HUMANITY & THE WORLD BIOMES Unit 2-5a Understanding Aquatic Biomes.
Biomes Project Outline of Assignments Beginning September 25, … · 2017-09-21 · Biomes Project...
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Biomes Project Outline of Assignments Beginning September 25, 2017 Ends December 15, 2017 Special thanks to PROJECT ASPIRE for the funding that has made this biomes project possible.
Transcript of Biomes Project Outline of Assignments Beginning September 25, … · 2017-09-21 · Biomes Project...
Biomes Project
Outline of Assignments
Beginning September 25, 2017
Ends December 15, 2017
Special thanks to PROJECT ASPIRE for the
funding that has made this biomes project possible.
Land Biomes Project—Table of Contents
1 Course syllabus/timeline
2 Course syllabus/timeline
3 Land Biomes Project Lesson Plan
4 Land Biomes Project Lesson Plan
5 Land Biomes Project Overview
6 Land Biomes Project Overview
7 Topical Facts Sheet--Biomes
8 Lined Note Sheet
9 Land Biome-Research Info. Sheet
10 World Map—Biome Distribution
11 Organism Research Sheet
12 Organism Research Sheet
13 Biome Research—Grading Rubric
14 Organism Research—Grading Rubric
15 Topical Facts Sheet—Succession
16 Succession Project—Grading Rubric
17 Topical Facts Sheet—Energy Flow
18 Topical Facts Sheet—Energy Flow
19 Topical Facts Sheet—Energy Flow
20 Topical Facts Sheet—Energy Flow
21 Food Web Grading Rubric
22 Photosynthesis Picture Book
23 Lined Note Sheet
24 Lined Note Sheet
25 Theme Park Flyer Instructions
26 Theme Park Flyer Grading Rubric
27 Lined Note Sheet
28 Biome Resort Grading Rubric
29 Judges Scoring Sheet
30 Judges Scoring Sheet
31 Unit Plan—Biomes/Energy Flow
32 Unit Plan—Biomes/Energy Flow
33 Unit Plan—Succession/Cat. Events
34 Unit Plan—Succession/Cat. Events
In-class Biome Project Time Line 1
Monday 9/25
Tuesday 9/26
Wednesday 9/27
Thursday 9/28
Friday 9/29
Monday 10/2
Tuesday 10/3
Wednesday 10/4
Thursday 10/5
Friday 10/6
Monday 10/9
Tuesday 10/10
Wednesday 10/11
Thursday 10/12
Friday 10/13
Monday 10/16
Tuesday 10/17
Wednesday 10/18
Thursday 10/19
Friday 10/20
Monday 10/23
Tuesday 10/24
Wednesday 10/25
Thursday 10/26
Friday 10/27
Monday 10/30
Tuesday 10/31
Wednesday 11/1
Thursday 11/2
Begins 7.10 ABC-- Biomes Reading Assignment
Biomes Rotation Lab
Biomes Rotation Lab
Bell—Library Lessons (Biomes reading assignment)
Bell—Library Lessons
Freeman—Library Lessons
Freeman—Library Lessons
Terry—Library Lessons
Terry—Library Lessons
Ecological Succession Project
Ecological Succession Project
Ecological Succession Project
Flex Day
Flex Day—Video Day
Biomes Test Review
Biomes Test
Begins 7.5ABC Matter and energy—Energy flow and photosynthesis Intro video
Blind Food web Exercise
Energy Flow Notes
Intro to Food web project (current research biome)
Research organisms for biome
Photosynthesis in your biome
Begin construction of your Food web
Continue food web
Finish food web
Begin photosynthesis picture book
Continue picture book
Complete picture book
Test Review Energy Flow
Friday 11/3
Monday 11/6
Tuesday 11/7
Wednesday 11/8
Thursday 11/9
Friday 11/10
Monday 11/13
Tuesday 11/14
Wednesday 11/15
Thursday 11/16
Friday 11/17
Monday 11/27
Tuesday 11/28
Wednesday 11/29
Thursday 11/30
Friday 12/1
Monday 12/4-
Friday 12/8
Energy Flow Test 2
Flex Day
Catastrophic Events Introduction
Catastrophic Events and your Biome
Catastrophic Events and Your Biome
Begin Biomes Theme Park Project
Research Theme Park Project
Begin Individual Theme Park flyers
Continue Individual Theme Park Flyers
Continue Individual Theme Park Flyers
Complete Individual Theme Park Flyers
Begin Designing Final Theme Park Presentations
Design Final Theme Park Presentations
Design Final Theme Park Presentations
Design Final Theme Park Presentations
Design Final Theme Park Presentations
Shark Tank Presentations
Land Biomes Project Lesson Plan 3
Students will work together in committees to research one of Earth’s biomes. As a committee,
the students will focus their research on the climate, typical flora and fauna, as well as the world
distribution of their biome. The committee will present work to potential investors in an effort to
attain funding for the purpose of building a resort destination for travelers. A successful team will
receive funding from investors where other teams may not be able to do so.
