For your final project you will write a report. The report is to be double-spaced and typed. it should include at least some pictures and/or diagrams that help illustrate what you are talking about. The length is not that important as long as you cover your topic thoroughly, however, use 4 1/2 pages as a guideline.
You have several options as to the topic of your report. Choose your topic from the Project Guidelines sheet. (Click here to view guidelines)
Monday, May 4, 2009
Monday, April 20, 2009
Unit 9 -- Environment and the Future
The purpose of this final unit is to finish this course on a positive note. So, in this unit we will first take a closer look at the impact a single human can make to the global accumulation of greenhouse gases, something we call a "Carbon Footprint." Then, we will explore ways to reduce greenhouse gas emissions and that Carbon Footprint through "Green" technologies.
Assignment 1: Watch the video - "Human Footprint." Note interesting facts. Be prepared to discuss what you learned afterwards.
Assignment 2: "Your Carbon Footprint" - activity. Complete this assignment in three parts (outlined below). Use the worksheet to guide you. (Click here to see worksheet)
Part 1 - Click on the following website link and then click on the gray tab labeled "Secondary." Now calculate your personal Carbon Footprint by answering the survey questions and then clicking on the green bar entitled "Estimate Secondary Footprint." at the bottom of the survey. Your footprint will be based on your current lifestyle choices. Record your score on the Carbon Footprint worksheet.
Part 2 - Return to the top of the webpage and then click on "CO2 Reduction." List those things you are willing to do as an individual to reduce carbon emissions.
Part 3 - Click on "Carbon Calculator" at the top of the page and recalculate your Secondary Carbon Footprint employing as many of the things you listed above to reduce carbon emissions as well as any additional lifestyle choices that you might think could further reduce your footprint. Record your new score and turn in your worksheet. Afterwords, consider actually making some of those changes in your daily life
Assignment 2: Roof-top Gardening. Watch the following videos on roof-top gardens. Afterwards be prepared to discuss what you learned.
Click here to see the first video.
Now watch the following video entitled "Roof-top Garden - NYC."
Assignment 3: Cement -- "How hard can this be?" Watch the following videos about cement production. The first video is entitled "Cement from CO2 and Sea Water" and the second entitled "Note how scientists and engineers plan to turn a process, which normally requires a lot of energy and produces tons of carbon dioxide, into an environmental friendly, carbon neutral process.
Quiz. Coming Soon!
Assignment 1: Watch the video - "Human Footprint." Note interesting facts. Be prepared to discuss what you learned afterwards.
Assignment 2: "Your Carbon Footprint" - activity. Complete this assignment in three parts (outlined below). Use the worksheet to guide you. (Click here to see worksheet)
Part 1 - Click on the following website link and then click on the gray tab labeled "Secondary." Now calculate your personal Carbon Footprint by answering the survey questions and then clicking on the green bar entitled "Estimate Secondary Footprint." at the bottom of the survey. Your footprint will be based on your current lifestyle choices. Record your score on the Carbon Footprint worksheet.
Part 2 - Return to the top of the webpage and then click on "CO2 Reduction." List those things you are willing to do as an individual to reduce carbon emissions.
Part 3 - Click on "Carbon Calculator" at the top of the page and recalculate your Secondary Carbon Footprint employing as many of the things you listed above to reduce carbon emissions as well as any additional lifestyle choices that you might think could further reduce your footprint. Record your new score and turn in your worksheet. Afterwords, consider actually making some of those changes in your daily life
Assignment 2: Roof-top Gardening. Watch the following videos on roof-top gardens. Afterwards be prepared to discuss what you learned.
Click here to see the first video.
Now watch the following video entitled "Roof-top Garden - NYC."
Assignment 3: Cement -- "How hard can this be?" Watch the following videos about cement production. The first video is entitled "Cement from CO2 and Sea Water" and the second entitled "Note how scientists and engineers plan to turn a process, which normally requires a lot of energy and produces tons of carbon dioxide, into an environmental friendly, carbon neutral process.
Quiz. Coming Soon!
