HUNTING ISLAND STATE PARK
|
|
|
- Martina Atkinson
- 7 years ago
- Views:
Transcription
1 HUNTING ISLAND STATE PARK 2555 Sea Island Parkway Hunting Island,SC (843) Hunting Island We invite you and your students to visit our park and participate in an educational program. This popular state park, located near historic Beaufort, is a 5,000-acre secluded barrier island of semitropical beauty. As the name implies, the island was once used for hunting deer, raccoon, waterfowl and other small game. As a state park, the island serves as a preserve for its abundant wildlife. With more than four miles of beach, a maritime forest and extensive saltwater marsh, the island is also a retreat for people who love a natural coastal environment. An historic 19th-century lighthouse is Hunting Island s most popular landmark, where guests can climb to the top for a spectacular view of the coastline. The lighthouse and its complex are listed on the National Register of Historic Places. Directions From I-95: Take Hwy 21 E. toward Beaufort. Drive 42 mi. Hwy 21 ends at the park. Reservations and Program Information For reservations, contact: Megan Stegmeir Park Interpreter Phone: (843) mstegmeir@scprt.com 71
2 Hunting Island State Park: Pre-Site Hunting Island: Pre-Site 72 Content Area: Science Grade Level: 7 Time to Complete: 45 minutes Title of Program: Introduction to Barrier Island Ecology South Carolina State Standards Addressed Standard 7.4.1: Summarize the characteristics within ecosystems (including populations, communities, habitats, niches and biomes). Standard 7.4.4: Explain the effects of soil quality on the characteristics of an ecosystem. Materials/Equipment/Resources Park Rules and Regulations Map of park A disc including: Vocabulary List, Erosion Map and Worksheet, Dichotomous Key and Habitat Identification Worksheet Before Coming to Hunting Island Please prepare for the on-site visit by reading the on-site lesson plan and activity instructions. Organize students into groups before arriving at Hunting Island. Distribute copies of the dichotomous key and habitat identification worksheets. Implement the following pre-site activities in class before arriving for your scheduled program. Teacher Preparation Call for reservation. The maximum number of students for this class is 35. One chaperone for every 10 students. Teacher Resources Understanding our Coastal Environment. South Carolina Coastal Council, Kana, Timothy W. Beach Erosion in South Carolina. South Carolina Sea Grant Consortium, Mauldin, L. and D. Frankenberg. Unit One Coastal Geology (North Carolina Marine Education Manual.) UNC Sea Grant Publication, Ballantine, Todd. Tideland Treasures. Deerfield Publishing, 1983 Zinn, Donald The Handbook for Beach Strollers Chester, Conn., 1985 Abbott, R. Tucker A guide to field identification Seashells of North America New York, 1986 Rupert and Fox, Seashore Animals of the Southeast, USC Press Coulombe, Deborah A. The Seaside Naturalist University of New Hampshire. Barrier Islands: Issues for Earth Sciences: barrier/earth.html Coasts in Crisis:
3 Differentiation of Instruction If there will be children with special needs, English as a second language or gifted & talented, etc. - please contact Hunting Island State Park before the visit. These needs can be addressed on an individual basis. Procedures Assess what your students know and do not know about Barrier Island Ecology. Introduce the goals and activities. Introduce the vocabulary list and definitions. Examine the word habitat and have students predict what habitats exist on Hunting Island. Copy the map on graph paper and introduce the mapping exercise. Discuss how to plot the past borders of the island. Discuss map scale. Activity Instructions Hand out the map and worksheet that accompanies the mapping exercise. Students will plot the past borders of the island, in different colors, to determine the amount of the island that has been lost over time. Have students answer questions on the worksheets. Hunting Island: Pre-Site 73
4 Vocabulary List Barrier Island tidewater landforms that protect the mainland from the effects of sea storms, characterized by an ever-changing beach, sand dunes, maritime forest and salt marsh Beach a sandy shore Detritus disintegrated matter made up of 95% dead Spartina grass, 5% algae, bacteria, fungi, and animal wastes Hunting Island: Pre-Site Dichotomous Key a key for identification that uses sets of statements that are divided into 2 usually contradictory parts Dune a ridge of wind-blown sand Marsh a low-lying wetland affected by the tides Shoals shallow areas located offshore where eroded sand builds up Maritime Forest a forest located by or near the sea Erosion the gradual eating into or wearing away of soil or sand Deposition the gradual build-up of soil or sand Species the basic unit of classification, made up of a population of closely related or similar organisms Adaptation any feature of a living organism that allows it to deal with its environment efficiently, and so improves its chance of survival Habitat a place or a kind of place where a plant or animal naturally occurs Intertidal Zone the area located between the high and low tide lines Alongshore Current a current that flows along the shore Niche the place occupied by a species in its ecosystem where it lives, what it eats, its foraging route, season of activity Litter carelessly discarded waste Producer an organism that synthesizes its own food 74
