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Biology Unit

Page history last edited by melamcco@fc.amdsb.ca 2 years, 1 month ago

 

PART 1:   INTRODUCTION TO ECOLOGY

 

Lesson 1:  The Earth's  Spheres

 

Follow up resources

Watch one of the following videos.

a) Define and describe the hydrosphere, lithosphere, atmosphere and biosphere 

option 1  http://www.youtube.com/watch?v=5FooHD0atuc

option2  http://www.youtube.com/watch?v=kzNYS3FDUsQ

 

Success Criteria:   Students should be able to.....

 

1- Definition and apply the following of Ecology Terms:  hydrosphere, lithosphere, atmosphere, biosphere

2- Describe components of each of the above

3- Describe the relationship between each of the above

4- use terms including abiotic and biotic as they pertain to the earth

 

 

Lesson 2.  BASIC ECOLOGY  What are the components of an ecosystem? 

 

Class Followup:  Choose from the following resources to generate a glossary to define and review basic ecology terms.

{Ecological Terms you should know:}

ecosystems, communities, population, biotic, abiotic, terrestrial, aquatic ecosystems. The flow of energy in food chains, trophic levels (primary, secondary, tertiary, quaternary), consumers (primary secondary, tertiary) food web, autotrophs, producers, herbivores, carnivores, omnivores, decomposer, detritovores, prey, predator, scavenger, habitat, niche

 

Resources

1.  Copy the following notes:  bio intro.pdf

2.  Try these definition games:  http://quizlet.com/7337095/basic-ecology-terms-flash-cards/

3.   Watch the following videos: 

option 1  http://www.youtube.com/watch?v=m_zRrYLznNc

option 2  http://www.youtube.com/watch?v=LgXXmz_c3mM

4.  Read  http://www.ck12.org/life-science/Principles-of-Ecology-in-Life-Science/lesson/Introduction-to-Ecology/

and Read http://www.ck12.org/life-science/Food-Chains-and-Food-Webs-in-Life-Science/lesson/user:cnZoc3RyYWNrQGdtYWlsLmNvbQ../Food-Webs/

5. Log onto http://braingenie.ck12.org/    and create an account.  

Join our class SNC1D   with the code rkjnt908.

Write down your login and password so you do not forget it!!!!  

Go to your "GOALS" and complete the following 2 goals  Biology-Ecology and Ecology-foodwebs

For each goal you can watch the attached video and then do the practice questions until you master the concepts.

(I have carefully selected the topics but there are a few new terms you will learn.  Don't worry these new terms are not on the test.)

 

In Class Activity:  Food Webs:   Construct and label a foodweb.

 

Success Criteria:   Students should be able to.....

1- Definition and apply the following of Ecology Terms: 

ecosystems, communities, population, biotic, abiotic, terrestrial, aquatic ecosystems. The flow of energy in food chains, trophic levels (primary, secondary, tertiary, quaternary), food web, autotrophs, producers,  consumers (primary, secondary, tertiary), herbivores, carnivores, omnivores, decomposer, detritovores, prey, predator, scavenger, habitat, niche

2- Construct and analyze a food web for a particular ecosystem

 

 

Text Book Work:  Read p 42-45  Q 1-8 p 47

 

 

Lesson 3   Food Chain Dynamics

 

Predator/Prey relationships Slide Show predators prey.pdf 

 

Investigations:  Moose Case Study -graphing skills  

 

How wolves change rivers:  http://www.youtube.com/watch?v=ysa5OBhXz-Q

 

1.  What is a "tropic cascade"?  Explain using the examples given in the video

2.  What effect did introducing wolves had on vegetation

3.  How is the role of beavers in the ecosystem similar to the role of wolves in the yellow stone ecosystem?

4.  How did the introduction of wolves effect the river?  Explain in detail.

 

 

 

Success Criteria:  Students will be able to

1- Construct and analyze population graphs for various species

2- Describe the benefits of the predator-prey interaction.  