Unit 5 - Pollution
Pollution can be defined as anything that it released into air, soil, or water that is harmful to human health or to ecosystems or the biosphere. While some pollutants such as heavy metals and pesticides are directly toxic to living things, other substances may not normally be harmful until they are produced in such quantities that the environment can not longer break them down and recycle them. Excessive amounts of nutrients that runoff the land and lead to eutrophication of lakes and streams is a good example of this type of pollution as is the excessive buildup "greenhouse gases" that lead to "global warming." And, as we learned in the previous unit, excessive noise can be categorized as pollution. In this unit we will take a closer look at air, water, land, and noise pollution.
Specific assignments
Assignment 1: Click on this link and take note on information in the paragraph entitled "What is Pollution." Begin to define the terms on the Pollution Vocabulary Worksheet. (click here to see worksheet)
Assignment 2: Watch the video below entitled "Human Pollution" Note of the terms biodegradable and non-biodegradable; be able to explain what they mean and give examples of each.
Assignment 3: Land Pollution and Solid Waste Disposal - mini lecture.
Click on this link to review the information on Land Pollution covered in the mini-lecture.
Assignment 4: Learn about a Modern Landfill - Watch the videos entitled "Anatomy of a Landfill" and "How Does a Landfill Work." Use the information given in the videos to label a diagram of a landfill. Click here to view diagram.
Field Project: Build a compost generator . Building a compost generator is one way we can help nature recycle nutrients and reduce the amount of things we end up throwing away. This is a class project. You will be given instructions in class as the project progresses. To get credit you must participate and contribute to the successful completion of the project.
Click here for details on how to make a compost generator.
Assignment 5: Water Pollution - mini lecture.
Click on this link to read an overview of the information on Water Pollution covered in the mini-lecture.
Next, watch the short video below entitled "Non-point Source Pollution, " which explains the difference between Point Source and Non-point Source pollution.
Assignment 6 : Types of water pollution. Click on this link and then on the icon for each kind of water pollution. Take notes. Be prepared to discuss what you have learned.
Watch the video below entitled "Three Important Types of Water Pollution" to gather additional information on the affects of excess nutrient, water-born pathogens, and thermal pollution. Continue to define key terms listed on your vocabulary worksheet.
Now, click on this link to review the process known as eutrophication. Draw a simple flow diagram that explains the process.
Sediment (particulate) pollution -- "A picture is worth a thousand works." Click here.
Field Project: Stream Bio-assessment.
Assignment 8: Pollutants in the Atmosphere - mini lecture.
Click on this link to get a little background on the air around the earth we call our Atmosphere.
Click on this link to to review the information on Air Pollution covered in the mini-lecture.
Assignment 9: Global Warming and Climate Change. Complete this two part lesson on global warming and climate change. Be prepared to explain the concept of global warming, its causes, and its effects in the biosphere.
Part 1: Click on the following link for an overview of human mediated climate change.
Part 2: Watch a video on global warming entitled "Six Degrees." As you watch the film, list the effects of global warming as they are presented.
Air Pollution Project: As a class, we will assist Dr. Geoffrey Smith of the University of Georgia with his study of air pollution. The project will involve sampling and analyzing air samples for ozone and particulate matter. The work will be completed in steps over several days. Detailed instructions will be provided by Dr. Smith and his staff.
Assignment 10: Noise Pollution -- mini lecture.
Assignment 11: Remediation
Watch the following video on " Riparian Buffer Zones." Note how the creation or preservation of buffer zones around waterways prevents water pollution and benefits the environment.
Now watch thefollowing videos entitled "Bio-remediation of Sediment" and" Phyto-remediation - How it works."
Unit Quiz: Pollution.
Specific assignments
Assignment 1: Click on this link and take note on information in the paragraph entitled "What is Pollution." Begin to define the terms on the Pollution Vocabulary Worksheet. (click here to see worksheet)
Assignment 2: Watch the video below entitled "Human Pollution" Note of the terms biodegradable and non-biodegradable; be able to explain what they mean and give examples of each.
Assignment 3: Land Pollution and Solid Waste Disposal - mini lecture.
Click on this link to review the information on Land Pollution covered in the mini-lecture.
Assignment 4: Learn about a Modern Landfill - Watch the videos entitled "Anatomy of a Landfill" and "How Does a Landfill Work." Use the information given in the videos to label a diagram of a landfill. Click here to view diagram.
