SCIENCE

EXTENDED LEARNING MODULES

STUDENT PACKET

Biology

SC.912.L.17.5

OFFICE OF ACADEMICS AND TRANSFORMATION2012-2013

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. CastilloMr. Carlos L. Curbelo

Dr. Lawrence S. FeldmanDr. Wilbert “Tee” Holloway

Dr. Marta PérezMs. Raquel A. Regalado

Mr. Jude BrunoStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Milagros R. FornellChief Academic Officer

Office of Academics and Transformation

Ms. Marie L. IzquierdoAssistant Superintendent

Division of Academics, Accountability & School ImprovementOffice of Academics and Transformation

Dr. Pablo G. OrtizAssistant Superintendent

Education Transformation OfficeOffice of Academics and Transformation

Mr. Cristian CarranzaExecutive Director

Department of Mathematics and ScienceOffice of Academics and Transformation

Introduction

The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.

The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.

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Table of Contents

Organisms, Populations, and Ecosystems - SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Also assesses SC.912.N.1.4, SC.912.L.17.2, SC.912.L.17.4, and SC.912.L.17.8)

Activity 1 – Limiting Factors........................................................................................................3

Activity 2 – Rabbit Population by Season...................................................................................4

Activity 3 - Literacy in the Content Area....................................................................................10

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Activity 1 – Limiting Factors

Using the questions below, choose one as a topic for a journal entry or discussion.

1. Why are some species more vulnerable to extinction than others? Explain.

2. What challenges do we face with this human unprecedented growth? Explain.

3. Describe changes in ecosystems resulting from seasonal variations, climate change, and succession.

4. What is a consequence of reduction in biodiversity?

5. Complete this statement. Invasive species and non-native species….

6. Explain the difference in the amount of available energy in the trophic levels.

7. Complete this statement. If an area of forest trees is cleared to build a community, then….

8. How does emigration affect population growth?

9. Complete this statement. Ecosystems change because…

10.What accounts for the great diversity of organisms?

11. If an oil spill occurs, then organisms in an aquatic system will… Explain.

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Activity 2 - Rabbit Population by Season

Vocabulary: carrying capacity, density-dependent limiting factor, density-independent limiting factor, limiting factor, population, population density

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Suppose you had a pet rabbit. What would the rabbit need to stay alive and healthy?

2. A female rabbit can give birth to over 40 baby rabbits a year. Suppose all of her offspring survived and reproduced, all of their offspring survived and reproduced, and so on. If that happened, in only eight years the mass of rabbits would exceed the mass of Earth!

So, why aren’t we overrun with rabbits? What keeps the rabbit population in check?

Gizmo Warm-upA population is a group of individuals of the same species that live in the same area. The size of a population is determined by many factors. In the Rabbit Population by Season Gizmo™, you will see how different factors influence how a rabbit population grows and changes.

1. Select the BAR CHART tab. What is the approximate size of the initial rabbit population?

2. Select the TABLE tab. Click Play ( ), and allow the simulation to run for one year.

A. In which season did the rabbit population increase the most?

B. In which season did the rabbit population increase the least?

Part A: Carrying Capacity

Engage Question: What determines how large a population can grow?

1. Get the Gizmo ready : Click Reset ( ).

2. Think about it : A limiting factor is any factor that controls the growth of a population. What do you think are some of the limiting factors for the rabbit population?

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3. Run Gizmo : Select the DESCRIPTION tab. Set the Simulation speed to Fast. Select the GRAPH tab. Click Play, and allow the simulation to run for at least 10 years. (Note: You can use the zoom controls on the right to see the whole graph.)

A. Describe how the rabbit population changed over the course of 10 years.

B. What pattern did you see repeated every year?

C. How could you explain this pattern?

4. Analyze : The carrying capacity is the maximum number of individuals of a particular species that an environment can support. All environments have carrying capacities.

A. What is this environment’s approximate carrying capacity for rabbits? (Note: Average the summer and winter carrying capacities.)

B. When did the rabbit population reach carrying capacity? Explain how you know.

Part B: Density-dependent limiting factors

Introduction: Population density is the number of individuals in a population per unit of area. Some limiting factors only affect a population when its density reaches a certain level. These limiting factors are known as density-dependent limiting factors.

Engage Question: How does a density-dependent limiting factor affect carrying capacity?