3.  Describe how populations at various levels of the food chain affect each other..

4- Define carrying capacity, density dependent and density independent factors

 

Text book Read 2.7 p 52-55  Q 3,6,7

 

 

Lesson 4   Food Web  Dynamics    Predators and Communities

 

Class Preparation:  Read the following article before class:

 The Ripple Effect: grey-wolf-the-ripple-effect.pdf

Ripple effect questions.pdf

 

 

Success Criteria:   Students should be able to.....

 

1- Describe the pyramid of numbers, energy and biomass associated with the food chain.

2- Describe how populations at various levels of the food chain affect each other..

3- Describe how predators can be keystone species in an entire ecological community

4-  Describe the issues related to the re-introduction of wolves to Yellowstone National Park

 

 

LESSON 5.  How does nutrient availability affect ecological communities?  

 

Success Criteria:   Students should be able to.....

 

1- Describe the various forms of nitrogen in the ecosystem including nitrogen gas, ammonia and nitrate

2- Describe why nitrogen is important to ecosystems

3- Describe how nitrogen fixation, nitrification and denitrification contribute to the nitrogen cycle

4- Describe how nitrogen runoff from fertilizing lawns or agricultural crops affects aquatic ecosystems through the process of eutrophication.

 

 

 

Nitrogen Cycle 

Class Notes: The Nitrogen Cycle Symplified.pdf 

 

Homework:  Review the nitrogen cycle by using the following resources

Online Reference for reading: http://www.ck12.org/biology/Nitrogen-Cycle/lesson/Nitrogen-Cycle/

Nitrogen Cycle Video:   http://www.youtube.com/watch?v=leHy-Y_8nRs

 

 

Text Reference 

Chapter Title

Page References

Homework

2.4 The nitrogen cycle

p 52,54-60

Q 1-7 p 65

 

For interest:  Experimental Lakes:  http://saveela.org/videos/

 

________

LESSON 6. What is the Carbon Cycle? 

 

Success Criteria:   Students should be able to.....

 

1- Define and apply the following terminology:  nutrient cycle, dynamic equilibrium, photosynthesis, respiration, decomposition

2- Write and interpret the equations for photosynthesis and cellular respiration.

2- Describe how plants contribute the carbon cycle

3- Describe how the carbon cycle relates to the food chain

4- Describe how animals, decomposition and fires contribute to the carbon cycle.

5.  Describe the issue associated with the biosphere project

 

 

Notes: carbon cycle.pdf

 

Text References:

Chapter Title

Page References

Homework

2.3 The Carbon Cycle

p 43, 46-50

Q 1-7 p 51

 

Read:  http://www.ck12.org/biology/Carbon-Cycle/lesson/Carbon-Cycle/

Watch Carbon Cycle:  http://www.youtube.com/watch?v=2D7hZpIYlCA

Carbon Cycle Video:  http://www.youtube.com/watch?v=dDBU0lg-HYE

 

 

Case Study:  Life in Biosphere II

http://www.ted.com/talks/jane_poynter_life_in_biosphere_2

 

What is a biosphere?

Why could it be considered a closed system?

How was the biosphere II similar to the real biosphere?

What problems did they have with oxygen and carbon dioxide in the biosphere?

Why did conduct they conduct the experiment?

What was learned from the project?

_______________________________________________________________________________________________________________________________________________________________________________________

 

LESSON 7.  Microscopic Communities in Aquatic Exosystems (Mon May 29)

 

Success Criteria:   Students should be able to....

 

1- use the terms and provided examples of phytoplankton, zooplankton, macroinvertebrates, protist.

2- identify microscopic animals and plants in the lab

3- construct foodwebs that contain microscopic organisms

4-  describe how biodiversity and the presence of indicator species are criteria used determine the health of an aquatic ecosystem

 

 

 

 

 

LESSON 8.  Mercury and Biomagnification  

 

Success Criteria:   Students should be able to.....