Field Project: Build a compost generator . Building a compost generator is one way we can help nature recycle nutrients and reduce the amount of things we end up throwing away. This is a class project. You will be given instructions in class as the project progresses. To get credit you must participate and contribute to the successful completion of the project.
Click here for details on how to make a compost generator.
Assignment 5: Water Pollution - mini lecture.
Click on this link to read an overview of the information on Water Pollution covered in the mini-lecture.
Next, watch the short video below entitled "Non-point Source Pollution, " which explains the difference between Point Source and Non-point Source pollution.
Assignment 6 : Types of water pollution. Click on this link and then on the icon for each kind of water pollution. Take notes. Be prepared to discuss what you have learned.
Watch the video below entitled "Three Important Types of Water Pollution" to gather additional information on the affects of excess nutrient, water-born pathogens, and thermal pollution. Continue to define key terms listed on your vocabulary worksheet.
Now, click on this link to review the process known as eutrophication. Draw a simple flow diagram that explains the process.
Sediment (particulate) pollution -- "A picture is worth a thousand works." Click here.
Field Project: Stream Bio-assessment.
Assignment 8: Pollutants in the Atmosphere - mini lecture.
Click on this link to get a little background on the air around the earth we call our Atmosphere.
Click on this link to to review the information on Air Pollution covered in the mini-lecture.
Assignment 9: Global Warming and Climate Change. Complete this two part lesson on global warming and climate change. Be prepared to explain the concept of global warming, its causes, and its effects in the biosphere.
Part 1: Click on the following link for an overview of human mediated climate change.
Part 2: Watch a video on global warming entitled "Six Degrees." As you watch the film, list the effects of global warming as they are presented.
Air Pollution Project: As a class, we will assist Dr. Geoffrey Smith of the University of Georgia with his study of air pollution. The project will involve sampling and analyzing air samples for ozone and particulate matter. The work will be completed in steps over several days. Detailed instructions will be provided by Dr. Smith and his staff.
Assignment 10: Noise Pollution -- mini lecture.
Assignment 11: Remediation
Watch the following video on " Riparian Buffer Zones." Note how the creation or preservation of buffer zones around waterways prevents water pollution and benefits the environment.
Now watch thefollowing videos entitled "Bio-remediation of Sediment" and" Phyto-remediation - How it works."
Unit Quiz: Pollution.
Tuesday, April 14, 2009
Unit 6 - Endangered Species
As we learned in the previous unit, many of man's activities such as destroying habitat, introducing non-native species, and polluting can threatened the existence of other species on earth. In this unit we take a closer look at this problem by focusing on the variety of life that is threatened by such activity. Fortunately, we will also see what is being done to counter these threats to wildlife.
Assignment 1: Endangered Species - mini lecture.
Click here to see a video version of the mini-lecture.
Click here to see power point version of mini-lecture.
Assignment 1: Endangered Species Project. For this project you will prepare a power point presentation on an endangered species. You many choose a species (animal or plant) from a list of known endangered organisms (click here for list) or find one on your own (subject to instructor's approval). The length of the presentation is not important but it must include all the information asked for on the attached worksheet. Also, your last slide should list all websites, texts, articles etc. used to prepare your presentation. This is important for anyone who sees your presentation and wants to know more about the species you chose and its status as an endangered species. (Click here to see directions and rubric for this assignment)
Assignment 2: Share what you learned about your Endangered Species (your power point) with the rest of the class.
Assignment 3: View a segment from the video series Planet Earth entitled "Saving Species." Watch closely. Be prepared to discuss what you learned with your class.
Click here to see why preserving biological diversity is important to man.
Assignment 4: Watch the movie "Medicine Man." There is a lot of "science" in this film, but concentrate on discovering a "good reason" for human's to preserve areas of wilderness such as the tropical rain forest.
Essay: Write a short essay. In the essay explain in your own words why it is beneficial to man to preserve rather than destroy habitats and the species of organisms that live in them.
Assignment 1: Endangered Species - mini lecture.
Click here to see a video version of the mini-lecture.
Click here to see power point version of mini-lecture.
