Ecosystems: Invasive Species

QUICK VIEW

• CW: Video Notes & Paragraph Summary.

• DN: Take a sheet of scratch paper and fold twice.

• EQ: What are invasive species?

Resources

[youtube=://www.youtube.com/watch?v=spTWwqVP_2s&w=854&h=480][youtube=://www.youtube.com/watch?v=7awAAZSwkKU&w=854&h=480][youtube=://www.youtube.com/watch?v=CSd7pgvOV3M&w=854&h=480]

Lesson Outline

5min Students complete the Do Now by folding scratch paper.

5min New seating chart.

10min Students watch video 1 and take notes. Class discusses environmental impact of invasive species around the world (Australia).

10min Students watch video 2 and take notes. Class discusses invasive species in North America.

10min Students write a summary paragraph on invasive species.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Islands Poster

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• CW: Island Population Poster

• DN: Turn in homework and clear tables.

Resources

Island Population Poster Set-up & Instructions

Lesson Outline

5min Students complete the Do Now by turning in homework and clearing tables.

10min Teacher demonstrate how to set-up poster, do the calculations, and draw the animals.

10min Students determine how many Chuck-Kens they want to keep as pets (at least three). They then calculate the biomass at the primary consumer and producer level. Afterwards, students determine how many fuzzy bugs or caterpillars will be needed and how much grassy land their island must have to support the Chuck-Kens. (Note: For an extra challenge students may keep Chuchu-Kens or Haw-Kens as pets and do the calculations accordingly, no more than two at that level.)

10min Students will draw the animals on the island. (For simplicity, each bug they draw is equivalent to 100 fuzzy bugs and each caterpillar to 20 fuzzy caterpillars.)

5min Collect materials. Clean up. Wrap up.

Ecosystems: Islands & Otter Things

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• HW: Finish Trophic Levels & Population Questions

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

• DN: Start the Gore-Killa Islands Handout worksheet by calculating the biomasses at each level.

Resources

Trophic Levels & Energy Pyramids (Gore-Killa Islands)

Trophic Levels & Population Questions

[youtube=://www.youtube.com/watch?v=ihvKwVDw8Pc&w=854&h=480]

Lesson Outline

5min Students complete the Do Now by calculating the biomasses.

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 Students share answers.

5min Watch video on sea urchins.

10min Class answers chart questions from Trophic Levels & Populations worksheet in small groups and with the class.

5min Students turn in Gore-Killa Island handout and complete other as homework.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Food Web Changes

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• CW: Students create two similar food webs that feature the animals before and after wolves are introduced. The words should be written in sizes proportional to their population. Big words for big populations. Small words for small populations. (Note: Producers will always be the largest word; wolves are a small population; and don’t forget to include coyotes, rabbits, deer, bears, etc.)

• DN: What would happen if a species was removed from a food web?

• EQ: How does adding or removing a species from a food web affect the population of the other species?

Resources

 [youtube=://www.youtube.com/watch?v=ysa5OBhXz-Q&w=854&h=480] 

Lesson Outline

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

10min Watch video and then recap.

10min Before and After Wolves Food Web explanation.

10min Students create their Before & After Wolves food webs.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Energy Pyramids

QUICK VIEW

• HW: Create an accurate food web for an area (ocean, grassland, forest, tropical jungle, desert) with at least ten organisms from that ecosystem. Text only is acceptable but illustrations are welcomed.

• CW: Energy Pyramids (Practice Problems) Handout

• DN: How is energy used?

• EQ: Where does energy go as it moves up trophic levels?

Resources

Energy Pyramids (Practice Problems) Handout

 [youtube=://www.youtube.com/watch?v=UXZWG1HI2Y4&w=854&h=480] 

Lesson Outline

5min Students complete the Do Now by answering the question in their notebook.

5min> Introduction to Energy Pyramid lesson.

5min Teacher walks students through first energy pyramid problem (see video above).

5min Class completes the second problem together.

10min Teacher introduces the next two problems, students complete independently.

5min Discussion on meat-eating Gore-Killas vs the vegetarian Gore-Killas populations. Students write paragraph explaining why the populations differ.

5min Students are assigned an ecosystem and create a food web with ten organisms.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Energy & Trophic Levels Notes (Day 2 of 2)

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• CW/HW: Paragraph summary and margin questions (in notebook).

