Work period for Ecology posters!
Ecology Poster Project
Worth 50 points and due by end of class today 11/25
Information and rubric here
Poster example here (except yours will be in COLOR!)
Symbiosis writing example here
Wednesday, November 25, 2015
Monday, November 23, 2015
Work on posters
Return Root Word Quiz #3 - good job!
Work period for Ecology posters!
Ecology Poster Project
Worth 50 points and due by end of class on Mon 11/23
Information and rubric here
Poster example here (except yours will be in COLOR!)
Symbiosis writing example here
Thursday, November 19, 2015
Root Word Quiz #3; begin poster project
-Root Word Quiz #3
-Begin Ecology Poster Project
Worth 50 points and due by end of class on Mon 11/23
Information and rubric here
-Begin Ecology Poster Project
Worth 50 points and due by end of class on Mon 11/23
Information and rubric here
Tuesday, November 17, 2015
5.3 Shaping Communities & preview Levels of Organization
-Review:
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion
What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.
-Check for completion of lab for 20 points in Synergy
-Reminder about Root Word List #3 quiz on Thurs 11/21
-Overview of 'Planet Earth' video & extra credit worksheet
-Do 5.3 worksheet & glue in notebooks
-Preview Levels of Organization to prep for poster project
Will be worth 50 points and due end of class on Mon 11/23
-Next time we'll begin our end of chapter 5 poster project
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion
What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.
-Check for completion of lab for 20 points in Synergy
-Reminder about Root Word List #3 quiz on Thurs 11/21
-Overview of 'Planet Earth' video & extra credit worksheet
-Do 5.3 worksheet & glue in notebooks
-Preview Levels of Organization to prep for poster project
Will be worth 50 points and due end of class on Mon 11/23
-Next time we'll begin our end of chapter 5 poster project
Friday, November 13, 2015
Warm Up - Deer: Predation or Starvation; Root Word List #3; video with guided note taking
11/13/15 (left side; 10 mins)
WARM UP
1. What is carrying capacity?
2. Explain how carrying capacity affects biotic factors in an ecosystem.
3. In the Deer: Starvation or Predation lab, how did the wolves affect the deer population over the 9 year period?
(Review answers as a class)
-Root Word List #3 (20 mins)
Glue into notebooks on next right hand page
Make flashcards
Quiz each other!
(Quiz will be on Thursday, 11/19)
-Planet Earth Video with guided notes worksheet (1 hr)
WARM UP
1. What is carrying capacity?
2. Explain how carrying capacity affects biotic factors in an ecosystem.
3. In the Deer: Starvation or Predation lab, how did the wolves affect the deer population over the 9 year period?
(Review answers as a class)
-Root Word List #3 (20 mins)
Glue into notebooks on next right hand page
Make flashcards
Quiz each other!
(Quiz will be on Thursday, 11/19)
-Planet Earth Video with guided notes worksheet (1 hr)
Tuesday, November 10, 2015
Deer: Predation or Starvation Activity Lab
11/10/15 (right side)
Learning Objective: I can analyze data and draw conclusions about interactions in communities such as predator-prey relationships.
To take a closer look at how two biotic factors in an ecosystem can affect each other, we'll look at data about how deer (prey) and wolf (predator) populations change over time.
1.Pick one partner to complete Deer:Predation or Starvation
Make sure to follow my notes on the page.
When finished, glue into notebook on right hand side.
2. Answer Data Analysis and Conclusion questions on left hand side of notebook across from Deer worksheet.
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion
What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.
Add some color processing at the bottom of the page.
Learning Objective: I can analyze data and draw conclusions about interactions in communities such as predator-prey relationships.
To take a closer look at how two biotic factors in an ecosystem can affect each other, we'll look at data about how deer (prey) and wolf (predator) populations change over time.
1.Pick one partner to complete Deer:Predation or Starvation
Make sure to follow my notes on the page.
When finished, glue into notebook on right hand side.
2. Answer Data Analysis and Conclusion questions on left hand side of notebook across from Deer worksheet.
Data Analysis
Describe what happened to the deer and wolf populations between 1971 and 1980.
Conclusion
What do you think would have happened to the deer on the island if the wolves had NOT been introduced? Explain your answer.