1. Get the Gizmo ready : Click Reset. On the SIMULATION pane, make sure Ample is selected for the amount of LAND

available.

2. Think about it : What do you think some density-dependent limiting factors might be?

3. Predict : How do you think the amount of land available will affect the rabbit population?

4. Experiment : Use the Gizmo to find the carrying capacity with Ample, Moderate, and Little land. List the carrying capacities below.Ample: Moderate: Little:

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5. Analyze : How did the amount of space available to the rabbits affect how many individuals the environment could support?

6. Infer : Why do you think limiting a population’s space decreases the carrying capacity?

7. Challenge yourself : Other than space, what might be another density-dependent limiting factor? Explain.

Activity C: Density-independent limiting factors

Introduction: Not all limiting factors are related to a population’s density. Density-independent limiting factors affect a population regardless of its size and density.

Engage Question: How do density-independent limiting factors affect how a population grows?

1. Get the Gizmo ready : Click Reset. On the SIMULATION pane, make sure Ample is selected for the amount of LAND

available.

2. Think about it : What do you think some density-independent limiting factors might be?

3. Gather data : Click Play. Allow the population to reach carrying capacity. Click Pause ( ). Select the GRAPH tab and click the camera ( ) to take a snapshot of the graph. Paste the snapshot into a blank document. Label the graph “Normal Weather.”

4. Predict : How do you think a period of harsh winters will affect the rabbit population?

5. Investigate : Click Reset. Select Harsh winter from the CONDITIONS listed on the SIMULATION pane. Click Play, and observe the how the population changes over five years. Paste a snapshot of the graph in your document. Label the graph “Harsh Winter.”

A. How does the Harsh Winter graph differ from the Normal Weather graph?

B. What do you think most likely caused the differences seen in the two graphs?

6. Predict : Rabbits reproduce in the spring. How do you think a period of cold springs will affect the rabbit population?

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7. Investigate : Deselect Harsh winter. Select Cold spring. Click Play, and observe the how the population changes over a period of five years. Paste a snapshot of the graph in your document and label the graph “Cold Spring.”

A. How does the Cold Spring graph differ from the Normal Weather graph?

B. What do you think most likely caused the differences seen in the two graphs?

8. Predict : How do you think a period of hot summers will affect the rabbit population?

9. Investigate : Deselect Cold spring. Select Hot summer. Click Play, and observe the how the population changes over a period of five years. Paste a snapshot of the graph in your document. Label the graph “Hot Summer.”

A. How does the Hot Summer graph differ from the Normal Weather graph?

B. What do you think most likely caused the differences seen in the two graphs?

10.Think and discuss : Other than unusual weather, what might be another density-independent limiting factor that could affect the rabbit population? If possible, discuss your answer with your classmates and teacher.

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Assessment – Rabbit Population by Season

1. During which season does the rabbit population increase most rapidly?

A. spring B. summer C. fall D. winter

2. Which of the following conditions best match this graph?

A. normal conditions B. hot summers C. cold springs D. harsh winters

3. Based on the graph below, what is the most likely explanation for what happened just before the start of Year 13?

A. normal conditions B. hot summer C. cold spring D. harsh winter

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4. Based on the graph below, what is the most likely explanation for what happened halfway through Year 15?

A. A hot summer. B. A harsh winter. C. A sharp increase in land available. D. A sharp decrease in land available.

5. Which of the following conditions will result in the lowest rabbit population?

A. ample land, cold springs B. little land, normal conditions C. moderate land, hot summers D. ample land, harsh winters

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Activity 3 – Literacy in the Content Area

Sea Lions Feasting on Threatened Salmon http://www.scientificamerican.com/article.cfm?id=sea-lions-feasting-threatened-salmon

Procedures:The teacher will tell you to follow procedure 1 or 2:

1. Read the text and choose one of the activities:a. Find evidence of problems and solutions by marking sentences and/or paragraphs

that explain a problem with a ‘P’ or a solution to the problem with an ‘S’.b. Using read aloud or “jump in” reading highlight important sentences and vocabulary.

2. Complete the scaffold questions.3. After completion of the notes or other active reading strategies, you will be assigned one

of the questions to present and have a class discussion.

