Ch+3+The+Biosphere

=__I. Standards__: **B.4.1.1**, **.4.1.2, B.4.2.1, B.4.2.3**= Describe the levels of ecological organization. Describe the characteristic biotic and abiotic components of aquatic and terrestrial ecosystems. Describe how energy flows through an ecosystem. Describe how matter recycles through an ecosystem.

__III. Big Ideas__
How do Earth's living and nonliving parts interact and affect the survival of organisms? How does energy flow through ecosystems? How does matter move through the biosphere?

==**__IV. Background Information:__**== Knowledge of the scientific method & nature of science information Some biochemical knowledge (what is energy, water, carbon, nitrogen, etc.)

**__V. Acceptable Evidence:__**
Passing grade on unit assessment Clear understanding of the lab Passing grades on embedded assessment

**__VI. Sequence:__**
__Day 1: Systems__ Opener - Ask question(s) to generate discussion about the characteristics of systems on the Earth. (Use the Earth image (PPT slide) to discuss the Earth as a biosphere.)

Notes given on Biosphere.

Complete Bath Tub Lab. As closure, whiteboard inputs, outputs, flux, etc. of the lab. (Use orange BSCS Environmental Science book).

Worksheet designed by Suzanne about whether or not systems are reasonable. Worksheet designed by Suzanne that includes a good image of photosynthesis which can be used to tie systems into the process (talks about what goes in & comes out)


 * HW -** Bath Tub Lab worksheet to reinforce systems, characteristics, and essential vocabulary.

__Day 2: What is Ecology? Opener1 Green Text pg 6-7 Lake Washington: An Environmental Success Story Use Think Pair Share Reading strategy students identify main idea and share with a partner. Main Question. Explain how each person and group played a crucial role in the cleanup of Lake Washington.__ Opener - Math problem related to the bathtub lab

Ecology introduction activity: Have students whiteboard the following questions in groups: What makes up the Earth? What is life? What is it about the Earth that allows it to sustain life? Discuss these as a class & drive the discussion that Earth has a unique set of characteristics that allows it to support life.

Notes given on Ecology PPT.

Complete WB pages 3.1. (Vocab only)

Here is an additional worksheet designed by Suzanne practicing the different levels with pictures
 * HW -** another math problem (?) [[file:MATHPyramid%.doc]][[file:Abiotic Factors Affect Organisms.docx]][[file:ecocolumndesign.pdf]]

__Day 3:__ Opener - Review HW from last night Build the eco-columns. Go over expectations and rubrics for student journals.

__Day 4:__ Opener - Word scramble (put the levels in order); Ask if the pond is either an ecosystem or a community and why. Lead discussion into biotic and abiotic factors.

Have students go to pond. Upon returning to classroom put students into groups and name abiotic and biotic factors seen at the pond. Answer question from opener: Is the pond an ecosystem or community and why. Complete WS on Systems in the Pond at RHS.


 * HW -** In WB 3.1 (handed out earlier) complete the Venn diagram on biotic and abiotic factors

__Day 5:__ Opener - Green Text students read pg 30-31 Chicken of the Trees Have students identify the main ideas and information that best supports the main idea. Questions included. Journal Entry # 1 (ECOSYSTEMS ENTRY)

Work in groups to revise journal entries with help of peers and teacher.

Set up the Chapter 3 Lab Fertilizer & Algae. Students should complete the first day observations.


 * HW -** Complete the pre-lab questions for the Algae Lab

__Day 6:__ Opener - Green Text pg 58-59 Case Study DDT IN AN AQUATIC FOOD CHAIN Use Main Idea Reading Strategy where student's answere 1. Which idea BEST develops the Main Idea? 2. Which information LEAST supports the main idea? 3. What is the main idea of this reading? "Hands on Learning" Activity from page 65 in Teacher's edition text book.

Read Primary Producers & Consumers (page 60 -61) and do the active reading suggestions found in the Teacher's edition text book. Have students complete check understand on page 62. Give notes on trophic levels. Complete Inquiry into Scientific Thinking Activity about the 10% rule Addition math worksheet on 10% rule explaining the "is/of" terminology used in math and how to solve amounts using that set up

Do second data collection for algae lab.

Closure - Analyze and conclude WB, pg 37 (10% rule activity from above)


 * I don't see any specific day devoted to food web activities - I know that food webs were asked often on the test because they tend to be easy questions to ask using visuals. It seems like this would be where you would fit them in but I'm not sure. The following worksheet is one designed by Suzanne that has the kids set up a matrix based on the food web found on page 65. A "1" gets written in the box if there is an arrow pointing from that animal to the one listed across the top. [[file:MATHfoodwebmatrix.docx]]

__Day 7:__ Opener - Box diagram fro photosynthesis and cellular respiration PPT Notes for 3.3 Energy Notes and Ecosystems

Here's another math worksheet that has students interpreting a graph given on plant productivity and rainfall - it does include a question about how water cycles through the biosphere

Eco-column journal entry #2 = ENERGY ENTRY

Do third data collection for algae lab

WB B page 37 (10 % Rule)***

__Day 8__ Opener - phet.colorado.edu, run sims, greenhouse effect to demonstrate cycle

Do fourth data collection for algae lab.

PPT on 3.4 Cycles of Matter

Powerpoint (Mike's website) with the outline diagrams student fill in as ppt progresses.

Jigsaw part 1: Students work in cycle-specific groups and become "experts" in their cycle.

Jigsaw part 2: Students break out into groups of 3, with each student "expert" teaching about their cycle.

Additional math worksheet involving solving inputs and outputs of the water cycle

__Day 9__ Opener - Mobius models of Carbon and Nitrogen (pg. 70, TE) Carbon cycle notes

Eco-column journal entry # 3 = CYCLES ENTRY

Post lab questions from Algae lab (finish for HW if not done).

__Day 10__ Post-lab discussion/homework check.

Review Cycles

To help students review for the test, have students verbally present knowledge on the ecocolumns Have the students read the chapter mystery found on page 55 and complete the worksheet.

Check understanding from the end of the chapter.

HW - Standardized Test Prep (page 79)

__Day 11__ Chapter 3 Test