5 Vocabulary List Consumer an organism that cannot synthesize its own food and must obtain it from another source Decomposer an organism that synthesizes food by breaking down another organism Predator an animal that preys upon another Prey an animal hunted or caught for food Competition contest between living organisms to get essential commodities such as space, food or light, which are in limited supply Symbiosis different species living together for the benefit of one or both Food chain the chain of events where a plant is eaten by an herbivore, the herbivore is eaten by a carnivore and so on. Food web a network combining several food chains, where one plant or animal may be eaten by a range of consumers Salinity a measure of the concentration of dissolved salts, usually sodium chloride, in water. Hunting Island: Pre-Site 75
6 1792 Map Hunting Island: Pre-Site 76
7 Hunting Island Erosion Activity Hunting Island: Pre-Site 77
8 Hunting Island Erosion Activity Hunting Island: Pre-Site 78
9 Hunting Island State Park: On-Site Content Area: Science Grade Level: 7 Time to Complete: 1.5 hours Title of Program: Introduction to Barrier Island Ecology South Carolina State Standards Addressed Standard 7.4.1: Summarize the characteristics within ecosystems (including populations, communities, habitats, niches and biomes). Standard 7.4.4: Explain the effects of soil quality on the characteristics of an ecosystem. Program Description Students will apply and better understand biological elements and changes learned in the classroom by visiting Hunting Island State Park. This lesson focuses on identifying, categorizing and hypothesizing about plant and wildlife habitats. Focus Questions What are the four habitats of a barrier island? What are the characteristics of these habitats (i.e. wind, salt, sun, etc.)? How do different plants and animals adapt to the conditions of these habitats? What are some examples of ecological relationships in each of these habitats? Materials/Equipment/Resources Dichotomous Key and Habitat Identification Chart Procedures Marsh Boardwalk and South Beach Students will be guided in each area to gather information about the biotic and abiotic elements of the four different habitats of Hunting Island. Students will identify, key out and categorize plants and wildlife in their respective habitats. Students will predict the differences of temperature between each of the four habitats and check them upon arrival. Students will check the salinity and ph of the beach water and the salt marsh water. (1 hour, 15 minutes) Lighthouse (optional, teacher-led) Students will be guided through the lighthouse complex and given a detailed description of the history of the crown jewel of the South Carolina State Park System. Students will learn about the importance of the lighthouse during the Civil War, Great Depression and World War II eras. (45 minutes) (30 minutes to spend on beach and/or gift shop) Nature Center (optional, teacher-led) Students will collect plankton from the pier with a plankton net, and then will return to the Nature Center to view plankton with the video microscope and classroom dissection microscopes. Using a plankton identification page, students will key out the plankton under their microscopes. (1 hour) (15 minutes to look around Nature Center/Q & A) Hunting Island: On-Site 79
10 Habitat Identification Chart Hunting Island: On-Site 80
11 Dichotomous Key Hunting Island: On-Site 81
12 Dichotomous Key Hunting Island: On-Site 82
13 Hunting Island State Park: Post-Site Content Area: Science Grade Level: 7 lems on Hunting Island. Have students debate the issues related to barrier islands. Bus ride activity: Brainstorm a Barrier Island Bumper sticker slogan. Permeability and Holding Capacity experiment (see attached). Time to Complete: 1 class period Title of Program: Introduction to Barrier Island Ecology South Carolina State Standards Addressed Standard 7.4.1: Summarize the characteristics within ecosystems (including populations, communities, habitats, niches and biomes). Standard 7.4.4: Explain the effects of soil quality on the characteristics of an ecosystem. Assessment/Extension Activity Students will review, apply and analyze the data and information from the on-site visit and use those discoveries to solidify understanding of concepts of habitat, adaptations, erosion and accretion. Hunting Island: Post-Site Materials/Equipment/Resources Habitat lists paper pencils follow up questions sheet Extension Ideas Have students write a short essay creating their own solution to erosion prob- 83
