Cycles of Matter: Carbon and Human Activity

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• CW: Draw carbon cycle map before and after human activity. Summary paragraph on changes.

• DN: What do nitrogen fixing bacteria do?

• EQ: How does human activity change the Carbon Cycle?

• Reminder: Ecosystems Vocabulary Video Project are due TODAY via Schoology only. No links.

Lesson Outline

5min Students complete the Do Now.

5min Teacher outlines procedures for Carbon Cycle Map activity and distributes dice.

10min> Students run through Carbon Cycle activity without human activity.

5min> Discussion on results of activity.

10min> Students run through Carbon Cycle activity with human activity.

5min Discussion on results of activity. Students summarize changes.

5min Review of worm anatomy.

5min< Collect materials. Clean up. Wrap up.

Cycles of Matter: Nitrogen (N)

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• CW: [1] Completed notes with margin questions (p29) and completed diagram (p28), and paragraph summary (p28). [2] Video notes on p27.

• DN: What is protein? How do you get it?

• EQ: How do nitrogen atoms cycle through different organisms and places?

• Reminders: Ecosystem Vocabulary Videos are due TOMORROW!!! Turn in video files only via Schoology only - no links.

Resources

Nitrogen Cycle Diagram Handout

Cycles of Matter (The Nitrogen Cycle) Notes Handout

Lesson Outline

5min Students complete the Do Now by setting up their notebooks.

20min Cycles of Matter (The Nitrogen Cycle) Notes.

5min Students answer essential question in a paragraph summary.

5min Students share paragraphs and write margin questions.

5min Decomposer Video 1 Notes on p27.

5min Collect materials. Clean up. Wrap up.

Quiz: Trophic Levels

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• HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/13).

• CW: Work on Invasive Species Slides.

• DN: Review for your quiz.

• Reminders: If you need help editing or filming please come in at lunch. We have people who can help as well as equipment you can use.

Resources

Presentation Slides: Bad Example, Good Example 1, & Good Example 2.

Lesson Outline

5min Students complete the Do Now.

15min Trophic Levels Quiz.

5min How to Present. Quick overview on strategies for presenting well even if you’re nervous.

15min Invasive Species Presentations. Students give a ‘Good’ presentation on an invasive species (Lion Fish, Zebra Mussels, Cats, Pigeons, Pythons - the ones in Florida, Feral Pigs, Fire Ants, or Cane Toads). All slides must include a URL to show the origin of the information.

Title and Names of Group Members
1. Invasive Species Scientific Name
2.Origin (Where did it come from?)
3. Current Location (Where is it now?)
4. Why?/How? (How did it get there?)
5. Damage 1 (How is it hurting animals, crops, buildings, etc.?)
6. Damage 2 (How is it hurting animals, crops, buildings, etc.?)
7. Solutions/Control (How do we keep to population in check?)

5min Collect materials. Clean up. Wrap up.

Ecosystems: Food Web, Chain, & Trophic Levels Review

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• HW: [1] Study for your quiz. (Reread the notes twice, Quiz yourself, Summarize, Explain to Someone Else, Make an Idea Map, Make Flashcards, Complete Handouts Again, etc.) [2] Work on Ecosystems Vocabulary Video Project Rubric.

• CW: Completed Food Web, Food Chain, & Trophic Level Questions worksheet.

• DN: How will you prepare for the next quiz?

• Reminders: Group Ecosystems Vocabulary Video Project Rubric due TOMORROW via schoology. Late group projects will not be accepted, group members will have to turn in separate individual project videos. MUST BE A VIDEO FILE AND NOT A LINK.

Resources

Food Web, Food Chain, & Trophic Level Questions

Sea Otter, Sea Urchin, Kelp Population Chart Explained

Lesson Outline

5min Students complete the Do Now by answering the question.

5min Quick discussion between studying and staring. (Studying is making flashcards, having people quiz you, practicing by making food webs, writing a summary, drawing a diagram.)

10min Students start on Food Web, Food Chain, & Trophic Level Questions worksheet.

5min> Watch Dead Stuff: The Secret Ingredient in Our Food Chain video.

5min Overview question 9 step-by-step.

10min Overview question 10 step-by-step.

5min> Watch The Threat of Invasive Species video.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Energy & Populations

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• HW: Work on Ecosystems Vocabulary Video Project Rubric.

• CW: Gore-Killa Islands Handout with paragraph summary.

• DN: How much energy goes to the next trophic level? (Then start making Trophic Levels Pop-Up (p20).

• Reminders: Group Ecosystems Vocabulary Video Project Rubric due Tuesday via schoology. Late group projects will not be accepted, group members will have to turn in separate individual project videos.

Resources

Trophic Levels & Energy Pyramids (Gore-Killa Islands)

Trophic Levels Pop-Up (Copies available in class)

Lesson Outline

5min Students complete the Do Now.

5min Finish assembling Trophic Levels Pop-Up (p20).

10min Teacher demonstrates how to calculate energy and populations.

10min Students finish the Gore-Killa Islands handout by determining how many Gore-Killas and Too-Kens can live on each island; drawing them; and then explaining why there is a difference in the Gore-Killa populations (include the terms: producer, primary consumer, energy, 10%, and more/less).

5min Discussion on population and sustainability.

5min Collect materials. Clean up. Wrap up.