Make your own free website on Tripod.com
Ecology Ch.30
Home | Class Guide | Meet Your Teacher | Grading Policy | Students Of The Week | Tips and Hints | Science Says Learn It Now | Cool Web Sites | In Depth... | Regent's Review Schedule | Parent Connection | Week In Review: Living Environment II | Week In Review: Marine Science | Week In Review: General Science | Embryology Project | LPP | Living Environment At Work 2004

The Mandella Environment

Chapter 30 Populations and Communities

Monday: A Day (First day of 4th quarter)

Aim: How important is each organism in a community?

Do Now: What would happen if we got rid of all the mosquitos? (Fish depend on the larvae for food, birds in turn eat the fish, the birds would starve. What about chemicals to kill mosquitoes? That chemicals kills honeybees too. Is the cost of getting rid of mosquitoes too high?

Procedure: Living things interact with their environment. How do living things cause changes in the environment (every living (biotic) and non living(abiotic) thing that surrounds them) that can make it unhealthy for other living things? Begin by defining a population. A group of living things of the same species living in the same area. Ask for examples. Changes of sizes of populations often causes change in another one so counting populations is of importance to scientists. What problems are faced with counting populations? (Movement, hidden habitat, herds, looking identical) Things scientists do to mark animals when doing a census: arm or leg bands, tattoos, ear tags, radio transmitters, trees are marked with paint or ribbons.  Students will count the population of crabs and we will discuss a sampling.

Homework #1: Define the words in the first row of your vocabulary on page 87 of the review books. Definitions must be written in your science glossaries. Please remember to highlight all definition within the text of the reivew book.

Tuesday: B Day

Aim: How do populations change?

Do Now: Have various fossil pictures and some actual fossils in the room for students to look at. Ask them how a fossil may support the evolution theory?

Procedure: Students will discuss the how the population of humans has grown since 1960. They will locate the current populations using the US census bureau. http://eire.census.gov/popest/data/states/tables/NST-EST2003-01.php WHy has the human life span increased? What problems do we face as a population? Populations change due to immigration and emigration. Allow students to define those terms and provide examples of each.  Limiting factors of a population: space, food, water, light. This can increase or decrease the numbers of a species.  What about predator prey relationships?  What happens when two animal species compete? .  Double period students will choose a problem on page 635 and will explain what they think the outcome would be?

Homework #2: Define the words in the second  row of your vocabulary on page 87 of the review books. Definitions must be written in your science glossaries. Please remember to highlight all definition within the text of the reivew book.

Wednesday: A Day (Conference)

Aim: What happens when two animal species compete?

Do Now: Lab folders Lab #24 Competition Take a peice of graph paper and a ruler.

Procedure: Students will complete the lab 30-1.  What happens when two animal species compete? Follow the directions on the lab. Sunstitute will get the students started by reading the procedure. Students will be able to follow directions with guidance.  They must answer all questions in the analyze and apply section.

Homework #3: Define the words in the third row of your vocabulary on page 87 of the review books. Definitions must be written in your science glossaries. Please remember to highlight all definition within the text of the reivew book.

Thursday: A Day

Aim: How do diffeernt species depend on one another?

Do Now: Copy the idea map from page 639 into your notebooks for discussion.

Procedure: Students will look at a community and explain the interaction that takes place between the variety of organisms and the non living parts of the environment. A community is all the living things depending on each other. They live in a habitat. They all have a job which we call a niche. The niche of animals and plants are producers, consumers and decomposers. Create a table in your notebooks and write down three facts about each niche. You may use your textbook on page639. A producer makes food in the community. Green plants, algae, bluegreen bacteria. They make their own food. Produce oxygen (that others need to live) as a by product of photosynthesis.  Consumers cant make their own food. Eat other organisms.  Mice, deer, fish, turtles, dogs, etc.  Primary eat only plants(herbivores), secondary eat other animals (carnivores). Ex: rabbit is primary eats grass, wolves are secondary they eat rabbits. Omnivore eats both plants and animals (humans)Decomposers get their food from breaking down dead matter into simpler chemicals. They recycle nutrients so other organisms can use them. Without decomposersthe earth would be over run with dead material. Examples are bacteria, fungi, and protozoans.  Students will complete the check your understanding questions in class.  Complete study guide. 177 communities.

Homework #4: Complete all review questions 1-6 on page 90 of the LE Review Books.

Friday: A Day

Aim: How does energy pass through a community?

Do Now: Go over review questions 1-6 on page 90.

Procedure: What is a food chain? A food web? Students will create a living food web in class. They will each take on a niche and will have to throw a ball of string o the organism that will eat him or her. When finished you can see a web made from the string.  Students will also begin working on their lab activity for food webs.  Lab #25: Relationships in  a community

Have a great weekend! No Homework!

Enter supporting content here