Changes in the Environment

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Christopher Elliott
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1 Changes in the Environment

2 Day One Fri. 9/2/ C Explore how short-and long-term environmental changes affect organisms and traits in subsequent populations, Materials Needed: Little Mermaid Card Sort 8.11 C explore organism cards 8.11C- Explore-Change in environment scenarios Mazano s Words

3 What do you need? Today you will need: Journal Pencil When you come in, get out your journals and start studying your You Choose Vocabulary words!

4 Daily Objective Learning Target: We will explore and discuss different scenarios where environmental change is present in a ecosystem. Success Criteria: I will discuss how environmental change affect organisms in a river habitat Language Objective: Use new vocabulary in descriptions and classroom communication.

5 Today s Goal Understand long term and short term environmental changes.

6 Vocabulary Quiz You Choose Vocabulary Due TODAY! Keep Journals in the classroom.

7 Coming up next Ecology Test next Friday Sept 9

8 We all The Little Mermaid But what would Ariel be like if she had evolved and lived someplace other than Atlantica?

9 Where does the little mermaid live? With your partner match the pictures of Ariel to the marine ecosystem you think she lives in.

10 Share! Turn to the group next to you and share answers and explanations.

11 Engage Arctic Ariel would be blubbery and pale, like a beluga whale.

12 Engage Coral Reef Ariel would be tiny and amazingly colorful!

13 Engage Open Ocean Ariel would be sleek and would always travel in a group.

14 Engage Deep Sea Ariel would be from your worst nightmares.

15 Explore How are organisms affected by changes in their environment? After you get your animal assignment read over the information included on your organism info sheet. Keep your paper tent up so the other people at your table can see your information as well. Take a moment to look at the other organisms at your table.

link then minimize Let s set the scene Explore All 6 organisms at your table live in or near a river in Texas. You interact together in order to survive.

16 link then minimize Let s set the scene Explore All 6 organisms at your table live in or near a river in Texas. You interact together in order to survive. Over time change will occur in your ecosystem that will affect you each in different ways. As the scenarios are read use your information card to decide first if/how you will be directly affected by the event and then if/how you will be indirectly affected by the event. List the affects on your paper. Share with your group after each scenario is read and everyone has had time to think and write. Other organisms might have been affected in a way that would eventually affect you as well, this would be an indirect effect- make sure you add it to your paper!

17 scenario 1 To escape a nearby forest fire new organisms are leaving their homes and fleeing to the river habitat.

18 scenario 2 A nearby factory has a chemical spill and toxins seep through the ground into the river. Only amphibians, crustaceans, and mollusks are tolerant to the polluted water.

19 scenario 3 A nearby farmer fertilizes his crops and then a heavy rain causes run off in the area. The fertilizer is washed away by the runoff and deposited in the river.

20 scenario 4 A new tertiary consumer, a cougar, enters the river ecosystem.

21 scenario 5 A late winter allows plants and prey animals to live in the the river ecosystem a few months longer than they normally do.

22 scenario 6 The river freezes- only the bottom dwelling catfish survive, the temperatures are below -20 C, it is too cold for aquatic plants to survive.

23 Scenario 7 Polar ice caps are melting at a fast pace causing the ocean levels to rise. This motion causes coastal waters to overflow into the river.

24 scenario 8 The river floods which causes more sediment to be suspended in the water. The sediment blocks the sunlight which decreases photosynthesis for aquatic plants.

25 Wrap Up How are organisms and populations affected by human-induced environmental changes? STEM: Humans actions can affect populations by...

26 Day Two Tues. 9/6/ C Explore how short-and long-term environmental changes affect organisms and traits in subsequent populations, Materials Needed: Textbooks RM 20 Warm up (1 per student) Mazano s Words

27 What do you need? Today you will need: Journal Pencil When you come in, please take your seat and glue your warm up into your journal. Start working on answering your warm up!

28 Coming up next Ecology Test this Friday Sept. 9

29 Warm Up

30 Domed Tortoise Saddleback Tortoise

31 Today s Goal I will create a rule to remember the difference between long and short term environmental change.

32 Daily Objective Learning Target: We will understand how long term and short term environmental changes may affect an organism's traits. Success Criteria: I will create a rule to remember the difference between long and short term environmental changes. Language Objective: Discuss new vocabulary with a cooperative group.

33 Consider the possibility that giraffe s didn t always have spots. If they didn t always have spots, how and why do they have them now? Write your answer in your notebook. Giraffes have spots now because...

34 A Giraffe s spots are an example of an ADAPTATION.

35 ADAPTATIONS occur because of NATURAL SELECTION.

36 SCenarios- I do Rabbits of the same species have a trait variation with their fur. Most rabbits have shorter fur, but a few of the rabbits have longer, thicker fur. The overall climate for the last several decades has been fairly warm, making survival for the long haired rabbits difficult but possible. However, over the last several years, the climate has become noticeably cooler. Elaborate

37 1. How did the environment change? 2. Was this a short-term or long-term change to the environment? 3. How do you think the organism responds or responded to these changes? 4. How would these changes be reflected in the traits that are passed to future populations? Elaborate

38 SCenarios- We do A nearby volcano erupts, spewing ash and dust into the air and lava down the side of the mountain. Some animals are able to escape, but all the trees are knocked down all the vegetation is covered with either lava or ash and dust. The few animals that survived the volcanic blast return to their habitat, looking for food and water, but find none. Elaborate

39 1. How did the environment change? 2. Was this a short-term or long-term change to the environment? 3. How do you think the organism responds or responded to these changes? 4. How would these changes be reflected in the traits that are passed to future populations? Elaborate

40 SCenarios- We do Elaborate The graph illustrates the effect of pesticides on mosquitoes. Pesticides are applied to the mosquito population every year. How does the introduction of pesticides into the environment affect the mosquito population.