14 Questions 1) In which habitat did you find the smallest diversity of plant and animal species? 2) According to your habitat samplings, what was the most common plant or animal you viewed? Hunting Island: Post-Site 3) What are some factors that might have affected the species, numbers and location of your observations? 4) What natural element (abiotic factor) affects each habitat the most? (Circle one) Salt Marsh: Wind Heat Salinity Maritime Forest: Wind Heat Salinity Sand Dunes: Wind Heat Salinity Beach: Wind Heat Salinity 5) How do the abiotic (non-living) factors affect each habitat? Salt Marsh: Maritime Forest: Sand Dunes: Beach: 6) Describe the relationships between the following plants and animals (i.e. are they competitors, predator/prey or symbionts?) Slash Pine and Live Oak 84
15 Questions Live Oak and Spanish Moss Raccoon and Fiddler crab 7) Why are there no decomposers listed in the habitat analysis? Does this mean that they are not important members of the Barrier Island community? List an example of a decomposer that you might find on a Barrier Island? 8) Which animals listed on the habitat sheet did you NOT see? Did you see any evidence of these animals (tracks, food or wastes?) For these animals, list a reason (adaptation or behavior) that would explain why you did not observe them. 9) Pick three plant or animal species that can be found in more then one habitat and explain what natural conditions or life threat they may have adapted to in order to be able to live in these particular habitats? What natural conditions or life threats might explain their absence from a particular habitat? Hunting Island: Post-Site 10) What did you observe while at Hunting Island State Park that gave you clear indications that erosion forces were taking place? 11) In your estimation and understanding of the erosion forces affecting the island, what area is losing the most sand or Beach area the fastest? (Circle one and then explain your answer) Northern Tip Middle of Island Southern Tip Why? 85
16 Permeability & Holding Capacity Hunting Island: Post-Site 86
17 Permeability & Holding Capacity Hunting Island: Post-Site 87
18 Permeability & Holding Capacity Hunting Island: Post-Site 88
19 Answer Keys Hunting Island: Post-Site 89
20 Hunting Island: Post-Site 90
21 Hunting Island: Post-Site 91
Lesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
Matter and Energy in Ecosystems
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.
Introduction to Ecology
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.
5.2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Taxonomy level: 1.1 and 1.2-A Remember Factual Knowledge
Key Idea 2: Ecosystems
Key Idea 2: Ecosystems Ecosystems An ecosystem is a living community of plants and animals sharing an environment with non-living elements such as climate and soil. An example of a small scale ecosystem
FOOD CHAINS AND FOOD WEBS PHYTOPLANKTON ZOOPLANKTON SILVERSIDE BLUEFISH
FOOD CHAINS AND FOOD WEBS Food Chains All living organisms (plants and animals) must eat some type of food for survival. Plants make their own food through a process called photosynthesis. Using the energy
This hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
How do abiotic factors and physical processes impact life in the ocean?
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors
STUDY GUIDE ECOLOGY. CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment.
STUDY GUIDE ECOLOGY CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment. 2. A Hierarchy of interactions: cells tissues organs
Principles of Ecology
2 Principles of Ecology section 1 Organisms and Their Relationships Before You Read On the lines below, list the organisms that you have encountered today. You share the same environment with these organisms.
food webs reflect look out! what do you think?
reflect Imagine for a moment that you stay after school one day to clean up the classroom. While cleaning, you move some plants away from the sunny windows. A week later, you remember to move the plants
Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement.
4. Which choice below lists the biomes in order from lowest precipitation amounts to highest precipitation amounts?
Ecosystems and Biomes 1. All of the living organisms in a forest plus their environment is an example of A. a biome. B. a community. C. a population. D. an ecosystem. 2. Which of the following best describes
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
Marine Ecosystems and Biodiversity
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Marine Ecosystems and Biodiversity
AQUATIC ECOSYSTEMS & BIOMES
AQUATIC ECOSYSTEMS & BIOMES A) Name three general types of aquatic ecosystems and describe the salinity for each. Give an example for each. 1) 2) 3) B) MATCHING In the space provided, write the letter
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS SECTION 1 In an ecosystem, plants capture the sun's energy and use it to convert inorganic compounds into energy-rich organic compounds. This process of using
Grassland Food Webs: Teacher Notes
Grassland Food Webs: Teacher Notes Alan Henderson ecosystem Objectives After completing this activity students will be able to: Create a food web and identify producers and consumers. Assign organisms
Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
The main source of energy in most ecosystems is sunlight.