Primary Learning Outcomes/Assessed TEKS
�Students will describe different biomes and biodiversity of each 7.10 AB
�Students will observe, record and describe role of ecological succession in living systems 7.10C
�Students will recognize the role of radiant energy (photosynthesis) on earth 7.5A
�Students will explain the cycling of matter within a living system 7.5B
�Students will diagram flow of energy in a living system 7.5C
�Students will predict and describe the effects of catastrophic events on living systems 7.8A
Secondary Learning Outcomes
�Students will utilize the Internet and library resources to research their assigned topic
�Students will enhance their presentation skills
Background Students will be able to use their creativity and develop scientific knowledge in this project.
Some biomes you may choose to assign to your class include: desert, tundra, savannah,
grassland, tropical rain forest, deciduous forest, coniferous forest,
Procedures/Activities
Step 1: Introduction and team building
Assign teams and biomes for research. Go over project expectations with the students and
the expected timeline for completion of the project.
Step 2: Research 4 Students will travel to library for lessons in research to compile information for biomes products.
On the final day of the project plan to have group presentations, each about 10 minutes long.
During the presentations, students should complete the Land Biomes Summary Sheet as well as
the Organisms and Their Adaptations. This provides all students in the class with a summary of
the biomes and a study guide for the test.
Students will be evaluated for their products based on their individual participation during the
project.
Materials and Equipment
Teacher will provide materials for the presentations (i.e. blank white paper, colored pencils,
markers, rulers, etc.)
Access to technology and the media center resources (encyclopedias, books, etc.) is useful
if this is to be completed as an in-class project.
Total Duration
53 classroom days (including time for formative and summative assessments)
Assessment
Students are assessed individually based on their levels of participation during the assignment.
Scoring rubrics will be used for all evaluations.
Land Biomes Project—Overview 5 Due: __________________________ Biome: _________________________ Committee Members: _________________________________________________________ INTRODUCTION
As a committed conservationist, you are concerned about the state of your biome. To ensure the
survival of your biome, you need to get money for your conservation projects. Since your biome is
the best tourist destination in the world, you have decided that perhaps you could make some
money by hosting guests as you build environmentally friendly resorts.
TASKS
Your objective is to convince the investors to help you build the world’s greatest (and ecologically
responsible) tourist attractions. You and your committee are assigned the following
responsibilities:
1 Create a flyer describing your (e.g. average temperature & precipitation) biome and its organisms, outlining what ecological concerns in your biome deserve the investment of
money from donors
2 As a team, design a food web and energy pyramid describing the energy flow specific to your biome. 3 Explain how ecological succession has impacted your biome by researching into the past as far as you are able. 4 Design a menu of attractions/activities—prices included. 5 Make a presentation to the investors (ALL MEMBERS WILL SPEAK DURING PRESENTATION) 6 Evaluate the suitability of each biome as a destination for tourists
Guidelines set by the investors: 6 � There will be 4-5 committee members.