 

1 -describe bioaccumulation/biomagnification and how it occurs

2 -identify chemicals that bioaccumulate

3- describe issues associated with the bio magnification of mercury 

 

 

Class Activity: Modelling Biomagnification

 

Notes:bioaccumulation.pdf

 

Video explaining biomagnification:  http://www.youtube.com/watch?v=53_PNR9231g

 

Class Case Study Activity:  Mercury in the Arctic:  http://www.youtube.com/watch?v=ilnU1OcWNG4

 

1.  How does mercury end up in the Arctic?

2.  a) Sketch a food chain for the Arctic, including humans.

b) How does the concentration of mercury change through this food chain?

3.  Why is mercury in the environment significant?  Give 3 reasons.

 

Other Videos on mercury

Video explaining biomagnification:  http://www.youtube.com/watch?v=53_PNR9231g

Mercury Bioaccumulation:  http://www.ck12.org/earth-science/Mercury-Pollution/lesson/Mercury-Pollution/

 

Mercury Video    http://www.youtube.com/watch?v=xRqAS4Eow-c

 

 

 

Lesson 9   Biodiversity 

 

Notes on Biodiversity:   Biodiversity.pdf

Class Activity:  Analysis Biodiversity and Species at risk in the Ausable River

 

Use the following document to answer the questions below

Species at Risk in the Ausable Bayfield watershed:  http://www.abca.on.ca/page.php?page=species-at-risk

 

1. What is COSEWIC? What is it’s role?

2. Define the following terms and give examples of species in this watershed that have this designation

Extinct, extirpated, endangered, threatened, special concern

3. A) Identify the reptiles at risk in the watershed.

B) Why are reptile populations at risk?

4. A) Identified how greatly the populations of mussels have declined.

B) Why has there been such a decline in mussel populations?

5. How are species being protected in the Ausable Watershed?

 

Success Criteria:   Students should be able to.....

 

1-  define and give examples of native species in local ecosystems

2-  Use terminology such as extripated, endangered, special concern, and threatened

3-  identify species at risk in the Ausable river

3-  describe how humans have positively and negatively affected aquatic and terrestrial ecosystems

 

 

 

 

======================================================================================= 

ECOLOGY TEST  #1:  

 

HOW DO I REVIEW? 

1.  Use the success criteria above as a study guide.

 

2.  Make sure you understand the analysis of the Moose population graph and the analysis of the ripple effect.

 

3.  Construct a definition list of terminology and why it is significant.

ecosystems, communities, population, biotic, abiotic, terrestrial, aquatic ecosystems. The flow of energy in food chains, trophic levels (primary, secondary, tertiary, quaternary), consumers (primary secondary, tertiary) food web, autotrophs, producers, herbivores, carnivores, omnivores, decomposer, detritovores, prey, predator, scavenger, habitat, niche

 

bioaccumulation               nutrient cycle          photosynthesis          cellular respiration

biomagnification               denitrification          nitrification               nitrogen fixation

eutrophication                   zooplankton           phytoplankton           nitrate

carbon dioxide                  ammonia                macroinvertabrates     extripated

buffer zone                         carbon cycle            nitrogen cycle             decomposition

combustion                      runoff                      dynamic equilibrium     extinct

endangered

 

4.  Think about each of the major issues we have studied Prepare to write long answer questions on these topics by studying the examples used, their effects on ecosystems and think about solutions to the problems.

     A)  Why are we concerned when chemicals such as DDT and mercury are introduced into ecosystem through pollution?  Outline the ecological effects.

     B)  Why do we need to manage fertilizers, manure and sewage really well?  What effects do they have on ecosystems?

     C)  Is it possible to make a new biosphere?

     D)  What is a tropic cascade?  Describe how a top predator can bring more diversity to an ecosystem.

     E)  How is the nitrogen cycle and the carbon cycle related in the process of Eutrophication?  *Review the ripple effect long answer questions.

 

5.  Watch some of the videos or use links that are provided in the lessons above or the following resource for review.

http://www.sophia.org/ecology-pathway

 

 

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