Sea Lions Feasting on Threatened Salmon: Should conservationists stop the California sea lions from eating threatened Columbia River salmon?ByJessica Marshall and Nature magazine

This article is reproduced by Scientific American with permission from the magazine Nature. The article was first published on August 22, 2012.

What do you do when a charismatic marine mammal is wreaking havoc by gorging on a threatened species that humans also find delicious? That’s the awkward problem faced by wildlife managers along the Columbia River in Washington and Oregon states, where sea lions have been congregating for the past decade to feast on salmon waiting to climb the fish ladders at the base of the Bonneville Dam on their spring voyage upriver to spawn.

Image: Flickr/cw_anderson, Nature magazine

To protect the Chinook salmon (Oncorhynchus tshawytscha) and steelhead (Oncorhynchus mykiss) in the river, some of which are listed as threatened populations, in 2008 the states of Washington and Oregon obtained permission from the National Oceanic and Atmospheric Administration in Silver Spring, Maryland, to kill California sea lions (which are normally protected) seen feeding repeatedly at the dam, after attempts to frighten the animals away proved ineffective.

In response, the Humane Society of the United States, based in Washington DC, and others filed a lawsuit to stop the practice and their legal challenges have continued. A US district court in Portland, Oregon, is expected to hear full arguments for a final ruling in the next few weeks. In the meantime, more than 40 California sea lions have been killed and 11 transferred to aquaria and zoos.

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Survey data collected by the US Army Corps of Engineers during the years of the cull show that numbers of California sea lions (Zalophus californianus) are decreasing at the dam, along with the amount of salmon they eat. The corps and others attribute this to the removal programme.

Muscling inBut the cull may have been too successful. Last year, the larger Steller sea lions (Eumetopias jubatus), which arrived in earnest at the dam in 2005 and have returned in greater numbers each year, outnumbered California sea lions for the first time and ate fully half of the predated salmon.

“Part of this switch toward the Steller sea lion abundance may be due in part to success of the removal programme,” said Doug Hatch of the Columbia River Inter-Tribal Fish Commission in Portland, Oregon, speaking at a meeting of the American Fisheries Society in St Paul, Minnesota this week.

The problem with this shift is that Steller sea lions are themselves listed as a threatened species, meaning that 'hazing' — disturbing them with, for example, rubber bullets — is the only option for dealing with them. But the eastern stock of Steller sea lions, which includes those at Bonneville, is under review for delisting as threatened, so that protection may not last.

Counting the damageA key issue is exactly how much the sea lions are affecting the salmon, particularly the species that are listed as threatened. This is a difficult question to answer. Accurate numbers are available from near the dam, where sea lions and the prey in their mouths can be counted directly, but the dam is 235 kilometres from the mouth of the Columbia River and sea lions are present patchily throughout this length.

Hatch’s best estimate is that sea lions take on average a little over 10% of the listed populations annually between the dam and the ocean. He and his colleagues are tagging sea lions to improve understanding of where the mammals go within the river and beyond.

The Humane Society says that the cull focuses on the wrong problem — sea lions — instead of reducing the allowable fishing catch, improving habitat, and reducing losses from hydropower, which it maintains are greater threats to the fish.

Archaeological records suggest that sea lions are recent arrivals in the Columbia River, but researchers are finding that the smorgasbord of oily fish is expanding more than their range. “We have captured and handled the largest California sea lions anyone has ever touched,” says Robin Brown, a marine mammal specialist at Oregon Fish and Wildlife in Corvallis. The biggest weighed 658 kilograms, compared to a typical weight for a male of 200–400 kilograms. “This Columbia river salmon seems to fatten them up bigger and better than anything we’ve ever seen.”

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Scaffold Questions1. Which threatened species need protection from the sea lions?

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2. What is a solution to the problem? _______________________________________________________________________

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3. Which term best describes the sea lions migration? Emigration or Immigration? Explain. _______________________________________________________________________

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4. Salmon are carnivores and eat squid, zooplankton, and adult invertebrates. How will the population of salmon’s prey be affected? _______________________________________________________________________

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Assessment - Literacy in the Content Area

Have each student respond to the question below on a half a sheet of paper and ensure they turn it in to you before they leave:

“Complete this statement. Ecosystems change because…”____________________________________________________________________________

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ANTI-DISCRIMINATION POLICYFederal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.

Revised 9/2008