Energy in Ecosystems: Ecology: Part 2: Energy and Biomass The main source of energy in most ecosystems is sunlight. What is the amount of energy from the sun? 100 W/ft 2 The energy gets transferred through
4-H Marine Biology and Oceanography Proficiency Program A Member s Guide
4-H Marine Biology and Oceanography Proficiency Program A Member s Guide OVERVIEW The 4 H Marine Biology and Oceanography Proficiency program helps you learn what you need to know about your 4 H project.
Chapter 3 Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
The Need Is Mutual: The Importance of Biological Interactions
The Need Is Mutual: The Importance of Biological Interactions Science Topic: Food Webs Grades: 6 th -8 th Essential Question: What kinds of relationships are involved in biological interactions? Lesson
The concepts developed in this standard include the following: Oceans cover about 70% of the surface of the Earth.
Name Date Grade 5 SOL 5.6 Review Oceans Made by SOLpass - www.solpass.org solpass100@comcast.net Reproduction is permitted for SOLpass subscribers only. The concepts developed in this standard include
Prairie Food Chains & Webs Producers, Consumers & Decomposers
Kansas Prairies s, s & Decomposers Science, Life Science, Reading, Math Materials Vocabulary worksheet Food Chain worksheet Overview To explore the organisms found on a prairie and identify the various
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey References: Columbus Public Schools Curriculum Guide- Grade 5 GK-12 Biological Science Lesson
PLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
Section 3: Trophic Structures
Marine Conservation Science and Policy Service learning Program Trophic Structure refers to the way in which organisms utilize food resources and hence where energy transfer occurs within an ecosystem.
In this lesson, students will identify a local plant community and make a variety of
MAKING COMMUNITY MEASUREMENTS: ABIOTIC FACTORS Grades 3 6 I. Introduction In this lesson, students will identify a local plant community and make a variety of measurements, preferably during two different
8.2 - A Local Ecosystem:
8.2 - A Local Ecosystem: 1. The distribution, diversity and numbers of plants and animals found in ecosystems are determined by biotic and abiotic factors: Distinguish between the abiotic and biotic factors
A STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.
A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the
Activity 1.6: Food for Thought: Climate Change and Trophic Cascades
Activity 1.6: Food for Thought: Climate Change and Trophic Cascades Grades 7 9 Description: Students will read an article about the impact of melting ice on the Arctic food web. Students will diagram food
Food Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
Ecology Module B, Anchor 4
Ecology Module B, Anchor 4 Key Concepts: - The biological influences on organisms are called biotic factors. The physical components of an ecosystem are called abiotic factors. - Primary producers are
Human Impacts on the World Ocean
This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Human Impacts on the World Ocean
YMCA Camp Orkila ENVIRONMENTAL EDUCATION CLASSES
YMCA Camp Orkila ENVIRONMENTAL EDUCATION CLASSES Introduction: The class abstracts below show alignment with GLEs released by the state of WA in 2009. BEACH WALK Life Science Location: The Beach LEARNING
These pages build on Units 2B & C and introduce predator-prey relationships and food chains.
Unit 4B Habitats Teaching Notes These pages build on Units 2B & C and introduce predator-prey relationships and food chains. Curriculum, resource and other links Sc1 & Sc2 Resources Associated with this
Symbiotic Relationships in Marine Ecosystems
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Symbiotic Relationships
Prairie Food Chains & Webs Producers, Consumers, & Decomposers
Kansas Prairies Prairie Food Chains & Webs Producers, s, & Decomposers Life Science, Math, Reading, Science Materials Student Worksheet A: Vocabulary Student Worksheet B: Food Chain Overview To explore
Use this diagram of a food web to answer questions 1 through 5.