Add some color processing at the bottom of the page.
Friday, November 6, 2015
Review 5.1 & 5.2
(Left Side)
11/6/15 WARM UP
What are different ways that populations (like a population of rabbits, for example) can interact with one another and with their ecosystems? Try to come up with ten examples of different interactions between biotic and abiotic factors.
-Review answers to worksheets 5.1 Populations and 5.2 Interactions in Communities
Have a good weekend! :)
11/6/15 WARM UP
What are different ways that populations (like a population of rabbits, for example) can interact with one another and with their ecosystems? Try to come up with ten examples of different interactions between biotic and abiotic factors.
-Review answers to worksheets 5.1 Populations and 5.2 Interactions in Communities
Have a good weekend! :)
Wednesday, November 4, 2015
Begin Ch. 5: Populations & Communities
-Begin Chapter 5: Populations & Communities
1. WARM UP 11/4/15 (left side)
Populations
You have just been hired for a summer job for the month of July. You will be paid one cent on the first day of the month. Each day following, your pay will be double what it was the previous day. Take a few minutes – no calculators! – to write down how much money you would earn on the 10th, 20th, and final day of July (31st).
What's this have to do with biology?...
Just like the growth of your income, populations can grow exponentially over time, but there are limits to what an ecosystem can sustain. This is called its carrying capacity.
2. Watch video: Crash Course Population Ecology Video
(watch & listen; no need for note taking)
3. Materials managers, pick up copies of 5.1 Populations and 5.2 Interactions in Communities, for your group.
4. Read aloud and answer questions in table groups
5. Glue into notebook on right hand sides (each worksheet gets glued into its own page)
6. Do left-side color processing across from each worksheet
(what you don't finish is homework that will be checked on Friday!)
7. Clean up materials
1. WARM UP 11/4/15 (left side)
Populations
You have just been hired for a summer job for the month of July. You will be paid one cent on the first day of the month. Each day following, your pay will be double what it was the previous day. Take a few minutes – no calculators! – to write down how much money you would earn on the 10th, 20th, and final day of July (31st).
What's this have to do with biology?...
Just like the growth of your income, populations can grow exponentially over time, but there are limits to what an ecosystem can sustain. This is called its carrying capacity.
2. Watch video: Crash Course Population Ecology Video
(watch & listen; no need for note taking)
3. Materials managers, pick up copies of 5.1 Populations and 5.2 Interactions in Communities, for your group.
4. Read aloud and answer questions in table groups
5. Glue into notebook on right hand sides (each worksheet gets glued into its own page)
6. Do left-side color processing across from each worksheet
(what you don't finish is homework that will be checked on Friday!)
7. Clean up materials
Monday, November 2, 2015
Return test & notebooks; Periods 6 & 8: Great Volume Exchanger; Period 7: Walking Field Trip/Biodiversity Evaluation
-It's the first day of Q2! Only 3 more quarters to go...
Reflection on Quarter 1 and Goal Setting for Quarter 2
In your interactive notebook:
1. What are you doing well to help you succeed in biology class so far? Name specific things.
2. What do you need to focus on to improve in Q2? Be honest and be specific.
3. What will be your first step towards these improvements?
4. What topics do you hope to learn about in biology in Q2?
-Return notebooks and Chapter 4 tests and review answers
Periods 6 & 8: Great Volume Exchanger!
-(Right side) 11/2/15
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Now for the fun stuff...
Ms. Ferro's Invention...The Great Volume Exchanger!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Materials Manager, please get one piece of paper & a marker for your group.
Nature of Science Concepts-GVE
Period 7: Biodiversity Evaluation
Evaluate the biotic and abiotic factors of the FHS campus and complete the Biodiversity Evaluation Datasheet
We've been learning about ecosystems - let's go outside and investigate the ecosystem around Franklin's campus! (If you miss this class, complete the datasheet by doing a biodiversity evaluation of your yard at home)
Biodiversity Evaluation datasheet - worth 20 points
Make sure you have these important notes before doing your evaluation:
Biodiversity Evaluation datasheet with notes
Expectations:
-Same rules as classroom - be respectful, be responsible, be engaged
-Be quiet in the hallways
-Stay together as a class but work in groups:
Time Keeper - keep a close eye on the time
Recorder - keeping notes for your team (important!)