Assignment 1: Endangered Species Project. For this project you will prepare a power point presentation on an endangered species. You many choose a species (animal or plant) from a list of known endangered organisms (click here for list) or find one on your own (subject to instructor's approval). The length of the presentation is not important but it must include all the information asked for on the attached worksheet. Also, your last slide should list all websites, texts, articles etc. used to prepare your presentation. This is important for anyone who sees your presentation and wants to know more about the species you chose and its status as an endangered species. (Click here to see directions and rubric for this assignment)
Assignment 2: Share what you learned about your Endangered Species (your power point) with the rest of the class.
Assignment 3: View a segment from the video series Planet Earth entitled "Saving Species." Watch closely. Be prepared to discuss what you learned with your class.
Click here to see why preserving biological diversity is important to man.
Assignment 4: Watch the movie "Medicine Man." There is a lot of "science" in this film, but concentrate on discovering a "good reason" for human's to preserve areas of wilderness such as the tropical rain forest.
Essay: Write a short essay. In the essay explain in your own words why it is beneficial to man to preserve rather than destroy habitats and the species of organisms that live in them.
Unit 2 -- Adaptations and the Environment
The last unit revealed that life on earth displays an extraordinary ability to adapt and survive in many different environments. In this unit we will examine in more detail some of the adaptations organisms have acquired to survive in their particular environment and then study the basic mechanism by which organisms adapt, a process called "evolution by natural selection."
SEC2d. Relate the role of natural selection to organismal adaptations that are specific to their habitats and describe some examples of coevolution.
Assignment 1: Adaptations and the Environment: Watch the following videos entitled "Adaptations (defined), "Adaptations to Biomes," and "Animal Adaptations." Make a list of the specific adaptations that allow organisms to survive in the different global environments we studied in the previous unit. Define the terms on the Adaptations and Environment vocabulary worksheet as you go. Be prepared to discuss what you learn with the class. (Click here to see worksheet).
Assignment 2: Watch this next video entitled "Freshwater Sharks" to witness an extraordinary adaptation of an organism in an aquatic environment.
Quiz: Short (paper) quiz on what you have learned about "adaptations."
Assignment 3: Adaptation through "Evolution by Natural Selection" - mini lecture. Take notes. Continue to complete worksheet.
Observe evolution by natural selection in action by watching the following video entitled "Natural Selection." Participate in the class discussion that follows.
Assignment 4: Evolution, Natural Selection and the Environment. Watch the following set of videos explaining "patterns of evolution." Take note of the reciprocal role the environment plays in encouraging adaptations of organisms living in that environment. Be prepared to discuss what you learned in the videos afterwards.
Divergent Evolution
Convergent Evolution
Adaptive Radiation
Co-evolution
Adaptations to changing environment transformed terrstrial mammal into whale.
SEC2d. Relate the role of natural selection to organismal adaptations that are specific to their habitats and describe some examples of coevolution.
Assignment 1: Adaptations and the Environment: Watch the following videos entitled "Adaptations (defined), "Adaptations to Biomes," and "Animal Adaptations." Make a list of the specific adaptations that allow organisms to survive in the different global environments we studied in the previous unit. Define the terms on the Adaptations and Environment vocabulary worksheet as you go. Be prepared to discuss what you learn with the class. (Click here to see worksheet).
Assignment 2: Watch this next video entitled "Freshwater Sharks" to witness an extraordinary adaptation of an organism in an aquatic environment.
Quiz: Short (paper) quiz on what you have learned about "adaptations."
Assignment 3: Adaptation through "Evolution by Natural Selection" - mini lecture. Take notes. Continue to complete worksheet.
Observe evolution by natural selection in action by watching the following video entitled "Natural Selection." Participate in the class discussion that follows.
Assignment 4: Evolution, Natural Selection and the Environment. Watch the following set of videos explaining "patterns of evolution." Take note of the reciprocal role the environment plays in encouraging adaptations of organisms living in that environment. Be prepared to discuss what you learned in the videos afterwards.
Divergent Evolution
Convergent Evolution
Adaptive Radiation
Co-evolution
Adaptations to changing environment transformed terrstrial mammal into whale.