North arolina Testing Program EO iology Sample Items Goal 4 Use this diagram of a food web to answer questions 1 through 5. coyotes 3. If these organisms were arranged in a food pyramid, which organism
Adopt an Ecosystem Project Grade Ten
Ohio Standards Connection: Life Sciences Benchmark F Explain the structure and function of ecosystems and relate how ecosystems change over time. Indicator 15 Explain how living things interact with abiotic
Fighting Fire with Fire: Can Fire Positively Impact an Ecosystem?
Fighting Fire with Fire: Can Fire Positively Impact an Ecosystem? Science Topic: Fire Ecology Grades: 6 th 8 th Essential Questions: What role does fire play in maintaining healthy ecosystems? How does
Connecting Ecosystems & Climate
Abiotic and Biotic Components The connections and interactions between the abiotic and biotic components of ecosystems and climate are introduced and explored in this lesson. A hands-on sorting activity,
What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid
Name Period Date What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid Objective The learner will define terms related to relationships and energy transfer in
Web of Water. Teacher s Guide Webisode 1 Blue Ridge
Web of Water Teacher s Guide Webisode 1 Blue Ridge Table of Contents About Blue Ridge.... 3 South Carolina Science Standards.. 4 Discussion Questions.. 10 Knowitall Resources....... 13 Credits..... 14
5 th Grade Science Vocabulary Words
5 th Grade Science Vocabulary Words abiotic factor A nonliving part of an ecosystem. acceleration Change in velocity with respect to time. action The force one object applies to a second, as in Newton
Grade 10 - Sustainability of Ecosystems - Pre-Assessment. Grade 7 - Interactions Within Ecosystems. Grade 10 - Sustainability of Ecosystems
Purpose: This document is for grade 10 teachers to use as a pre-assessment for the Sustainability of Ecosystems unit. It assesses students understanding of the of the end of unit knowledge outcomes from
Jennifer Carmack Cannon s Point Unit
Jennifer Carmack Cannon s Point Unit Unit Organizer: (Approximate Time: 5 days) OVERVIEW: Organisms are dependent upon other organisms for survival. The absence of one organism can disrupt all other organisms
Living Things and the Environment
Living Things and the Environment (pages 6 11) Habitats (page 7) Key Concept: An organism obtains food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An organism
ALASKA DISCOVERY LESSON
GK-12 Program ALASKA DISCOVERY LESSON Adaptations and Ecology in the Arctic Lesson 4 - Arctic Food Chains What are food chains and food webs and how do they apply to arctic ecology? Developer s Name: Corinne
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.1 ) Energy Flow 1) Student Name: Teacher Name: Jared George Date:
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.
www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight
REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS
Period Date REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS A. Sample Multiple Choice Questions Complete the multiple choice questions to review this unit. 1. All of the following are density-dependent factors
Plants and Animals of the arctic
NATIONAL WILDLIFE FEDERATION Plants and Animals of the arctic Summary Students create an arctic food web to understand the feeding connections and social relationships between tundra plants and animals.
Title: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes
Title: Create A New Animal Grade Level: 3 rd -5 th Subject: Biology Time: 60-90 minutes Objective: Students will better understand physical adaptations of certain animals, and how those adaptations increase
13.1. Principles of Ecology CHAPTER 13. Ecology is the study of the relationships among organisms and their environment.
SECTION 13.1 KEY CONCEPT ECOLOGISTS STUDY RELATIONSHIPS Study Guide Ecology is the study of the relationships among organisms and their environment. VOCABULARY ecology community MAIN IDEA: Ecologists study
Life in the Bay Getting to know the Bay s plants and animals
Life in the Bay Getting to know the Bay s plants and animals Over erview iew In this activity students will become acquainted with a plant or animal that lives in the San Francisco Bay. Students will research
D. Categorize Words. E. Find the Odd Word
Answer Key Vocabulary Practice A. Synonyms or Antonyms 1. synonym 2. antonym 3. antonym 4. synonym 5. antonym 6. antonym B. Stepped-Out Vocabulary 1. A species that has an unusually large effect on its
Ecosystems One or more communities in an area and the abiotic factors, including water, sunlight, oxygen, temperature, and soil.
