Ecology Protocol. NGSS Goal(s) of Ecology Unit BrainJog #1: Levels of Organization List the...

BrainJog #1: Levels of OrganizationList the ecological levels of organization

in correct order.

Start with “Individual”.

Create a fun way to remember the levels using only the first letter of each level.

BrainJog #2: BiomesDecide which biome belongs to each of the graphs

given below. Justify your answer with one sentence.Also, what adaptations would you expect to see in

animals AND plants in EACH biome? And why?

BrainJog #3: Food Webs1. Watch video of Lion Food Web.

2. Draw an accurate food web that connects Lions, Donkeys, Grass, Bacteria, and the Sun. Use the following vocabulary correctly:

Producers, Primary Consumers, Secondary Consumers, Decomposers

BrainJog #5: Energy Pyramid1. If the producers on the following energy pyramid

have 10,000 calories of energy, how much energy will transfer to the secondary consumers??

2. How much energy will transfer to the tertiary consumers? (Draw the entire pyramid into your notebook)

BrainJog #6: Organism Number Pyramids

1. Draw a organism number pyramid using the following data. Include correct trophic levels and units.

Data:Trophic Level Population Number

Producers 10 individualsPrimary Consumers

100 individuals

Secondary Consumers

150 individuals

Tertiary Consumers

50 individuals

Quaternary Consumers

10 individuals

BrainJog #7: Water Cycle1. Pretend you were a drop of water that evaporated

from the Pacific Ocean. 2. Using the vocabulary terms, write a small paragraph

(3 sentences) explaining how you, the water drop, will eventually cycle back into the Pacific Ocean. (transpiration, evaporation, condensation, precipitation, runoff)

BrainJog #8: Carbon Cycle1. Pretend you were a carbon atom floating in the

atmosphere.2. Using the vocabulary terms, write a small paragraph

(3 sentences) explaining how you, the carbon atom, will eventually cycle back into the atmosphere. (respiration, photosynthesis, decomposition, deposition, carbon dioxide)

(H) Day 1: Goals and Vocabulary

Students define, illustrate, and apply levels of organization in

the study of Ecology.

VocabularySpecies: A group of individuals that are capable of breeding and producing offspring

with each other.

Individual: One particular living organism in a given species.

Biome: The collection of many ecosystems in a given environment.

Ecosystem: The grouping of different communities in a environment.

Community: The grouping of many populations living together in a certain environment.

Population: A sizeable number of individuals from a specific species.

Biosphere: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.


Students choose a biome for their group projects, and can design an accurate food web based on owl

pellet evidence.

VocabularyTundra: A group of individuals that are capable of breeding and producing offspring with each

other.

Chaparral: One particular living organism in a given species.


Taiga: The grouping of different communities in a environment.

Temperate Deciduous Forest: The grouping of many populations living together in a certain environment.

Grasslands: A sizeable number of individuals from a specific species.

Tropical Rain Forest: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.


Students can accurately read and design a food web diagram with

correct trophic levels.

VocabularyTundra: A group of individuals that are capable of breeding and producing offspring with

each other.

Chaparral: One particular living organism in a given species.


Taiga: The grouping of different communities in a environment.

Temperate Deciduous Forest: The grouping of many populations living together in a certain environment.

Grasslands: A sizeable number of individuals from a specific species.

Tropical Rain Forest: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.


Students understand how chemical energy flows from

one trophic level to the others.

VocabularyProducers: The level of organisms that make their own food.

Secondary Consumer: The second trophic level of animals and plants that must eat other animals for energy.

Tertiary Consumer: The third trophic level of animals and plants that must eat other animals for energy.

Primary Consumer: The first trophic level of animals and plants that must eat other animals for energy.

Decomposer: The trophic level of organisms that break down detritus (dead materials).

Trophic Levels: The levels of energy flow in an ecosystem.


Students understand how to read organism number pyramids and apply the pyramid to diorama

project.

VocabularyProducers: The level of organisms that make their own food.

Secondary Consumer: The second trophic level of animals and plants that must eat other animals for energy.

Tertiary Consumer: The third trophic level of animals and plants that must eat other animals for energy.

Primary Consumer: The first trophic level of animals and plants that must eat other animals for energy.

Decomposer: The trophic level of organisms that break down detritus (dead materials).

Trophic Levels: The levels of energy flow in an ecosystem.


Students understand how water is recycled around the

Earth.

VocabularyPrecipitation: The process of gaseous water growing heavy and falling onto the

Earth in the form of sleet, rain, hail, or snow.

Transpiration: The process of water evaporating from the surface of plants into the atmosphere.

Evaporation: The process of surface water gaining thermal energy from the sun and traveling into the air as vapor.

Runoff: The process of precipitated water feeding into streams, rivers, lakes, etc.

Condensation: The process of liquid water in the air changing into gaseous water as clouds.


Students understand how carbon is recycled around through

Earth.

VocabularyRespiration: The process of gaseous water growing heavy and falling onto the Earth in

the form of sleet, rain, hail, or snow.