Saturday, March 14, 2009
Unit 4 -- Man in the Biosphere
Of all the organisms on earth, man is the organism capable of impacting or influencing the environment the most, both positively and negatively. In this unit we will primarily explore the various negative impacts man has on the environment but we will also briefly look at man's potential to reduce, remove, or reverse many of those impacts.
Assignment 1: As a class we will watch the movie "Happy Feet" Watch the movie carefully. Pay attention to any reference to or illustration of an ecological and environmental concept we have already studied including, adaptation, habitat, niche, food chains, populations, and relationships of populations within a community. Especially note any reference made to the influences of man. Afterwords, be prepared to discuss what you learned.
Assignment 2: Watch the video below on commercial fishing techniques to further understand how man can interfere with food chains. The video emphasizes the harmful effect of shrimp trawls. You may want to jot down some facts and examples during the films to help prepare you for the class discussion that follows.
Assignment 3: Another example of Man's Influence on the environment is linked to the introduction of species into ecosystems where they do not belong. Watch the videos below entitled the "Non-Native Invasion" and "Pythons in the Everglades." Participate in class discussion as required.
Note: Part of this second video may be disturbing to some viewers. Viewer discretion is advised.
Assignment 3: Invasive Species Project - Working groups of 3-5 prepare a presentation on one non-native animal or plant that has become an "invasive species" in the U.S. Click here to see instructions.
Assignment 4: Pollution. An overview of how man's activities threaten life on earth by generating and releasing harmful substances into the environment we collectively call "pollution." Complete the following lessons:
View short slide presentation on the "Kinds of Pollution." (Click here to view power point)
Watch this video entitled "Bio-magnification." Be able to explain why bio-magnification of non-biodegradable, toxic materials is deleterious to organisms and ecosystems.
Assignment 5: Habitat Destruction. Complete the two lessons below. Take notes. Be prepared to discuss what you learn.
Click on this link to get a big picture of Habitat Destruction.
Next, watch the following video that highlights human causes of Habitat Destruction.
Field Project: Butterfly Garden. As a class we will investigate the need butterflies have for flower nectar, learn which nectar sources (flowering plants) are suitable for butterflies that live in our area of Georgia, and then choose several of those species and plant them on the school grounds to provide nectar for local butterflies. Start your investigation here. You will receive further instructions in class as we go.
Quiz: Man in the Biosphere. The quiz will be a combination of fill-in the blank and short essay questions on what we discussed in class concerning man's impacts on the environment. It will focus on the causes, effects, and sometimes solutions to the various problems created by man's activities. To review for this quiz, study your class notes. You may use your notes to complete the quiz.
Assignment 1: As a class we will watch the movie "Happy Feet" Watch the movie carefully. Pay attention to any reference to or illustration of an ecological and environmental concept we have already studied including, adaptation, habitat, niche, food chains, populations, and relationships of populations within a community. Especially note any reference made to the influences of man. Afterwords, be prepared to discuss what you learned.
Assignment 2: Watch the video below on commercial fishing techniques to further understand how man can interfere with food chains. The video emphasizes the harmful effect of shrimp trawls. You may want to jot down some facts and examples during the films to help prepare you for the class discussion that follows.
Assignment 3: Another example of Man's Influence on the environment is linked to the introduction of species into ecosystems where they do not belong. Watch the videos below entitled the "Non-Native Invasion" and "Pythons in the Everglades." Participate in class discussion as required.
Note: Part of this second video may be disturbing to some viewers. Viewer discretion is advised.
Assignment 3: Invasive Species Project - Working groups of 3-5 prepare a presentation on one non-native animal or plant that has become an "invasive species" in the U.S. Click here to see instructions.
Assignment 4: Pollution. An overview of how man's activities threaten life on earth by generating and releasing harmful substances into the environment we collectively call "pollution." Complete the following lessons:
View short slide presentation on the "Kinds of Pollution." (Click here to view power point)
Watch this video entitled "Bio-magnification." Be able to explain why bio-magnification of non-biodegradable, toxic materials is deleterious to organisms and ecosystems.
Assignment 5: Habitat Destruction. Complete the two lessons below. Take notes. Be prepared to discuss what you learn.
Click on this link to get a big picture of Habitat Destruction.
Next, watch the following video that highlights human causes of Habitat Destruction.
Field Project: Butterfly Garden. As a class we will investigate the need butterflies have for flower nectar, learn which nectar sources (flowering plants) are suitable for butterflies that live in our area of Georgia, and then choose several of those species and plant them on the school grounds to provide nectar for local butterflies. Start your investigation here. You will receive further instructions in class as we go.
Quiz: Man in the Biosphere. The quiz will be a combination of fill-in the blank and short essay questions on what we discussed in class concerning man's impacts on the environment. It will focus on the causes, effects, and sometimes solutions to the various problems created by man's activities. To review for this quiz, study your class notes. You may use your notes to complete the quiz.
Wednesday, February 25, 2009
Unit 3 -- The Dynamics of Ecosystems
Similar to biomes, but operating within smaller geographic areas, are Ecosystems. Within each biome there are often many different ecosystems. In this unit we will study the components and the dynamics of ecosystems, that is, how the various components of an ecosystem interact and function together. In the process we will come to understand the interactions of non-living (abiotic) components in an ecosystem to the living (biotic) components. We will also closely examine populations and communities within ecosystems and the interactions and relationships between them including competition, symbiosis, and ecological succession. We complete the unit by studying energy and nutrient flow through ecosystems.
Assignment 1: Review Abiotic vs. Biotic by watching the following short video.
Assignment 2: Populations -- mini-lecture. Take notes. Complete appropriate parts of the Ecosystems Dynamics worksheet as you go. Click here to view worksheet. Continue making flash cards for new terms.
Watch this video to review what you have learned about Populations and Biotic Potential.
Assignment 3: Watch the following video on "Communities."
Assignment 4: Relationships Among Populations in a Community -- power point. Take notes and continue to fill-in the worksheet. Click here to view power point.
Take a look at this symbiotic relationship between wasps and aphids.
Assignment 5: Ecological Succession -- power point. Take notes and participate in class discussion afterwards. Complete the last section of the Ecosystem Dynamics worksheet as we go. (Click here to access power point)
Watch this video to review the difference between Primary vs. Secondary Succession.
Watch the following video on Climax Communities. Be prepared to discuss what you learn with the rest of the class.
Fieldtrip: Take a walk outdoors. Note the various stages of ecological succession you see along the way.
Asssignment6: As an introduction to Energy Flow and Nutrient Cycling through an Ecosystem, watch the following short video by the same name.
Assignment 7: Food Chains -- mini-lecture. Take notes and participate in class discussion. Complete appropriate parts of the Energy Flow and Nutrient Cycling helpsheet as you go. (Click here to view worksheet)
To view the power point version of the mini-lecture, click here.
Project: Food Chain poster -- Follow instructions (click here to see instructions). Work independently. Your objective is to create a poster of a food chain that exists in an ecosystem that you select. Turn in your poster to your instructor when it has been completed.
Assignment 8: Energy Pyramids -- mini-lecture. Take notes and participate in class discussion. (Click here to view power point version of the mini-lecture)
Click here to recap what you have learned about Energy Pyramids.
Assignment 8: Nutrient Cycles -- mini lecture. Take notes. Draw a simple diagram for each nutrient cycle (use the space provided on the Energy Flow and Nutrient Cycling helpheet). Continue to record new terms on the helpsheet and make flash cards of each word.
To review:
The water cycle, click here.
the carbon cycle, click here.
the nitrogen cycle, click here.
the phosphorous cycle, click here.
Unit Test: Test will cover all the material studied concerning the dynamics of ecosystems. It includes what we learned about population growth, the various interactions between populations within a community, ecological succession, the dynamics of food chains, and nutrient cycling.
Assignment 1: Review Abiotic vs. Biotic by watching the following short video.
Assignment 2: Populations -- mini-lecture. Take notes. Complete appropriate parts of the Ecosystems Dynamics worksheet as you go. Click here to view worksheet. Continue making flash cards for new terms.
Watch this video to review what you have learned about Populations and Biotic Potential.
Assignment 3: Watch the following video on "Communities."
Assignment 4: Relationships Among Populations in a Community -- power point. Take notes and continue to fill-in the worksheet. Click here to view power point.
Take a look at this symbiotic relationship between wasps and aphids.