7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes). Taxonomy level: 2.4-B Understand Conceptual Knowledge
RESOURCES FOR THIS LESSON
Food Chains and Food webs Teacher Notes AIM: To introduce simple food chains and food webs using species found around an offshore windfarm development to illustrate key concepts such as energy flows, trophic
-* -* -* -* reflecting. A~fion ~ynop i. Gl) ~ linking to real world
Afion ynop i Students make food webs of their study site, then trace how a change in one population could affect other populations within the web. Session 1 1. Show a food web made by a team of ecologists.
Biomes An Overview of Ecology Biomes Freshwater Biomes
Biomes An Overview of Ecology Ecology is the scientific study of the interactions between organisms and their environments. Ecology can be divided into four increasingly comprehensive levels: Organismal
Endemic and Introduced Species Lesson Plan
Grade Level: 6-8 Curriculum Focus: Ecosystems and Biomes Lesson Duration: Two class periods Student Objectives Materials Understand and apply the term endemic to animal and plant life, meaning native,
Gray Whales on the Move
Gray Whales on the Move Students trace the migration route of a gray whale and discover the gray whale s natural history. Subjects Science GRADE LEVEL Grades 6 8 TIME 60 minutes OBJECTIVES Students will
Pond Vocabulary Words and Meanings
Pond Vocabulary Words and Meanings Adapt: to adjust to a use or situation Aquatic: from or in the water Bacteria: tiny organisms, too small to be seen with the naked eye Carnivore: an animal that eats
AP Biology Unit I: Ecological Interactions
AP Biology Unit I: Ecological Interactions Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth s history. Species extinction rates are rapid at times of ecological stress.
Name Date Hour. Plants grow in layers. The canopy receives about 95% of the sunlight leaving little sun for the forest floor.
Name Date Hour Directions: You are to complete the table by using your environmental text book and the example given here. You want to locate all the abiotic (non-living) and biotic (living) factors in
Energy Flow in the Pond Teacher s Guide February 2011
Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as
Habitat in a Bucket. Focus Question
Topic Habitat Grades PreK-5 Site Indoors Duration 30-60 minutes Materials See page 2 Vocabulary adaptation, ecosystem, habitat Next Generation Science Standards Practices Asking questions and defining
Worksheet: The food chain
Worksheet: The food chain Foundation Phase Grade 1-3 Learning area: Natural Science Specific Aim 2: Investigating phenomena in natural sciences Activity Sheet Activity 1: What is a food chain? Every time
CHAPTER 20 COMMUNITY ECOLOGY
CHAPTER 20 COMMUNITY ECOLOGY MULTIPLE CHOICE 1. The relationship between a predator and its prey is best illustrated by a. a snake eating a bird. c. a lion eating a zebra. b. a fox eating a mouse. d. a
Microclimate in the Outdoor Classroom
Microclimate in the Outdoor Classroom 1. CONTRIBUTOR S NAME: TJ FONTAINE 2. NAME OF INQUIRY: MICROCLIMATE IN THE OUTDOOR CLASSROOM 3. GOALS AND OBJECTIVES: TEACH STUDENTS ABOUT THE SIMULARITIES AND DIFFERENCES
Rain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
Evolutionary Evidence
Evolutionary Evidence 7th Grade, Science and English/Language Arts: Age of Mammals Make the most of your Museum field trip by integrating it into your classroom curriculum. These lesson plans provide a
Ecosystems. The two main ecosystem processes: Energy flow and Chemical cycling
Ecosystems THE REALM OF ECOLOGY Biosphere An island ecosystem A desert spring ecosystem Biosphere Ecosystem Ecology: Interactions between the species in a given habitat and their physical environment.
GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.
GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students
Life in a Pond. Page 1 of 5. Grade Levels K-5
Grade Levels Overview Observe a local pond or aquatic ecosystem, and study the wildlife that utilizes the pond/aquatic ecosystem for its habitat needs. Subject Areas Science, Language Arts & Art, Duration
Ecosystems and Food Webs
Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,
EXPLORING ECOSYSTEMS Lesson Plan
EXPLORING ECOSYSTEMS Lesson Plan TARGET AUDIENCE Fourth through Seventh grade STANDARDS VA grades 4-6: Scientific Investigation, Reasoning, and Logic; Living Systems; Resources; Force, Motion and Energy;
Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
M O N T E R E Y B A Y A Q U A R I U M
Topics Biodiversity, Measurement Grades K-2 Sites Schoolyard, Classroom Duration 15-30 minutes each month throughout the school year Materials Quadrats (see Teacher Preparation, page 2) Thermometer Tape
Communities and Biomes
Name Date Class Communities and Biomes Section 3.1 Communities n your textbook, read about living in a community. Determine if the statement is true. f it is not, rewrite the italicized part to make it
2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy
Assessment Bank Matter and Energy in Living Things SC.8.L.18.4 1. What is energy? A. anything that takes up space B. anything that has mass C. the ability to conduct current D. the ability to do work 2.