Producer: The process of water evaporating from the surface of plants into the atmosphere.

Photosynthesis: The process of surface water gaining thermal energy from the sun and traveling into the air as vapor.

Decomposition: The process of precipitated water feeding into streams, rivers, lakes, etc.

Deposition: The process of liquid water in the air changing into gaseous water as clouds.

Carbon Cycle:


Students understand how Nitrogen is recycled around

through Earth.

VocabularyNitrogen Fixation: The process of bacteria, which live in the soil and on the roots of plants

called legumes, convert nitrogen gas (N2) into ammonia (NH4).

Ammonia: NH4 is found as bacteria living in soil fix nitrogen gas into ammonia for plants to uptake.

Nitrogen: An essential element of life with a molar mass of 14.01 g/mol. Nitrogen is found in all living organisms along with Carbon, Oxygen, and Hydrogen.

Nitrate: NO3- is found as bacteria living in soil fix nitrogen gas into nitrates for plants to

uptake.

Nitrites: NO2- are also found in soil as bacteria fix nitrogen gas into the air.

Denitrification: The process of different bacteria or decomposers converts nitrates, nitrites, and ammonia back into Nitrogen gas it the atmosphere.

Ecology Pre-Assessment RotationsGoal: Students explore ecology concepts and

dig into prior knowledge to see how much you already know.

Expectations:1.Class counts off 1-10. 2.While at station, read the statement. Decide

individually if you agree or disagree. 3.Starting with the shortest person, discuss with

the group whether you all agree or disagree. 4.Find statement on the handout and write a

sentence for why you agree or disagree. 5.Each station gets 3 minutes.

Ecology Levels of Organization ActivityGoal of Activity: Students understand how

environments are organized according to ecologists.

Expectations:1.Students choose groups of 2 or 3. 2.Pick up an envelope of vocabulary manipulatives. 3.Groups have 15 minutes to correctly order the

vocabulary (top to bottom) onto “poster”. 4.Groups must also draw a picture of each

vocabulary word on poster.5.Students must individually draw order map into

their Notebook.

Biome Graphs Gallery WalkGoal of Activity: Students accurately record

precipitation dataExpectations:

1.Students choose specific biome to research and interpret graphical data (6 groups total).

2.Group reports tabular and graphical data on mini-poster.

3.Groups have 10 minutes to prepare biome data for the class.

4.Groups then rotate to each individual biome to collect data.

5.Groups discuss adaptation question at every biome.

Owl Pellet ActivityGoal of Activity: Students understand what owls

eat and correctly draw a food web that represents the relationship between owls and rodents.

Expectations:1.Students count off by 7.2.Each group has 2 sets of tweezers and a metal tray.3.All groups must follow safety procedures (goggles,

long hair tied back, no horseplay, etc.)4.Students collect bone samples of different rodents

below.5.Students draw a food web of the owl and rodent

into their notebook.

Marine Ecosystem Food WebGoal of Activity: Students correctly design a food web

that represents the relationship in a marine ecosystem.

Expectations:1.Students form groups of 3-4.2.Using their interactive notebook, draw a food web on

the designated page to practice.1.Producers, Primary Consumers, Secondary Consumers,

Decomposers

3.15 minutes for the activity.4.When done, compare answers with another group to

check for consistent results.5.Students write and answer debrief questions into

notebook

Marine Food Web DebriefGoal of Activity: Students correctly design a food

web that represents the relationship in a marine ecosystem.

Extension Questions:What would happen to your food web if the

phytoplankton died out because of water pollution?How would the jellyfish population be affected if sea

turtles were removed?How important are plankton in the marine food web?

Explain your answer using evidence from your food web.

Why do we use arrows when creating a food web? What do they represent?

Sports Science VideoGoal of Activity: Students watch video on energy

transfer and reflect on how exactly energy moves from one object to another.

Expectations:1.Students write the following questions down into their

notebook.2.After watching video, students answer the questions

individually. No talking with neighbors!1.Sentence Stem: In the video, energy moves

from _____ to _____ because…..3.5 minutes for individual time. 3 minutes to discuss

ideas with an elbow partner.

Sports Science Video Questions

Goal of Activity: Students watch video on energy transfer and reflect on how exactly energy moves from one object to another.

Questions

1.In your own words and current knowledge, what is energy?

2.Define “energy transfer”, in your own words.

3.How do you know energy moved from one object to another?

4.When an animal is eaten, where does the energy in the individual go?

Building Energy Pyramids Activity

Goal of Activity: Students practice thinking about energy as flowing through different trophic levels as one level eats another level.

Expectations:1.Students work in diorama groups and complete, “Part I”

of activity.2.Students get approval from Mr. Dinh to move on to “Part

II”. 3.Using materials given, complete “Part II” as a group. (25

minutes to complete4.Students follow ALL procedure steps WITHOUT teacher

assistance. 5.When done, students have another 10 minutes to

answer Analysis questions as group.

