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BrainJog #1: Levels of OrganizationList the ecological levels of organization
in correct order.
Start with “Individual”.
Create a fun way to remember the levels using only the first letter of each level.
BrainJog #2: BiomesDecide which biome belongs to each of the graphs
given below. Justify your answer with one sentence.Also, what adaptations would you expect to see in
animals AND plants in EACH biome? And why?
BrainJog #3: Food Webs1. Watch video of Lion Food Web.
2. Draw an accurate food web that connects Lions, Donkeys, Grass, Bacteria, and the Sun. Use the following vocabulary correctly:
Producers, Primary Consumers, Secondary Consumers, Decomposers
BrainJog #5: Energy Pyramid1. If the producers on the following energy pyramid
have 10,000 calories of energy, how much energy will transfer to the secondary consumers??
2. How much energy will transfer to the tertiary consumers? (Draw the entire pyramid into your notebook)
BrainJog #6: Organism Number Pyramids
1. Draw a organism number pyramid using the following data. Include correct trophic levels and units.
Data:Trophic Level Population Number
Producers 10 individualsPrimary Consumers
100 individuals
Secondary Consumers
150 individuals
Tertiary Consumers
50 individuals
Quaternary Consumers
10 individuals
BrainJog #7: Water Cycle1. Pretend you were a drop of water that evaporated
from the Pacific Ocean. 2. Using the vocabulary terms, write a small paragraph
(3 sentences) explaining how you, the water drop, will eventually cycle back into the Pacific Ocean. (transpiration, evaporation, condensation, precipitation, runoff)
BrainJog #8: Carbon Cycle1. Pretend you were a carbon atom floating in the
atmosphere.2. Using the vocabulary terms, write a small paragraph
(3 sentences) explaining how you, the carbon atom, will eventually cycle back into the atmosphere. (respiration, photosynthesis, decomposition, deposition, carbon dioxide)
(H) Day 1: Goals and Vocabulary
Students define, illustrate, and apply levels of organization in
the study of Ecology.
VocabularySpecies: A group of individuals that are capable of breeding and producing offspring
with each other.
Individual: One particular living organism in a given species.
Biome: The collection of many ecosystems in a given environment.
Ecosystem: The grouping of different communities in a environment.
Community: The grouping of many populations living together in a certain environment.
Population: A sizeable number of individuals from a specific species.
Biosphere: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.
(H) Day 2: Goals and Vocabulary
Students choose a biome for their group projects, and can design an accurate food web based on owl
pellet evidence.
VocabularyTundra: A group of individuals that are capable of breeding and producing offspring with each
other.
Chaparral: One particular living organism in a given species.
Biome: The collection of many ecosystems in a given environment.
Taiga: The grouping of different communities in a environment.
Temperate Deciduous Forest: The grouping of many populations living together in a certain environment.
Grasslands: A sizeable number of individuals from a specific species.
Tropical Rain Forest: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.
(H) Day 3: Goals and Vocabulary
Students can accurately read and design a food web diagram with
correct trophic levels.
VocabularyTundra: A group of individuals that are capable of breeding and producing offspring with
each other.
Chaparral: One particular living organism in a given species.
Biome: The collection of many ecosystems in a given environment.
Taiga: The grouping of different communities in a environment.
Temperate Deciduous Forest: The grouping of many populations living together in a certain environment.
Grasslands: A sizeable number of individuals from a specific species.
Tropical Rain Forest: The collective whole of all biodiversity (abiotic and biotic factors) on planet Earth.
(H) Day 4: Goals and Vocabulary
Students understand how chemical energy flows from
one trophic level to the others.
VocabularyProducers: The level of organisms that make their own food.
Secondary Consumer: The second trophic level of animals and plants that must eat other animals for energy.
Tertiary Consumer: The third trophic level of animals and plants that must eat other animals for energy.
Primary Consumer: The first trophic level of animals and plants that must eat other animals for energy.
Decomposer: The trophic level of organisms that break down detritus (dead materials).
Trophic Levels: The levels of energy flow in an ecosystem.
(H) Day 5: Goals and Vocabulary
Students understand how to read organism number pyramids and apply the pyramid to diorama
project.
VocabularyProducers: The level of organisms that make their own food.
Secondary Consumer: The second trophic level of animals and plants that must eat other animals for energy.
Tertiary Consumer: The third trophic level of animals and plants that must eat other animals for energy.
Primary Consumer: The first trophic level of animals and plants that must eat other animals for energy.
Decomposer: The trophic level of organisms that break down detritus (dead materials).
Trophic Levels: The levels of energy flow in an ecosystem.
(H) Day 6: Goals and Vocabulary
Students understand how water is recycled around the
Earth.
VocabularyPrecipitation: The process of gaseous water growing heavy and falling onto the
Earth in the form of sleet, rain, hail, or snow.
Transpiration: The process of water evaporating from the surface of plants into the atmosphere.
Evaporation: The process of surface water gaining thermal energy from the sun and traveling into the air as vapor.
Runoff: The process of precipitated water feeding into streams, rivers, lakes, etc.
Condensation: The process of liquid water in the air changing into gaseous water as clouds.