Assignment 5: Ecological Succession -- power point. Take notes and participate in class discussion afterwards. Complete the last section of the Ecosystem Dynamics worksheet as we go. (Click here to access power point)
Watch this video to review the difference between Primary vs. Secondary Succession.
Watch the following video on Climax Communities. Be prepared to discuss what you learn with the rest of the class.
Fieldtrip: Take a walk outdoors. Note the various stages of ecological succession you see along the way.
Asssignment6: As an introduction to Energy Flow and Nutrient Cycling through an Ecosystem, watch the following short video by the same name.
Assignment 7: Food Chains -- mini-lecture. Take notes and participate in class discussion. Complete appropriate parts of the Energy Flow and Nutrient Cycling helpsheet as you go. (Click here to view worksheet)
To view the power point version of the mini-lecture, click here.
Project: Food Chain poster -- Follow instructions (click here to see instructions). Work independently. Your objective is to create a poster of a food chain that exists in an ecosystem that you select. Turn in your poster to your instructor when it has been completed.
Assignment 8: Energy Pyramids -- mini-lecture. Take notes and participate in class discussion. (Click here to view power point version of the mini-lecture)
Click here to recap what you have learned about Energy Pyramids.
Assignment 8: Nutrient Cycles -- mini lecture. Take notes. Draw a simple diagram for each nutrient cycle (use the space provided on the Energy Flow and Nutrient Cycling helpheet). Continue to record new terms on the helpsheet and make flash cards of each word.
To review:
The water cycle, click here.
the carbon cycle, click here.
the nitrogen cycle, click here.
the phosphorous cycle, click here.
Unit Test: Test will cover all the material studied concerning the dynamics of ecosystems. It includes what we learned about population growth, the various interactions between populations within a community, ecological succession, the dynamics of food chains, and nutrient cycling.
Monday, February 16, 2009
Unit 1 - Organisms and their Environment
In this first unit we begin our study of Environmental Science by introducing and developing the concept of "environment." Ultimately we will see that the "environment" is inextricably linked to the organisms that live in it. With that in mind we will finish this unit with an introduction to an array of global environments we call Biomes along with the climate, animals, and plants that define them.
SEC1. Students will investigate how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth.
a. Characterize the biotic and abiotic components that define various biomes and aquatic life zones.
b. Explore how global climate patterns and biogeography affect the distribution and abundance of species on Earth.
Assignment 1: Watch either the video "How the Earth was Made" or a shorter video entitled "The History of Life on Earth." Click here to view the short video. Pay attention to the different environments that existed on earth through its 4.5 billion year history until we arrive at the array of environments that exist today. Record the information in the Earth's Environments worksheet. Click here to see worksheet. Afterward, participate in a class discussion.
Assignment 2: New Vocabulary: Watch the video below entitled "Environment, Ecosystems and Habitat." Fill in the definitions for the terms listed on the Environment and Ecology vocabulary sheet (click here to see vocabulary sheet). Afterwards, participate in a class discussion to review what you have learned.
Watch the video below that reviews Biotic vs. Abiotic factors in an environment.
Assignment 3: Make a set of flashcards for the vocabulary words you defined in Assignment 2 above. Write each term on one side of an index card and copy the definition (from your vocabulary sheet) on the reverse side of each card. Now, in groups of 2-3, study the terms on the cards. Your goal is to learn the definitions of each term as quickly as possible. Quiz each other for about 15-20 minutes; then stop. Carry the cards home with you and continue to study the terms. Be prepared for a short quiz on the terms tomorrow.
Quiz: Matching vocabulary quiz on terms you have been placing on flash cards. Also, expect at least one question based on the video "How the Earth was Made."
Assignment 4: Biomes -- view the two videos below. Fill-in Biome Worksheet as you go (click here to see worksheet). Your goal is to write down and learn the name of each terrestrial (land) biome, the region on earth where it can be found, its climate, and examples of the animals and plants that live there. Also, keep up with new vocabulary (see Useful Vocabulary section of worksheet) and continue to make flashcards.
To Review what you have learned about Terrestrial Biomes, view the videos below:
What is a Biome? click here to find out.