• DN: What are the levels or organization in an ecosystem?

• EQ: Where does energy go as it moves up trophic levels?

• Note: Finish engineering project tomorrow, Thursday, after school.

Resources

 [youtube=://www.youtube.com/watch?v=sp8j4hvgVto&w=854&h=480] 

Lesson Outline

5min Students complete the Do Now by answering the question in their notebook.

10min Ecosystem Vocabulary Quiz

15min Finish Ecosystem: Trophic Levels notes.

10min Class develops an idea map. Students use the idea map to write their paragraph summaries. Students share summaries.

5min Students write and share margin questions.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Energy & Trophic Levels Notes (Day 1 of 2)

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• CW/HW: 10 Flashcards on vocabulary terms (community, biotic, primary consumer, etc.).

• DN: What is a producer? A decomposer?

• EQ: Where does energy go as it moves up trophic levels?

• Note: Finish engineering project this Wednesday lunch & after school or Thursday after school.

Resources

 [youtube=://www.youtube.com/watch?v=sp8j4hvgVto&w=854&h=480] 

Lesson Outline

5min Students complete the Do Now by answering the question in their notebook.

15min Oreo Challenge Activity.

15min Continue Ecosystem: Trophic Levels notes.

5min Work on Flashcards.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Making A Food Web

QUICK VIEW

• HW: Turn in MiniLab Report via Google Classroom.

• CW: Chuck-Ken Food Web Poster.

• DN: Take one hand out per pair. Cut out tiles from handout.

• Notes: Quiz on ecosystem vocabulary (biotic, producer, etc.) this Wednesday. Finish engineering project by Thursday at lunch or after school.

Lesson Outline

5min Students complete the Do Now by taking handout and cutting out tiles.

10min Teacher outlines instructions for Chuck-Ken Food Web Poster.

10min< Students assemble food web and add arrows, title, and names.

10min< Students add additional labels (primary, secondary, etc.) and identify the keystone species.

5min Start notes. Set-up notes with wide margin.

5min Collect materials. Clean up. Wrap up.

Experiment: Exercise & Oxygen MiniLab (Day 2 of 2)

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• CW/HW: Complete the MiniLab report for the Exercise & Oxygen MiniLab (see previous post) via Google Classroom - due Monday 10/30.

• DN: How do you find a trend? After answering, take assigned Chromebook.

• EQ: How do you write a lab report?

• Note: Late engineering projects must be tested at lunch or after school by Friday (10/4).

RESOURCES

Retake Practice Worksheet

Exercise & Oxygen MiniLab Example Data

LESSON OUTLINE

5min< Students complete the Do Now by answering the Do Now in their notebook and taking assigned Chromebook.

5min Students open spreadsheet from the day before and document from Google Classroom.

10min< Teacher demonstrates how to create a chart using Google Spreadsheet and how to copy table and chart onto another document. Students follow along.

5min Teacher explains how to complete the report.

15min Students determine the independent variables, dependent variables, constants, hypothesis, and analyze the chart and write a conclusion - following the guiding questions.

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

Experiment: Exercise & Oxygen MiniLab (Day 1 of 2)

QUICK VIEW

• CW: Create a table in Google Spreadsheets with borders, adjusted column sizes, and merged boxes for data on exercise and oxygen requirements.

• DN: Turn in homework. In the notebook draw a chart that best fits your height throughout your lifetime. Explain your choice. Then grab your assigned Chromebook.

• EQ: How do you write a lab report?

• Note: Quiz retakes on TOMORROW at lunch or after school - check your scores. Must complete practice worksheet in preparation, no exceptions. Engineering projects must be tested after school on Friday to receive full credit. Students must be present with group to share credit.

RESOURCES

Retake Practice Worksheet

Exercise & Oxygen MiniLab Example Data

LESSON OUTLINE

5min< Students complete the Do Now by turning in homework and answering the Do Now in their notebook.

10min< Teacher demonstrates how to create and format a table using Google Spreadsheet. Students follow along and then repeat once more.

5min Teacher outlines the procedure for the MiniLab.

15min The 10 volunteers record how long they can hold their breath after 0, 10, 30, and 45 seconds of cardiovascular exercise. Students copy data into their table and find the averages. (Students will then determine the independent variables, dependent variables, constants, hypothesis, and add a chart with an appropriate trendline.)

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