| Date |
|
Assignment
Name |
|
Due
Date |
|
Description |
| |
|
Third SEMESTER - Welcome Back!!!! |
|
|
|
|
| 1/4 |
|
Handout chapter 5 Powerpoint notes |
|
|
|
|
| |
|
Discuss: 5:4 Succession |
|
|
|
We will discuss how ecosytems change over time when the environment changes. |
| |
|
lab: Succession in Milk |
|
|
|
we will look at the changes in milk over time under different conditions. |
| |
|
Succession worksheet |
|
|
|
|
| 1/6 |
|
Life After People - |
|
|
|
a program depicting what would happen if people disappeared from the earth. Projections are based on places where there used to be people as well as characteristics of organisms of the areas. |
| |
|
lab: Succession in Milk Day 2 |
|
|
|
each group will make observations |
| 1/10 |
|
Day 6 Milk Succession lab observations |
|
|
|
what stage of succession are the sample in? Why do you think some are proceeding faster than others? What is causing the change? |
| |
|
Discuss: 5:1 Principles of evolution |
|
Zebra mussel video clip - invasive species |
|
What is needed for evolution to occur? Why does it occur? |
| |
|
Activity: What does it mean to be "fit"? |
|
|
|
A series of activities and questions to develop the idea of evolutionary/reproductive fitness |
| |
|
Finish succession flip books |
|
|
|
|
| 1/12 |
|
Day 8 Milk success observations |
|
|
|
|
| |
|
Discuss: 5:2 |
|
|
|
|
| 1/17 |
|
Handback worksheets/labs/succession books |
|
|
|
discuss the good, bad, and missing items and why? |
| |
|
Discuss: Succession in Milk |
|
|
|
students should realize why succession occurs and how one type of organism changes its environment to the point where it can't live there anymore so another takes over. |
| |
|
Review of what does it mean to be "fit" in an evolutionary way? |
|
|
|
|
| |
|
5:2 - Species interactions |
|
|
|
|
| |
|
Want ads - |
|
due next class |
|
write a personal ad advertising one type of organism looking for another - include characteristics they would look for i.e. a predator looking for prey |
| |
|
Insect predators film clip (11min) |
|
|
|
a short clip showing 6 different predator prey relationships and how they use camouflage and other methods to evade or capture prey. |
| 1/19 |
|
quiz - animal relationships (in class) |
|
not graded |
|
|
| |
|
A vital commodity - lab |
|
due today |
|
students simulate organisms going about their daily activities to obtain energy |
| |
|
5:3 Ecological relationships |
|
|
|
|
| |
|
Food Chain worksheet |
|
due next class |
|
|
| |
|
Want ads due |
|
|
|
|
| 1/23 |
|
Review crossword |
|
due next class |
|
|
| |
|
Review first part of 5:3 and finish discussion |
|
|
|
also watch part of Living Together - animal interactions |
| |
|
lab: Sidewalk salt - types and pro's and con's |
|
|
|
students will set up a lab to assess the effects of different kinds of sidewalk salt on the germination and growth of grass seed as well as the melting capabiliities of each type. |
| |
|
review time next class, test on Friday |
|
|
|
|
| 1/25 |
|
clicker review for chapter 5 |
|
crosswords due |
|
|
| |
|
set up salt/seeds lab |
|
|
|
|
| |
|
Who wants to Live a Million Years? |
|
|
|
worksheet on animal adaptations and evolution |
| 1/27 |
|
chapter test |
|
|
|
|