(H) Day 7: Goals and Vocabulary
Students understand how carbon is recycled around through
Earth.
VocabularyRespiration: The process of gaseous water growing heavy and falling onto the Earth in
the form of sleet, rain, hail, or snow.
Producer: The process of water evaporating from the surface of plants into the atmosphere.
Photosynthesis: The process of surface water gaining thermal energy from the sun and traveling into the air as vapor.
Decomposition: The process of precipitated water feeding into streams, rivers, lakes, etc.
Deposition: The process of liquid water in the air changing into gaseous water as clouds.
Carbon Cycle:
(H) Day 8: Goals and Vocabulary
Students understand how Nitrogen is recycled around
through Earth.
VocabularyNitrogen Fixation: The process of bacteria, which live in the soil and on the roots of plants
called legumes, convert nitrogen gas (N2) into ammonia (NH4).
Ammonia: NH4 is found as bacteria living in soil fix nitrogen gas into ammonia for plants to uptake.
Nitrogen: An essential element of life with a molar mass of 14.01 g/mol. Nitrogen is found in all living organisms along with Carbon, Oxygen, and Hydrogen.
Nitrate: NO3- is found as bacteria living in soil fix nitrogen gas into nitrates for plants to
uptake.
Nitrites: NO2- are also found in soil as bacteria fix nitrogen gas into the air.
Denitrification: The process of different bacteria or decomposers converts nitrates, nitrites, and ammonia back into Nitrogen gas it the atmosphere.
Ecology Pre-Assessment RotationsGoal: Students explore ecology concepts and
dig into prior knowledge to see how much you already know.
Expectations:1.Class counts off 1-10. 2.While at station, read the statement. Decide
individually if you agree or disagree. 3.Starting with the shortest person, discuss with
the group whether you all agree or disagree. 4.Find statement on the handout and write a
sentence for why you agree or disagree. 5.Each station gets 3 minutes.
Ecology Levels of Organization ActivityGoal of Activity: Students understand how
environments are organized according to ecologists.
Expectations:1.Students choose groups of 2 or 3. 2.Pick up an envelope of vocabulary manipulatives. 3.Groups have 15 minutes to correctly order the
vocabulary (top to bottom) onto “poster”. 4.Groups must also draw a picture of each
vocabulary word on poster.5.Students must individually draw order map into
their Notebook.
Biome Graphs Gallery WalkGoal of Activity: Students accurately record
precipitation dataExpectations:
1.Students choose specific biome to research and interpret graphical data (6 groups total).
2.Group reports tabular and graphical data on mini-poster.
3.Groups have 10 minutes to prepare biome data for the class.
4.Groups then rotate to each individual biome to collect data.
5.Groups discuss adaptation question at every biome.
Owl Pellet ActivityGoal of Activity: Students understand what owls
eat and correctly draw a food web that represents the relationship between owls and rodents.
Expectations:1.Students count off by 7.2.Each group has 2 sets of tweezers and a metal tray.3.All groups must follow safety procedures (goggles,
long hair tied back, no horseplay, etc.)4.Students collect bone samples of different rodents
below.5.Students draw a food web of the owl and rodent
into their notebook.
Marine Ecosystem Food WebGoal of Activity: Students correctly design a food web
that represents the relationship in a marine ecosystem.
Expectations:1.Students form groups of 3-4.2.Using their interactive notebook, draw a food web on
the designated page to practice.1.Producers, Primary Consumers, Secondary Consumers,
Decomposers
3.15 minutes for the activity.4.When done, compare answers with another group to
check for consistent results.5.Students write and answer debrief questions into
notebook
Marine Food Web DebriefGoal of Activity: Students correctly design a food
web that represents the relationship in a marine ecosystem.
Extension Questions:What would happen to your food web if the
phytoplankton died out because of water pollution?How would the jellyfish population be affected if sea
turtles were removed?How important are plankton in the marine food web?
Explain your answer using evidence from your food web.
Why do we use arrows when creating a food web? What do they represent?
Sports Science VideoGoal of Activity: Students watch video on energy
transfer and reflect on how exactly energy moves from one object to another.
Expectations:1.Students write the following questions down into their
notebook.2.After watching video, students answer the questions
individually. No talking with neighbors!1.Sentence Stem: In the video, energy moves
from _____ to _____ because…..3.5 minutes for individual time. 3 minutes to discuss
ideas with an elbow partner.
Sports Science Video Questions
Goal of Activity: Students watch video on energy transfer and reflect on how exactly energy moves from one object to another.
Questions
1.In your own words and current knowledge, what is energy?
2.Define “energy transfer”, in your own words.
3.How do you know energy moved from one object to another?
4.When an animal is eaten, where does the energy in the individual go?
Building Energy Pyramids Activity
Goal of Activity: Students practice thinking about energy as flowing through different trophic levels as one level eats another level.
Expectations:1.Students work in diorama groups and complete, “Part I”
of activity.2.Students get approval from Mr. Dinh to move on to “Part
II”. 3.Using materials given, complete “Part II” as a group. (25
minutes to complete4.Students follow ALL procedure steps WITHOUT teacher
assistance. 5.When done, students have another 10 minutes to
answer Analysis questions as group.