Life processes. All animals have to carry out seven life processes. These are: 2. Respiration taking in one gas and getting rid of another
Food chains Life processes All animals have to carry out seven life processes. These are: 1. Movement being able to move its body 2. Respiration taking in one gas and getting rid of another 3. Reproduction
Food Chain Frenzy. PREPARATION Copy and prepare Food Chain Cards - one for each pupil (pages 73-76).
Food Chain Frenzy Key Stage 2 < < Food Chain Frenzy SUMMARY OF ACTIVITY Pupils are introduced to simple food chains using Norfolk examples. Feeding relationships, predator-prey interactions, population
You are What You Eat
You are What You Eat By: Tanja Schollmeier, marine biologist, School of Fisheries and Ocean Sciences, University of Alaska Fairbanks Grade level: 6-8th grade Context: This lesson emphasizes human impacts
THE ECOSYSTEM - Biomes
Biomes The Ecosystem - Biomes Side 2 THE ECOSYSTEM - Biomes By the end of this topic you should be able to:- SYLLABUS STATEMENT ASSESSMENT STATEMENT CHECK NOTES 2.4 BIOMES 2.4.1 Define the term biome.
4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
Energy Flow Through an Ecosystem. Food Chains, Food Webs, and Ecological Pyramids
Energy Flow Through an Ecosystem Food Chains, Food Webs, and Ecological Pyramids What is Ecology? ECOLOGY is a branch of biology that studies ecosystems. Ecological Terminology Environment Ecology Biotic
Unit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
ECOSYSTEM RESPONSES. reflect
reflect There is a saying, No man is an island, which means that people need one another in order to survive. Everyone on Earth is interconnected in some way. This is not only true of human beings, but
CCR Biology - Chapter 13 Practice Test - Summer 2012
Name: Class: Date: CCR Biology - Chapter 13 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A group of organisms of the same
Answers to the Student Worksheet for the Salt Marsh Virtual Field Trip
Answers to the Student Worksheet for the Salt Marsh Virtual Field Trip Please answer the following questions. 1. What characteristics define a Salt Marsh? found around the world located only along the
Pre visit lesson: Eco Hike Biotic and Abiotic
Pre visit lesson: Eco Hike Biotic and Abiotic 1. Lesson Plan Information Subject/Course: Science Understanding Life Systems/Maintaining Healthy Organ Systems Grade Level: 7 Topic: Human Organ Systems (STEM)
Discover a Species. Smoky Mountain Diversity. Episode: For a follow-along viewing guide for students, see Viewing Guide 12.
Episode: Smoky Mountain Diversity EXPLORING NORTH CAROLINA Discover a Species MATERIALS & PREPARATION Computers with Internet access Make copies of Fact Sheet and Assignment Sheet, one per group of four.
a. a population. c. an ecosystem. b. a community. d. a species.
Name: practice test Score: 0 / 35 (0%) [12 subjective questions not graded] The Biosphere Practice Test Multiple Choice Identify the letter of the choice that best completes the statement or answers the
5.1 Ecosystems, Energy, and Nutrients
CHAPTER 5 ECOSYSTEMS 5.1 Ecosystems, Energy, and Nutrients Did anyone ever ask you the question: Where do you get your energy? Energy enters our world from the Sun but how does the Sun s energy become
Vertical Zonation: Studying Ecological Patterns in the Rocky Intertidal Zone
Science Activities, 47:8 14, 2010 Copyright c Taylor & Francis Group, LLC ISSN: 0036-8121 print / 1940-1302 online DOI: 10.1080/00368120903280735 Vertical Zonation: Studying Ecological Patterns in the
Climate, Vegetation, and Landforms
Climate, Vegetation, and Landforms Definitions Climate is the average weather of a place over many years Geographers discuss five broad types of climates Moderate, dry, tropical, continental, polar Vegetation: