Ch+4+Ecosystems+and+Communities

=Ch 4: Ecosystems and Communities=

==__I. Standards__: **B.4.1.1, B.4.1.2, B.4.2.2, B.4.2.4**==

==__II. Eligible Content__:== Describe the levels of ecological organization (specifically biomes in this chapter). Describe the characteristic biotic and abiotic components of an ecosystem. Describe the biotic interactions in an ecosystem (competition, predation, symbiosis). Describe how ecosystems change in response to natural and human disturbances.

__III. Big Ideas__
What are systems and how can you determine their inputs & outputs? How do biotic and abiotic factors shape ecosystems? How do predation and competition shape? What are the three primary means of symbiosis? How do communities change over time? What abiotic and biotic factors characterize biomes?

==**__IV. Background Information:__**== Knowledge of the scientific method & nature of science information Knowledge of the general levels of ecological organization (organism, population, community, ecosystem, biome, & biosphere) Knowledge of biotic and abiotic definitions

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

**__VI. Sequence:__**
Practice worksheet interpreting graphs found in the book on page 95. Practice worksheet interpreting the graphs found on pages 92 - 94 about the different biomes. Practice worksheet including a graph showing competitive exclusion with questions about the graph.

__**Day 1**__ Opener for Chapter Mystery: The Wolf Effect

Activity : chapter mystery p.81 This worksheet follows the mystery throughout the entire chapter. Students should only complete the front side of this worksheet now and then keep it in their notebooks to complete the other mystery clues as the chapter progresses.

Activity: Wolf video and worksheet. Use LON study guide.pdf and the essential questions and skills to come up with an activity to be completed during and after the video. The study guide gives a list of vocabulary & essential questions, as well as a description about what is discussed in each

Wolf Movie Questions Student Version
 * May only need to show first 30-35 minutes of "Lords of Nature" and only fill out first page, if you wish**

KEY to Wolf Movie Questions (Teacher Version) chapter of the DVD and some major questions that will be addressed in each of these chapters.

HW: 4.1 workbook, p.44 and 45

__**Day 2 OPener Green Text pg 33-34 Students use Graphic Organizer Reading Stratagy to describe the sequence of events that occurred after DDT was introduced on theisland of Borneo**__ Opener: Light opener - flashlight demo. Teacher emphasizes how the light from the sun creates conditions for the different biomes. The biotic components of the ecosystem adapt to those abiotic conditions.

Optional: Tim's climate PPT

Field trip to greenhouse: to feel the greenhouse effect

Review homework

Niches and Community Interactions PPT Have students read & complete Worksheets for 4.2 vocabulary table and concept map,
 * __Day 3 Opener Green Text pg 44-45 Case Study Natural Selection and the Peppered Moth of England Use Reading Strategy Think Pair Share wher student's compare characteristics of moth's in polluted verses non-polluted forest.__**

Niches at the Pond Worksheet

Complete the first mystery clue found on the back of the chapter 4 mystery WS (and also on page 87 in the book).

HW: Reinforcing worksheet from this day's activities

__**Day 4**__ Opener: 4.1

Collect HW & go over expectations for the pond Notes on symbiotic relationships Worksheet to go with pond trip to identify various interactions Crum Creek Interactions Journal entries based on observations at pond and eco column questions

__**Day 5 Opener Green Text 68-69 Case Study The Fires in Yellowstone Use the Fact and Opinion Reading Stratagy And have students answere 1. Explain why the National Park Service might allow a naturally occurring fire to burn in Yellowstone? 2. Does this scenario demonstrate primary or secondary succession?**__ Opener: Niches and Community Interactions

How can a mountain pond become a mountain meadow w/ tom's bullseye explanation and images Succession PPT

Students pair up, one student describes primary succession and the other describes secondary

Reading and worksheets. Use p. 50 and 51 for workbooks and p. 88-90 from student edition for reading

Activity: Video clip mt. Helen succession http://www.youtube.com/watch?v=iqG4Vi-eu5U

closure with students whiteboarding - type of succession - type of species - why isn't there a forest there

__**Day 6**__ Predation and Herbivory Do Now Opener:

Ecosystem and Community Interaction Quiz:

describe similarities and differences among the places in the 3 pictures





Climate Notes PPT

Activity: Opener Green Text pg 84-85 Saving Costa Rican Biomes Use Reading stratagy Jigsaw Group 1 reads first two paragraphs and discuss 1. What is a biome? 2. What types of Biomes are found in Costa Rica. Group 2 Reads paragraphs 3, 4 and 5 and discuss the goals of Costa Ricas Biome Preservation Program. Groupe 3 Reads paragraphs 5, 6 and 7 and outline how the program benefits the people of Costa Rica? Biome project - partner up and assign biomes (rubric sent to Shannon)

Start research

Day 7: Continuation of research, prepare presentations

Day 8: Presentations of biome projects

Review Biomes with PPT HW: biomes charts p.52 and 53 in workbooks

Day 9: Opener: Go over homework and fill in holes in chart

Quiz on Biomes Activity: Read 4.4 p. 91 and complete inquiry into scientific thinking. p.95 and check understanding p.95

Optional Notes on Aquatic Ecosystems

HW: p. 54 and 55 from workbook

Day 10: Review

Day 11: Test