Biomes and Invasive Species

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1 Biomes and Invasive Species Maia Willcox SEPUP Lawrence Hall of Science NSTA San Antonio, April 12,

2 About SEPUP Based at the Lawrence Hall of Science at the University of California, Berkeley Issues-based, inquiry-oriented, and support the Next Gen Science Framework Programs for middle and high schools SEPUP is a group of science educators and researchers Funded by organizations like NSF since 1987 Published and distributed by LAB-AIDS

3 The SEPUP Approach Teach science using real-world issues that connect with students Embed literacy support throughout Use a approach to cooperative learning Use inquiry - students learn by doing Key concepts spiral throughout the curriculum Nationally-acclaimed assessment system with formative and summative strategies

4 Issues as context for learning Where should the nation store its nuclear waste? Should we test everyone for genetic diseases? What are the practical limits of renewable energy? What can we do to reduce the risk of cardiovascular disease? What is the true impact of introduced species? How can cars be redesigned to reduce the risk of injuries due to accidents?

5 SGI Biology Overview Funded by NSF Developed by SEPUP Uses sustainability as the context for studying important biological concepts Issue-oriented science Inquiry-based activities Embedded assessment system and literacy strategies

6 Sustainability In the context of human development: Meeting the needs of the present without compromising the ability of future generations to meet their own needs. (UN Commission on World Economic Development, 1990)

7 Levels of Sustainability Sustainability can be examined through three perspectives - environmental, economic, and social All three levels must be attended to adequately for a situation to be sustainable Sustainability can also be viewed at three levels - personal, community, and global

8 At a Glance... Unit Sustainability (Interdisciplinary) Number of Activities Sustainability focus 6 Sustainability from a personal, community and global perspective Living on Earth (Ecology) 19 Human influence on ecosystems World Health (Cell Biology) 18 Global health issues Feeding the World (Genetics) Maintaining Diversity (Evolution) 20 Use of genetically modified organisms 15 Changes in and threats to biodiversity

9 Ecology Biomes, ecosystems, and invasive species Human and natural impacts on ecosystems, resiliency Population dynamics Food webs and energy pyramids, trophic roles Eutrophication, Carbon and nitrogen cycles Photosynthesis and cellular respiration Carrying capacity and limiting factors Symbiosis, commensalism, parasitism, amensalism and mutualism, predator-prey relationships

10 Activity: Biomes Read the introduction and Challenge for the activity Think about the following: If cane toads had been introduced in Anchorage or Las Vegas, would you expect results similar to those seen in Australia? What is a suitable habitat for a fern? A lizard? Are they the same? How are biotic and abiotic factors different?

11 Activity: Biomes Evidence is information used to support or refute a claim.

12 Activity: Biomes Complete Procedure steps 1-5 with your partner.

13 Activity: Biomes Biome Tropical rain forest Desert Savanna Chaparral Temperate grassland Taiga Temperate deciduous forest Tundra Locations D and H L and O G and N F and P E and K C and M A and J B and I

14 Activity: Biomes Complete Procedure steps 6 & 7 with your partner.

15 Activity: Biomes Organism Picea mariana Sorghastrum nutans Encelia farinosa Carex saxatilis Chloris gayana Monarda fistulosa Rafflesia arnoldii Heteromeles arbutifolia Best biome match Taiga Temperate grassland Desert Tundra Savanna Temperate deciduous Tropical rain forest Chaparral

16 Activity: Biomes Review the Analysis questions, especially #3 Class discussion topics: Tropical dry forests Desert environments that are not hot and dry (e.g. cold deserts like Greenland and the Antarctic) Tundra includes alpine tundra No universal agreement by scientists on definitions of specific biomes Biomes encompass a great diversity of ecosystems Biomes in different regions around the world can look very different Certain traits of organisms enable them to live in specific environments

17 Activity: Invasive Species Read Introduction Part A: Work in groups of four; complete Procedure Steps 1-4

18 Activity: Invasive Species What characteristics and conditions allow a species to become invasive? Rapid population increase Ample nourishment Traits suited to new environment Acclimation Defense mechanism(s) Absence of predators

19 Activity: Invasive Species A trade-off is an exchange of one thing in return for another, giving up something that is a benefit or advantage, in exchange for something that may be more desirable. Complete Part B, Procedure steps 6-8, with your group of four

20 Activity: Invasive Species Walking Debate: A discussion strategy in which students choose from two or more options and move to an area of the room that represents their decision. Students discuss the reasons for their choice, share out to the group, and choose another option if they are persuaded.

21 Activity: Invasive Species Review the Analysis questions

22 Ecology Biomes, ecosystems, and invasive species Human and natural impacts on ecosystems, resiliency Population dynamics Food webs and energy pyramids, trophic roles Eutrophication, Carbon and nitrogen cycles Photosynthesis and cellular respiration Carrying capacity and limiting factors Symbiosis, commensalism, parasitism, amensalism and mutualism, predator-prey relationships

23 For more information Please fill out blue contact form & sign in SEPUP: Maia K. Willcox Lab-Aids: Phone: (800) Booth 1216

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