For the next 2 weeks, students will be working through the Ecology Unit in a more independent manner. We will complete the unit as stations. The stations are:
Draw a food web. You must:
- Include 10 different species of animals
- Include drawings of each animal
- Include arrows showing the transfer of energy
- Label at least 1 producer
- Label at least 1 consumer
- Label at least 1 herbivore
- Label at least 1 carnivore
You will read 2 articles.
- The first will be the article “Who Eats Whom?” You will read the article and fill out the outline as you read.
- The second article you read will be up to you. You can choose from the list below. You will complete a science article analysis (get a copy from the cup). The following articles are the options. They can be found on Google Classroom. Pick the one that sounds the most interesting to you!
- Even a Habitat Article
- Food Webs: Distributing the Sun’s Energy Article
- Jostling for Niches Article
- The Population Explosion Article
Ecology Quizlet – Practice the vocabulary on the Ecology Quizlet. Spend at least 30 minutes studying the vocabulary. When you are done, do the vocabulary crossword puzzle without any help.
Planting Lab – Follow the directions at the station to plant your own plant!
Complete the Deer Population/Starvation Worksheet
Write and illustrate a short children’s book (7-10 pages). It should explain all 3 of the symbiotic relationships (parasitism, commensalism, mutualism). Be creative and colorful!
Ecology Nearpods Parts 1, 2, & 3 and Notes
Read It!, Match It!, and Tech It! can all be found linked on Google Classroom.
Students will work through these stations at their own pace. The whole packet is due on Friday, May 12. Here is a sample calendar students are welcome to follow. This also allows parents to have a pacing guide if you are keeping tabs on your student’s progress.
1.Tech It! Part 1
1.Read It! Article 1
1.Tech It! Part 2
1.Tech It! Part 3
1.Read It! Article 2
Review Day/Learning Targets
Today students will be answering analysis questions on the Bird Beak Lab we did yesterday. They will then receive their Learning Targets for the Evolution & Natural Selection Test, which is on this Friday! Students should make flashcards and study these learning targets.
The questions are to be answered on the back of the lab sheet students first made to record their data. The questions are:
- Explain why it is better to find the average for the whole class instead of just use one person’s data when graphing and analyzing.
- Which beak was best adapted for each type of food?
- Obviously, most habitats have more than one type of food available. What was your strategy in the last round when there were multiple types of food available? (What food did you go for and why?)
- What if the paper clips were high-protein beetles that were 4 times more nutritious than any other food? How would your strategy change? (The paper clips would be worth 4 when you were counting instead of 1.)
- What would happen if all the birds in your group flew to an island where no birds lived and the only food available was macaroni? What would we expect the population of birds to look like in 50 years?
- Draw pictures to show your prediction for #5. Have at least 3 different times.
Now 25 years 50 years
Yesterday students did the Evolution & Natural Selection Nearpod. Students took their own notes. The nearpod can be found on Google Classroom.
Today we will be doing the Bird Beak Lab, where students will be birds with different beaks and will compete for food!
Today we are taking the Genetics Test!
Today we are reviewing Punnett Squares in preparation for our test tomorrow.
We are working through our Punnett Squares Practice Sheet.
Today we will work on the Genetics Terminology Practice Worksheet. Students will then work individually on Genetics Practice Problems Worksheet.
Students completed the Genetics Nearpod and filled in their Genetics Notes.
Students are working on their Monsters! Students were given a strip of DNA and had to complete the process of protein synthesis in order to figure out their Monster’s traits. Students then must draw a picture of their Monster.
We are in the library working on our cloning paper.
We are studying the Genetics vocabulary in Quizlet.
We have been in the library working on our cloning paper. Students picked a side (legal or illegal), then chose 3 reasons to back their decision up. Students should now be working on finding evidence for each reason. This can all be found in the Cloning Paper Checklist document in Google Classroom.
Both days, students will review for their test on Friday. We did a protein synthesis demo yesterday to help understand the steps of protein synthesis better. Today we will review all material that will be on the test, including: cell division, DNA, RNA, and protein synthesis.
Benchmarks are next week!