� The flyer will contain the following information –
--name of the biome destination (like “Echoes of Time Deciduous Forest”)
--where throughout the world can we find more biomes like these
(you may include a map)
--location within the biome you want resort located
--climate of the biome (i.e. average temperature & precipitation)
--typical plants
--typical animals
--ecological challenges, current & future conservation efforts
--visuals (pictures, diagrams) to enhance the appeal of the flyer
� Each committee member will choose one plant or animal that lives in their biome and make an individual flyer that describes the organism and its adaptations. Pictures must be included.
Biome/Organism Research Instructions
1 For each empty box, completely fill with information regarding the topic to the
left of each box.
2 If you need to know how much information to collect, you are researching incorrectly.
3 You research each topic until you can no longer find new information. However. . .
A You should have a minimum of 5 pieces of information per topic box
B Information should be directly related to topic/question
4 Do not assume you have all facts just because you have found 5 from one resource.
5 Do not assume that your facts are absolutely true. You may need to
verify information.
6 This research assignment is a formative grade. Leaving boxes blank is a VERY
VERY bad thing.
Topical Facts Sheet—Biomes 7
Biome—Geographic area on Earth that
contains ecosystems with similar biotic and
abiotic features
Abiotic Factors—non-living parts of a biome
(soil, rock, sand, air, sunlight, climate, etc.)
Biotic factors—living parts of a biome
(plants, bacteria, animals, fungi)
Biodiversity—the number of different
species in an area
Sustainability—a system’s ability to be
diverse and productive indefinitely; the
overall health or strength of a biome
Deserts
--driest biome
--very little rainfall or surface water
--usually hot in day and cold in night
--covered in sand or poor soil
--plants have special adaptations to
conserve water
--low biodiversity=low sustainability
Grasslands
--definite wet and dry seasons
--summers are long and hot
--located in center of continents
--plants are mostly grasses and shrubs
--moderate rainfall and surface water
Tropical Rain Forest
--aka jungles
--warm and wet all year
--highest biodiversity of all biomes;
(half of all species live here)
--highest rainfall
Temperate Rain Forest
--very wet but cool
--lots of rain but also fog
--high biodiversity but not as high
as tropical rainforest
Temperate Deciduous Forest
--moderate rainfall and surface water
--summers warm and humid
--winters can be below freezing
--high biodiversity as all forests
Taiga (Coniferous Forest)
--very long and cold winters
--short growing seasons means food
sources not abundant
--lowest biodiversity of all forests
--moderate precipitation (mostly
snow)
Tundra
--extremely long, very cold winters
--2 month growing season
--very low biodiversity
--icy desert
NOTES
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Land Biomes Project 9
Research Information Sheet (Biomes)
Biome_________________________________ Team Members______________________________________________________________ Biome: Information to be researched—Every team member fills in these sheets doing separate research and graded separately
World Distribution (Where in the world are they?)
(Shade in the world map on the next page)
Seasonal climates
Average Temperature (Monthly)
Average Precipitation (Monthly)
Typical Plants
Typical Animals (Don’t include people)
Energy Flow
Ecological Challenges
Conservation Efforts
10
Organism:___________________________________________________11
General Physical Description
Habitat Description
Where they are (in the world)
Range—How far do individuals or groups travel?
Diet
Reproduction Habits/Cycle 12
Adaptations
Other information Interesting Facts General Trivia
Individual Grading Rubrics—Biome Research 13
Biome Research Total Points Points Awarded
World Distribution
Thorough
Accurate
10
/5
/5
Seasonal Climate
Season explained
Accurate to biome
Complete research
15
/5
/5
/5
Average monthly temps
Every month covered
Accurate to biome (in Celsius)
10
/5
/5
Average monthly precipitation
Every month covered
Accurate to biome (in centimeters)
10
/5
/5
Typical Plants
Diverse list
Individual descriptions
10
/5
/5
Typical Animals
Diverse List
Individual descriptions
10
/5
/5
Energy Flow
Basic food chain
Food web
Evidence of biodiversity
15
/5
/5
/5
Ecological Challenges
Natural environmental issues
Human being “footprint”
10
/5
/5
Conservation Plan
Thorough research
Plan for the future
10
/5
/5
Total /100
Individual Grading Rubrics—Organism Research 14
Organism Research Points Available Points Awarded
General Physical Description
Color
Size
10
/5
/5
Habitat Description
Climate
Elevation
Precipitation
15
/5
/5
/5
Distribution (Where are they?)
