOUR BINDER!! You should have assignments 1 through 15. Study these for the TEST next time.

8. DAY 7: OBJECTIVE— I CAN MODEL AND DIAGRAM THE FLOW OF ENERGY IN FOOD CHAINS, FOOD WEBS, AND ENERGY PYRAMIDS TEST Today!! 1. How much energy gets passed on from one trophic level to the next? 2. Get out “Food Web Practice”—we will grade the back. 3. Study your notes.

9. DAY 8—OBJECTIVE: I CAN DESCRIBE WHAT DIFFERENT SCIENTISTS DO WHEN THEY STUDY THE SAME ECOSYSTEM. 1. Pick one of the following scientists: Botanist, Chemist, Biologist, Zoologist, Geologist, Ornithologist… 2. Then write what you THINK they do to study an ecosystem. 3. Have “Beaver Tales” Out—I’m checking for completion (BOTH sides).

10. DAY 9—OBJECTIVE 8: I CAN DESCRIBE HOW HUMANS AFFECT AN ECOSYSTEM 1. Get out “How Different Scientists…” and turn to the back of page 1. 2. What is an ecosystem? 3. Give two examples of biotic and abiotic factors.

11. DAY 10—OBJECTIVE 9: I CAN USE EVIDENCE TO INFER THE POTENTIAL EFFECTS OF HUMANS ON A SPECIFIC FOOD WEB. 1. Have out the “Going, Going, Gone!” assignment. 2. What were the unintended outcomes (cause and effect) of introducing new fish to Utah Lake? (Write as many as you learned from the assignment.)

12. DAY 11—OBJECTIVE E6: I CAN DESIGN AND USE AN EXPERIMENT THAT TESTS THE EFFECTS OF AIR, TEMPERATURE WATER OR LIGHT ON PLANTS. Which human activities are most disruptive to food chains? EXPLAIN WHY. A. controlled hunting of prey animals B. reducing the number of natural forest fires C. removing natural ecosystems to plant crops. D. spraying crops to control grasshoppers.

13. DAY 12—OBJECTIVE E6: I CAN DESCRIBE EXTINCTION IS, AND ARGUE FOR OR AGAINST ALLOWING SPECIES TO GO EXTINCT. Low H 2 O Levels Mediu m H 2 O Levels High H 2 O Levels Average Plant Growth 5.4 cm5.5 cm5.4 cm What would a good conclusion (claim) be for this experiment? Use evidence from the data table.