Click here to view video on the Tundra
Click here to view video on the Taiga
Click her to view video on Temperate Grasslands
Click here to view video on Savannahs (hot grasslands)
Click here to view video on the Temperate Deciduous Forest
Click here to view video on the Desert
Click here to view video on Tropical Rain Forest
Assignment 4: Aquatic Biomes -- mini-lecture. Take notes. Continue to define terms on the Biome worksheet.
Click here to view a video summarizing Aquatic Biomes
Assignment 5: Watch the following video on "Wetlands." Take notes and then write a short essay listing at least 3 reasons why wetlands are extremely valuable (important) to humans.
Field Project: Conduct a Limnological Survey. A limnological survey involves observing, measuring, and collecting information on the physical, chemical and biological components of an inland water body such as a pond or lake (View the short video below to preview what to expect). After conducting the survey, summarize your findings in a written report. Click here for details and survey forms.
Quiz: Biomes -- Quiz will test your knowledge of both terrestrial and aquatic biomes, including where they can be found on the earth, physical conditions such as climate, salinity, or the amount of light they receive, and what kinds of animals and plants have adapted to live in them.
SEC1. Students will investigate how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth.
a. Characterize the biotic and abiotic components that define various biomes and aquatic life zones.
b. Explore how global climate patterns and biogeography affect the distribution and abundance of species on Earth.
Assignment 1: Watch either the video "How the Earth was Made" or a shorter video entitled "The History of Life on Earth." Click here to view the short video. Pay attention to the different environments that existed on earth through its 4.5 billion year history until we arrive at the array of environments that exist today. Record the information in the Earth's Environments worksheet. Click here to see worksheet. Afterward, participate in a class discussion.
Assignment 2: New Vocabulary: Watch the video below entitled "Environment, Ecosystems and Habitat." Fill in the definitions for the terms listed on the Environment and Ecology vocabulary sheet (click here to see vocabulary sheet). Afterwards, participate in a class discussion to review what you have learned.
Watch the video below that reviews Biotic vs. Abiotic factors in an environment.
Assignment 3: Make a set of flashcards for the vocabulary words you defined in Assignment 2 above. Write each term on one side of an index card and copy the definition (from your vocabulary sheet) on the reverse side of each card. Now, in groups of 2-3, study the terms on the cards. Your goal is to learn the definitions of each term as quickly as possible. Quiz each other for about 15-20 minutes; then stop. Carry the cards home with you and continue to study the terms. Be prepared for a short quiz on the terms tomorrow.
Quiz: Matching vocabulary quiz on terms you have been placing on flash cards. Also, expect at least one question based on the video "How the Earth was Made."
Assignment 4: Biomes -- view the two videos below. Fill-in Biome Worksheet as you go (click here to see worksheet). Your goal is to write down and learn the name of each terrestrial (land) biome, the region on earth where it can be found, its climate, and examples of the animals and plants that live there. Also, keep up with new vocabulary (see Useful Vocabulary section of worksheet) and continue to make flashcards.
To Review what you have learned about Terrestrial Biomes, view the videos below:
What is a Biome? click here to find out.
Click here to view video on the Tundra
Click here to view video on the Taiga
Click her to view video on Temperate Grasslands
Click here to view video on Savannahs (hot grasslands)
Click here to view video on the Temperate Deciduous Forest
Click here to view video on the Desert
Click here to view video on Tropical Rain Forest
Assignment 4: Aquatic Biomes -- mini-lecture. Take notes. Continue to define terms on the Biome worksheet.
Click here to view a video summarizing Aquatic Biomes
Assignment 5: Watch the following video on "Wetlands." Take notes and then write a short essay listing at least 3 reasons why wetlands are extremely valuable (important) to humans.
Field Project: Conduct a Limnological Survey. A limnological survey involves observing, measuring, and collecting information on the physical, chemical and biological components of an inland water body such as a pond or lake (View the short video below to preview what to expect). After conducting the survey, summarize your findings in a written report. Click here for details and survey forms.
Quiz: Biomes -- Quiz will test your knowledge of both terrestrial and aquatic biomes, including where they can be found on the earth, physical conditions such as climate, salinity, or the amount of light they receive, and what kinds of animals and plants have adapted to live in them.
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