Where did they come from?
How did they get to where they are?
How many different continents?
15
/5
/5
/5
Range—(How far do they travel?) 5
/5
Diet
Carnivore / herbivore
Place in food web
Abundance of food
15
/5
/5
/5
Reproduction Habits/Cycle
Mating
How long until birth
Population
15
/5
/5
/5
Specific Adaptations
For survival
Food gathering
Environment survival
15
/5
/5
/5
Population status
5
/5
Interesting Facts
TOTAL
5
/5
/100
Topical Facts Sheet—Ecological Succession 15
Ecological succession—
predictable stages that an ecosystem goes
through as it develops or regrows which
continues until the systems is in equilibrium
(homeostasis)
Primary succession—gradual development
of an area over time where before there had
been no life
1 bare rock
2 lichens (fungi and algae combined)
break down rock into sand (pioneer
species)
3 soil develops—then mosses and insects
4 soil grows ferns, then grasses, then
shrubs
5 small then larger trees grow after
hundreds to thousands of years
Secondary succession—re-development of
a system that has been damaged by a
catastrophic event or human interference
***Life has existed before the event
occurred
1 soil already exists (usually)
2 more weeds and grasses grow
3 shrubs seeds take root and grow in
fields
4 small then larger trees grow
Equilibrium returns:
--every niche in community is filled
--plants, animals, biotic and abiotic factors
all in balance
--known as a “climax community”
Ecological Succession Project—Grading Rubric 16
Element
Value Points Awarded
Poster Title
5
Primary Succession Description
Rock formation period
Lichen (pioneer species) period
Mosses and grasses
Forestry period
20
5
5
5
5
Secondary Succession Description Succession event description
Level of damage by even
Restoration process
4-stage description (5 points per stage)
Pioneer species detailed Description of climax community
45
5
5
5
20
5
5
Graphics (10 original pics—minimum)
Original drawings
Use of color
10
5
5
Mastery of Vocabulary Primary succession, secondary succession, pioneer species, climax community, lichen (2 points each)
10
Creativity
5
Neatness
5
TOTAL POINTS
100
Topical Facts Sheet—Energy Flow 17
Energy Flow—The sun is the sole
source of Earth’s energy dating back
to billions of years ago
(photosynthesis)
6CO2 + 6H
2O + sunlight & chlorophyll
����C6H
12O
6 + 6O
2
In the equation above, carbon dioxide
and water (with sunlight as an energy
source) combine to manufacture sugar
(C6H
12O
6 ) and oxygen (O
2 )
2 Main Types organisms on Earth
Producers—any organism that can make
glucose during photosynthesis (trees, plants,
grass, algae, plankton)
Consumers—organisms that cannot use the
sun to transform energy (can’t use sun for
food)
Use cellular respiration to process glucose for
energy\
Almost all energy consumed by an
organism is used for survival,
reproduction or other living processes
(both producers and consumers)
Types of Consumers
Primary consumers
--always herbivores (plant eaters; grazers)
Ex: deer, rabbits, squirrels, sheep
--most consumed energy used for staying
alive
--most consumed energy used for
mechanical energy and body heat
--left over energy is what is available for
other consumers to eat (secondary
consumers)
Secondary consumers
--may be carnivores (meat eaters)
--may be omnivores (eat many types of
food)
Ex: lions, tigers, wolves, bears
-- most consumed energy used for
mechanical energy and body heat ) if
they make their own heat)
Tertiary consumer
--eats secondary consumers
--most often carnivores
Ex: sharks, owls, eagles, alligators
-- most consumed energy used for
mechanical energy and body heat
(if they make their own heat)
Predators: consumers that hunt and kill
other animals—AND EAT THEM
Prey: the animals that are hunted and
killed—AND EATEN
Scavengers: Consumers that eat other
consumers that have already died
Ex: vultures, crabs, crows, flies
Decomposers: break down dead or dying
materials (fallen trees, leaves, dead animals)
Ex: all bacteria, worms, all fungi
(mushrooms)
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Predator Prey
Food Webs 19
Food webs: --food chains that are interconnected in a living system
--show multiple feeding relationships between various organisms
--the larger the food web, the more sustainable the living system
--notice how predators have multiple prey and vice versa
20
Energy pyramids: --show the amount of energy available at each level of a food chain
(trophic levels)
--show how much energy is required to support a trophic level
--follows the “rule of 10” or the “10% rule”
--the diagram below shows how moving up the pyramid reduces the
available energy by factors of 10
--According to the pyramid model. . .