41 1. How did the environment change? 2. Was this a short-term or long-term change to the environment? Elaborate 3. How do you think the organism responds or responded to these changes? 4. How would these changes be reflected in the traits that are passed to future populations?

42 SCenarios- you do Evaluate A farmer uses an insecticide to kill insects that are eating the tomatoes and tomato plants. The insecticide kills many grasshoppers, but a small number of grasshoppers survive because they have a trait that makes them resistant to the insecticide. The insecticides also kills bees that pollinate the tomato plant s flowers.

43 SCenarios- you do 1. How did the environment change? 2. Was this a short-term or long-term change to the environment? 3. How do you think the organism responds or responded to these changes? 4. How would these changes be reflected in the traits that are passed to future populations? Evaluate

44 SCenarios- you do Evaluate The chart shows how grasshoppers are affected by their environment changing due to drought conditions.

45 SCenarios- you do 1. How did the environment change? 2. Was this a short-term or long-term change to the environment? 3. How do you think the organism responds or responded to these changes? 4. How would these changes be reflected in the traits that are passed to future populations? Evaluate

46 Wrap Up 1. How do populations respond to long-term environmental changes? a. STEM: When a long-term environmental change occurs, populations can respond by.

47 EXIT TICKET.

48 Day Three Wed. 9/7/ C Explore how short-and long-term environmental changes affect organisms and traits in subsequent populations, Materials Needed: Mazano s Words

49 What do you need? Today you will need: Journal Pencil When you come in, please take your seat and glue your warm up into your journal. Start working on your warm up!

50 Coming up next Ecology Test this Friday Sept. 9

51 Warm Up

52 Time to read! Explain While you are reading think about the following essential question: How do short and long term changes in the environment affect organisms? READING TASK LIST: Pg Read and annotate Pg 548- Answer the Connect it! Question Pg Read and annotate Pg 539- Read and annotate Pg 540- Answer the Connect it! Question

53 Reading task 1 Pg Read and annotate Pg 548- Answer the Connect it! Question

54 Reading task 2 Pg 536 and 537- Read and annotate

55 Reading task 3 Pg 539- Read and annotate Pg 540- Answer the Connect it! Question

56 Discuss/Write What sentence or phrase from this section of the reading was interesting or most important to you? Write your answer in your journal. Stem: The sentence/phrase was interesting or important to me because.

57 You make the rules! Using your knowledge and the examples of short and long term change on the chart. Make 1 rule that applies to short term term change and 1 rule that applies to long term change. Example: If I had to make a rule for ParasitesA rule to follow to determine if an organism is a parasite or not is parasites always take nutrients from their host.

58 Day Four Thurs 9/8/ D: recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs or use of resources have modified these systems. Ecology Test Review Day Materials Needed: Goldfish Crackers 8 Bowls Plastic Spoons Mazano s Words

59 What do you need? Today you will need: Journal Pencil When you come in, please take your seat and glue your warm up into your journal. Start working on your warm up!

60 Coming up next Ecology Test Tomorrow!

61 Warm up!

62 Fishing for Food You and three group members are going on a fishing trip in an area where many other people fish. Here are the fishing regulations : The bowl represents the ocean, and the goldfish represent fish. Use the spoon to harvest as many fish as possible from the ocean. You receive one point for every four fish caught. You may choose to harvest all, some, or none of the fish in each season. The fishing season is limited to 30 seconds. You will participate in four fishing seasons. After each fishing season, one fish will be placed in the bowl for each fish that remains in the bowl, with a maximum of 16 fish at one time. The carrying capacity for the ocean is 16 fish.

63 DISCUSS If another group of fishermen to was added to yours, what effect would the increase in people fishing have on the number of fish caught and left in the bowl?

64 DISCUSS Why did we replace some of the fish in the bowl after every fishing season?

65 What happened if a group took too many fish out of the ocean in one season?

66 How does this simulation resemble what could happen to the real ocean if overfishing occurs?

67 TEST REVIEW KAHOOT, ECOS GAME, OR HOT SEAT

Ecos Game Determine how different biotic and abiotic factors influence your organism/population ability to survive. Rules of Play: Youngest player will go first.

68 Ecos Game Determine how different biotic and abiotic factors influence your organism/population ability to survive. Rules of Play: Youngest player will go first. The first player selects the top card and reads it aloud. The player will move according to the directions on the card. In some cases all players will need to move their game piece. Keep the card in your possession for use later in the game. The first person to enter home wins the game. If time is called prior to any player entering home or if all the cards are used then the player closest to home is the winner. There is not a tiebreaker for this game.