Building Energy Pyramids Activity Debrief
Goal of Activity: Class comes together to figure out what the activity meant and how it applies to diorama project.
Expectations:
1.Conversation Level: One person speaks at a time.
2.Mr. Dinh chooses individual students randomly to verbal questions.
3.Students look to “Analysis Questions” to reflect on learning.
4.Students raise hands for help or clarification, if needed.
5.10 minutes for activity.
Energy Pyramids Challenge Problem
Goal of Activity: Diorama groups meet up again to tackle a challenge problem together.
Expectations:1.Conversation Level: Group Work, loud speaking allowed. 2.Students receive scenario from Mr. Dinh. Each group
receives two white boards with two markers. 3.Students have 10 minutes to draw correct energy
pyramid, according to the scenario. 4.Group must get approval from Mr. Dinh before writing
energy pyramid into Interactive Notebook. 5.Any inappropriate or off-task use of whiteboard is
subject to disqualification from activity. Penalty = group loses points on project.
Numbers Pyramids Challenge Problem
Goal of Activity: Students practice organism number pyramid using data given below.
Data:
Trophic Level Population Number in a given Biome
Producers 30 million
Primary Consumers
15 million
Secondary Consumers
5 million
Numbers Pyramids Challenge Problem
Goal of Activity: Students practice organism number pyramid using data given below.
Data:
Trophic Level Population Number
Producers 10,000 individuals
Primary Consumers
15,000 individuals
Secondary Consumers
5,000 individuals
Tertiary Consumers
1,000 individuals
Quaternary Consumers
100 individuals
Water Cycle Poster ActivityGoal of Activity: Individual students reflect on what
they understand about the water cycle.Expectations:
1.Conversation Level: Independent work, whispers. No group work.
2.Students decide (Diagram 1-4) which poster most accurately describes the water cycle.
3.Students draw diagram into Interactive Notebook AND explain (2 sentences) why they think that diagram is most accurate.
4.After 5 minutes working individually, move into group work (pairs) and discuss with an elbow partner.
Water Cycle Poster ActivityGoal of Activity: Individual students make their own
simple cycle diagram about the water cycle.Expectations:
1.Conversation Level: Independent work, indoor voice appropriate.
2.Students draw a simple version of the water cycle using the following vocabulary.
3.Students will correctly place AND define the vocabulary listed above on their simple diagram.
4.After completing the diagram, students will write a 1-paragraph (5 sentence) explanation that correctly explains how water cycles through the Earth. Hint: Start with evaporation.
Carbon Cycle Poster ActivityGoal of Activity: Individual students reflect on what
they understand about the carbon cycle.Expectations:
1.Conversation Level: Independent work, whispers. No group work.
2.Students decide (Diagram 1-4) which poster most accurately describes the water cycle.
3.Students draw diagram into Interactive Notebook AND explain (2 sentences) why they think that diagram is most accurate.
4.After 5 minutes working individually, move into group work (pairs) and discuss with an elbow partner.
Carbon Cycle Revision Activity
Goal of Activity: Individual students revise previous hypothesis
Expectations
1.Conversation Level: Group work (2-3 students), indoor voice appropriate.
2.Students redraw diagram of carbon cycle using the following vocabulary. (Respiration, Photosynthesis, Decomposition, Deposition, Atmosphere, Carbon Dioxide)
3.Students justify revision by writing a paragraph (4 sentences) that explains why you either 1) choose the correct diagram or 2) why the correct diagram is the most accurate.
Nitrogen Cycle Poster ActivityGoal of Activity: Individual students reflect on what
they understand about the nitrogen cycle.Expectations:
1.Conversation Level: Group work, whispers. No group work.
2.Students decide (Diagram 1-4) which poster most accurately describes the nitrogen cycle.
3.Students draw diagram into Interactive Notebook AND explain (2 sentences) why they think that diagram is most accurate.
4.After 5 minutes working individually, move into group work (pairs) and discuss with an elbow partner.
Nitrogen Cycle Revision Activity
Goal of Activity: Individual students revise previous hypothesis. Expectations
1.Conversation Level: Group work (2-3 students), indoor voice appropriate.
2.Students redraw diagram of nitrogen cycle using and underlining the following vocabulary. (ammonia, nitrates, nitrites, denitrification, nitrogen fixation, decomposition, excretion, producers, consumers)
3.Students justify revision by writing a paragraph (4 sentences) that explains why you added to the diagram you have, or chose a completely new diagram.
How to Write A Figure LegendGoal of Activity: Students practice writing Figure Legends
for any scientific diagram.Writing Guidelines:
1.Write in simple and complete sentences. Usually 2 sentences long.
2.Number the Diagram correctly. 3.Figure legend usually at the bottom of the diagram. 4.Goal of a Figure Legend: Summarize the diagram in
a concise way for readers to quickly and easily understand. 1.Ex. Figure 1: Food web diagrams the predator-prey
relationships between specific species within the Tundra biome.
Exit Slip: BiomesWithout using your notes, decide which biome
belongs to each of the graphs given below. Justify your answer with one sentence.