Building Energy Pyramids Activity Debrief

Goal of Activity: Class comes together to figure out what the activity meant and how it applies to diorama project.

Expectations:

1.Conversation Level: One person speaks at a time.

2.Mr. Dinh chooses individual students randomly to verbal questions.

3.Students look to “Analysis Questions” to reflect on learning.

4.Students raise hands for help or clarification, if needed.

5.10 minutes for activity.

Energy Pyramids Challenge Problem

Goal of Activity: Diorama groups meet up again to tackle a challenge problem together.

Expectations:1.Conversation Level: Group Work, loud speaking allowed. 2.Students receive scenario from Mr. Dinh. Each group

receives two white boards with two markers. 3.Students have 10 minutes to draw correct energy

pyramid, according to the scenario. 4.Group must get approval from Mr. Dinh before writing

energy pyramid into Interactive Notebook. 5.Any inappropriate or off-task use of whiteboard is

subject to disqualification from activity. Penalty = group loses points on project.

Numbers Pyramids Challenge Problem

Goal of Activity: Students practice organism number pyramid using data given below.

Data:

Trophic Level Population Number in a given Biome

Producers 30 million

Primary Consumers

15 million

Secondary Consumers

5 million

Numbers Pyramids Challenge Problem

Goal of Activity: Students practice organism number pyramid using data given below.

Data:

Trophic Level Population Number

Producers 10,000 individuals

Primary Consumers

15,000 individuals

Secondary Consumers

5,000 individuals

Tertiary Consumers

1,000 individuals

Quaternary Consumers

100 individuals

Water Cycle Poster ActivityGoal of Activity: Individual students reflect on what

they understand about the water cycle.Expectations:

1.Conversation Level: Independent work, whispers. No group work.

2.Students decide (Diagram 1-4) which poster most accurately describes the water cycle.

3.Students draw diagram into Interactive Notebook AND explain (2 sentences) why they think that diagram is most accurate.

4.After 5 minutes working individually, move into group work (pairs) and discuss with an elbow partner.

Water Cycle Poster ActivityGoal of Activity: Individual students make their own

simple cycle diagram about the water cycle.Expectations:

1.Conversation Level: Independent work, indoor voice appropriate.

2.Students draw a simple version of the water cycle using the following vocabulary.

3.Students will correctly place AND define the vocabulary listed above on their simple diagram.

4.After completing the diagram, students will write a 1-paragraph (5 sentence) explanation that correctly explains how water cycles through the Earth. Hint: Start with evaporation.

Carbon Cycle Poster ActivityGoal of Activity: Individual students reflect on what

they understand about the carbon cycle.Expectations:

1.Conversation Level: Independent work, whispers. No group work.

2.Students decide (Diagram 1-4) which poster most accurately describes the water cycle.



Carbon Cycle Revision Activity

Goal of Activity: Individual students revise previous hypothesis

Expectations

1.Conversation Level: Group work (2-3 students), indoor voice appropriate.

2.Students redraw diagram of carbon cycle using the following vocabulary. (Respiration, Photosynthesis, Decomposition, Deposition, Atmosphere, Carbon Dioxide)

3.Students justify revision by writing a paragraph (4 sentences) that explains why you either 1) choose the correct diagram or 2) why the correct diagram is the most accurate.

Nitrogen Cycle Poster ActivityGoal of Activity: Individual students reflect on what

they understand about the nitrogen cycle.Expectations:

1.Conversation Level: Group work, whispers. No group work.

2.Students decide (Diagram 1-4) which poster most accurately describes the nitrogen cycle.



Nitrogen Cycle Revision Activity

Goal of Activity: Individual students revise previous hypothesis. Expectations

1.Conversation Level: Group work (2-3 students), indoor voice appropriate.

2.Students redraw diagram of nitrogen cycle using and underlining the following vocabulary. (ammonia, nitrates, nitrites, denitrification, nitrogen fixation, decomposition, excretion, producers, consumers)

3.Students justify revision by writing a paragraph (4 sentences) that explains why you added to the diagram you have, or chose a completely new diagram.

How to Write A Figure LegendGoal of Activity: Students practice writing Figure Legends

for any scientific diagram.Writing Guidelines:

1.Write in simple and complete sentences. Usually 2 sentences long.

2.Number the Diagram correctly. 3.Figure legend usually at the bottom of the diagram. 4.Goal of a Figure Legend: Summarize the diagram in

a concise way for readers to quickly and easily understand. 1.Ex. Figure 1: Food web diagrams the predator-prey

relationships between specific species within the Tundra biome.

Exit Slip: BiomesWithout using your notes, decide which biome

belongs to each of the graphs given below. Justify your answer with one sentence.

Ecology Protocol. NGSS Goal(s) of Ecology Unit BrainJog #1: Levels of Organization List the...

Documents

Transcript of Ecology Protocol. NGSS Goal(s) of Ecology Unit BrainJog #1: Levels of Organization List the...