1000 plant like organisms (producers) will feed 100 bunnies (primary
consumer)
100 bunnies (primary consumer) will feed 10 snakes (secondary
consumer)
10 snakes (secondary consumer) will feed 1 hawk (tertiary consumer)
1000
organisms
100
organisms
10
organisms
1
organism
Food Web Grading Rubric 21
Trophic Level Available Points Points Awarded
Producer 4 producers in the web ( 4 pts each) Pictures drawn (large and detailed) Fully colored
32
/16 /8 /8
Primary Consumer 3 primary consumers in the web Pictures drawn (large and detailed) Fully colored
24
/12 /6 /6
Secondary Consumer 2 or 3 secondary consumers in the web Pictures drawn (large and detailed) Fully colored
16 or 24
/8 or /12 /4 or /6 /4 or /6
Tertiary Consumer (may not have one) 0 or 1 tertiary consumers in the web Picture drawn (large and detailed) Fully colored
0 or 8
0 or /4 0 or /2 0 or /2
Decomposer 1 decomposer in the web Picture drawn (large and detailed) Fully colored
8
/4 /2 /2
Scavenger 1 scavenger in the web Picture drawn (large and detailed) Fully colored
8
/4 /2 /2
Arrows drawn correctly TOTALS
/4
/100
NOTES
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Photosynthesis Picture Book 23
Students in a 4th grade classroom at Timbers Elementary are studying photosynthesis. The students cannot understand what energy transformation occurs and why the process is so important to living things on earth. Your task is to become an author and illustrator who will work on a team to create a picture book that will help to explain how photosynthesis occurs and why it is necessary for life to exist on earth.
♦ You will work individually
♦ Your book must contain all of the key elements that are listed in the rubric below. ♦ You will also be graded on your participation as a group member. ♦ You will work on this for 2+ class periods, and the final product will be due at the
end of class on Friday October 13. Key Elements Possible
Points Self-Evaluation
Teacher Evaluation
Vocabulary
• Explain all 7 words accurately (5 points per word) o photosynthesis, producer, chloroplast,
chlorophyll, reactant/product, energy transformation, ATP
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Concepts
• Clearly communicate… o relationship between sun’s energy and how it
transforms on earth (5 points) o relationship between the reactants and products (5 points) o the overall importance of photosynthesis to living things on earth (5 points)
15
Illustrations
• 8 pictures minimum (3 points each) o 4 pictures must accurately relate to the
vocabulary and concepts. o 4 pictures must be related to the story line. Must have at least one picture on each page.
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Presentation
• Neatness (5 points) • Color (5 points)
o Minimum of 5 colors used, not including black and white (1 point per color)
• Creativity o Story line (5 points) o Pictures (5 points)
20
Cover(s)
• Pictures on front and back (3 points) • Title (2 points) • Student Names (1 point)
6
TOTAL
100
/100
Theme Park Flyer Investor Guidelines 24
(Instruction/Rule Sheet)
1 There will be 4-5 committee members.
2 The flyer will contain the following information –
A name of the biome destination (like “Echoes of Time Deciduous Forest”)
B where throughout the world can we find more biomes like these
(you may include a map)
C location within the biome you want resort located
D climate of the biome (i.e. average temperature & precipitation)
E typical plants
F typical animals
G ecological challenges, current & future conservation efforts
H visuals (pictures, diagrams and color) to enhance the appeal of the flyer
3 Each committee member will choose one plant or animal that lives in their biome and make
an individual flyer that describes the organism and its adaptations. Pictures must be
included.