Task Manager - keep team engaged
Materials Manager - bring device for compass
Reflection on Quarter 1 and Goal Setting for Quarter 2
In your interactive notebook:
1. What are you doing well to help you succeed in biology class so far? Name specific things.
2. What do you need to focus on to improve in Q2? Be honest and be specific.
3. What will be your first step towards these improvements?
4. What topics do you hope to learn about in biology in Q2?
-Return notebooks and Chapter 4 tests and review answers
Periods 6 & 8: Great Volume Exchanger!
-(Right side) 11/2/15
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Now for the fun stuff...
Ms. Ferro's Invention...The Great Volume Exchanger!
The Great Volume Exchanger (GVE) will spontaneously generate liquid matter!
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
I will make sooo much money $$$$$$$!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
The GVE in Action
-On the right hand side of your interactive notebook, draw what you see (the GVE setup) independently in your notebook. Leave room underneath for some writing.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-Take a liquid measurement again (volunteer to take volume). Calculate difference between how much went in and how much came out, write down under diagram.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Take 5 minutes independently to form a hypothesis by drawing a cross section of what you think is happening inside the GVE in your notebook. Use observations and be specific, labeling your drawing with an explanation.
-Materials Manager, please get one piece of paper & a marker for your group.
-Now each person will share their ideas with their team, voting for the best idea and drawing it on your team's paper. You can also collaborate to come up with a new group model (hypothesis). (10 mins)
-Reporter in each group shares out the best selected idea. Be able to describe in detail what you think is happening and HOW, and use your drawing to demonstrate it. Be able to answer questions from fellow classmates about your model and how it works.
-Which group's model seems most likely to be the best one, and why?
In science, Occam's razor is used as a heuristic technique (discovery tool) to guide scientists in the development of theoretical models, rather than as an arbiter between published models.[8][9] In the scientific method, Occam's razor is not considered an irrefutable principle of logic or a scientific result; the preference for simplicity in the scientific method is based on the falsifiability criterion. For each accepted explanation of a phenomenon, there is always an infinite number of possible and more complex alternatives, because one can always burden failing explanations with ad hoc hypothesis to prevent them from being falsified; therefore, simpler theories are preferable to more complex ones because they are more testable.
-Which group's model seems most likely to be the best one, and why?
In science, Occam's razor is used as a heuristic technique (discovery tool) to guide scientists in the development of theoretical models, rather than as an arbiter between published models.[8][9] In the scientific method, Occam's razor is not considered an irrefutable principle of logic or a scientific result; the preference for simplicity in the scientific method is based on the falsifiability criterion. For each accepted explanation of a phenomenon, there is always an infinite number of possible and more complex alternatives, because one can always burden failing explanations with ad hoc hypothesis to prevent them from being falsified; therefore, simpler theories are preferable to more complex ones because they are more testable.
Sorry...I can't reveal my invention yet, it's not copyrighted! ;)
Nature of Science Concepts-GVE
-Models are used in science to explain and predict how things work.
-Science is uncertain because scientists can make more than one workable model to explain their observations.
-We limit the uncertainty through collaboration.
Exit Slip: How do you think you could test your ideas? Write down a proposed experiment to challenge your hypothesis. (5 mins)
Period 7: Biodiversity Evaluation
Evaluate the biotic and abiotic factors of the FHS campus and complete the Biodiversity Evaluation Datasheet
We've been learning about ecosystems - let's go outside and investigate the ecosystem around Franklin's campus! (If you miss this class, complete the datasheet by doing a biodiversity evaluation of your yard at home)
Biodiversity Evaluation datasheet - worth 20 points
Make sure you have these important notes before doing your evaluation:
Biodiversity Evaluation datasheet with notes
Expectations:
-Same rules as classroom - be respectful, be responsible, be engaged
-Be quiet in the hallways
-Stay together as a class but work in groups:
Time Keeper - keep a close eye on the time
Recorder - keeping notes for your team (important!)
Task Manager - keep team engaged
Materials Manager - bring device for compass
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