4 EACH MEMBER WILL COMPLETE AN INDIVIDUAL FLYER FOR AN INDIVIDUAL
Grade!! NO EXCEPTIONS!!
Theme Park Flyer Grading Rubric 25
Key Elements Possible Points
Self-Evaluation
Teacher Evaluation
Vocabulary Biome, biodiversity, sustainability, biotic, abiotic, climate, ecosystem, food web, trophic level, producer, consumer (3 points each)
33
Concepts Communicate the following:
•••• Formation of biome
•••• Biotic and abiotic factors
•••• Ecological concerns of biome
•••• sustainability of biome
•••• Energy flow in biome (sun to decomposer)
15
3
3
3
3
3
Illustrations
•••• 6 major illustrations (4 points each)
•••• Content related to biomes/ecosystems
26
18
8
Presentation
•••• Color (at least 5 colors used—1 point each)
•••• Neatness
•••• Creates need to go
•••• Story line interest
20
5
5
5
5
Cover(s)
•••• Pictures/Titling
•••• Student Names
6
5
1
TOTAL POINTS
100
100
/100
NOTES
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Biome Resort Presentation Grading Rubric 27
Team:_________________________________________________
Period:________________________________________________
Member Name:_________________________________________
Grading Criteria Notes Total points Points earned
Preparation Visible Notes Handouts Talking Points
15 5 5 5
/5 /5 /5
Visual Aides Display Color Creativity Engagement
20 5 5 5 5
/5 /5 /5 /5
Organization Easy to follow Rehearsed/practiced All inclusive explanation Conclusion/Summary
20 5 5 5 5
/5 /5 /5 /5
Expertise Command of information Understanding of biome facts Facts applied to resort
15 5 5 5
/5 /5 /5
Interest Desirable to visit Explanation of all activities
10 5 5
/5 /5
Verbal Elocution (Pronouncing) Grammar
10 5 5
/5 /5
Creativity Unique presentation
4 4
/5
Appearance Dressed to sell a resort?
3 3
/3
Time management 3 /3
TOTAL 100 /100
NOTES
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Greetings guest judge/investor. . . 29 You are about to decide the fates of potential theme park ideas. Every presentation is designed to separate you from your money. Presenters must prove to be very persuasive sales people and entrepreneurs, but—more importantly—experts in environmental science. The best of the best will have the entire package and knock your socks off. Judging is based on several criteria—all scaled from 1 – 10, with 1 being least impressive or persuasive. Do not be too generous with the 10s! The success or failure of you financial future is at stake as well. Judge fairly, but be tough. Some presentations are better than others; that’s just the way it is. Score accordingly. As the director of this event, I can tell you that students have worked very hard and had excellent attendance, while others have performed less so. If you see that, score accordingly. We are trying to teach students the value of preparation and the benefit of hard work. Enjoy them as you judge. Criterion Rating Preparation
Handouts (1 per member) 1 2 3 4 5 6 7 8 9 10
Command of talking points 1 2 3 4 5 6 7 8 9 10
Visual Aides
Screen presentation sharp/clear 1 2 3 4 5 6 7 8 9 10
Bold effective colors 1 2 3 4 5 6 7 8 9 10
Engages audience 1 2 3 4 5 6 7 8 9 10
Organization
Easy to follow 1 2 3 4 5 6 7 8 9 10
Evidence of rehearsal/practice 1 2 3 4 5 6 7 8 9 10
Inclusive explanation 1 2 3 4 5 6 7 8 9 10
Clear conclusion/summary 1 2 3 4 5 6 7 8 9 10
Expertise
Command of biome information 1 2 3 4 5 6 7 8 9 10
Clear presentation of facts 1 2 3 4 5 6 7 8 9 10
Flow of facts to theme park 1 2 3 4 5 6 7 8 9 10
Interest
Activities, amenities, prices peek interest 1 2 3 4 5 6 7 8 9 10
“Putting this on the bucket list” 1 2 3 4 5 6 7 8 9 10
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Delivery
Elocution (Clear speech) 1 2 3 4 5 6 7 8 9 10
Eye contact 1 2 3 4 5 6 7 8 9 10
Overall Creativity
Outside the box ideas 1 2 3 4 5 6 7 8 9 10
Appearance
Dressed for Success 1 2 3 4 5 6 7 8 9 10
Time management
Delivery well thought out and paced 1 2 3 4 5 6 7 8 9 10
**** TOTAL POINTS……………..________/190
****I am happy to add these up for you
Biomes, Biodiversity & Energy Flow Unit Plan 31
Summative Assessments: Biomes & Energy Flow Test Prior Knowledge:
3.9A: Observe and describe characteristics of environments and how they support living things 3.9C: Describe environmental changes such as floods and droughts affect certain organisms’ survival 5.9A: Observe the way the living and non-living parts of the environment interact 5.9.C: Predict the effects of changes in ecosystems caused by living organisms, including humans 6.12.E: Describe biotic and abiotic parts of an ecosystem in which organisms interact. 6.12.F: Diagram the levels of organization in an ecosystem--organism, population, community, and ecosystem. 4.9.B Describe the flow of energy in an ecosystem—food chains 5.9B: Describe how the sun’s energy transforms into other forms and benefits the earth 5.9D: Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. 6.9A: Investigate methods of thermal energy transfer including conduction, convection, and radiation. 6.9B: Verify through investigations that thermal energy moves in a predictable pattern 6.9C: Demonstrate energy transformations and how they are used
Learning Targets 7.10.A Explain the relationship between organisms and the environment. Define: Producer
Decomposer
Prey
Consumer
Primary Consumer
Secondary Consumer
Herbivore
Biotic
Abiotic
Biodiversity
-Observe and describe different environments, including microhabitats in schoolyards and biomes, support different varieties and organisms.
Describe a: 32 Biosphere
Biome
Rain forest
Marine
Deciduous Forest
Desert
Grassland
Coniferous Forest
7.10.B Describe how biodiversity contributes to the sustainability of an ecosystem (S) 1. What are the characteristics of an ecosystem?
2. What factors in an ecosystem sustain life and allow for biodiversity?
3. What is the benefit of biodiversity? 7.5.A Explain how interactions occur between matter and energy. (S)
1. How does energy transfer and transform in the environment? 2. Why is the decomposition of matter important in an environment?
-Explain how radiant energy from the Sun transforms into chemical energy through the process of photosynthesis. 7.5.B Demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin. (S) 7.5.C Diagram the flow of energy through living systems in a: (S) a) food chain
b) food webs
c) energy pyramids
3. How do food chains and food webs work?
4. How does energy flow in an energy pyramid?
Ecological Succession and Catastrophic Events 33
Prior Knowledge 3.9A-- Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem. 3.9C-- Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations. 5.9A-- Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements. 5.9C-- Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways 3.9C--Describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations. 5.9C-- Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. Learning Target 7.10B--Describe how biodiversity contributes to the sustainability of an ecosystem and, 7.10C-- Describe the relationships between organisms and the environment. (C) Be able to observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. Define: Ecological succession
Primary ecological succession
Secondary ecological succession
Pioneer species
Lichen
34 7.8A - Predict and describe how different types of catastrophic events impact ecosystems, such as floods, hurricanes, or tornadoes. Define:
hurricane
tornado
flood
drought
earthquake
tsunami
volcano
Probing your Understanding
1 Describe the differences between primary and secondary ecological succession. List and describe 3 events that could occur in our area in which secondary succession could take place. (7.8A) 2 If you plant a garden, control the weeds and nurture your flowers, vegetables, etc.; what would happen to that garden if you let nature take over for a period of 1 year? What would the garden look like? What kind of organisms would you expect to find there? (7.10C) 4 Explain how the ENVIRONMENT was impacted by Hurricane Ike in 2008. Why was the storm so devastating to the Gulf Coast? Which areas were affected most severely? (7.10A) 5 If you were living on an island in the Pacific Ocean, what natural disasters (catastrophic events) would you worry about the most? Why? (7.8A)
