Winter Pond Teacher s Guide February 2011

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Winter Pond Teacher s Guide February 2011"

Transcription

1 Winter Pond Teacher s Guide February 2011 Grades: 5 12 Time: 2 ½ hours Study the limiting factors that affect life in a world with a lid by collecting scientific data through holes in the ice. Students will use microscopes to identify what they discover. Wisconsin Standards: Students will understand that water can exist in three different forms. They use scientific equipment including thermometers, meter sticks, Secchi disks, and Eckmann dredges to collect data. While conducting investigations, students decide what data can be collected to determine the most useful explanations. Focus Concept: Seasonal changes create limiting factors that impact pond ecosystems. Essential Understandings, Processes, and Skills: Understandings: 1. A pond ecosystem is made up of biotic and abiotic factors. 2. A variety of life exists in a winter pond. 3. Plants and animals in the pond are adapted to the winter environment. 4. The growth of living things is impacted by seasonal changes in the amount and duration of available sunlight. 5. Winter conditions create limiting factors (such as changes in DO, sunlight, temperature, water circulation and the exchange of materials) that affect all pond life. 6. A limiting factor is anything that limits the growth, abundance or distribution of the population of a species in an ecosystem. 7. Winter conditions result in animal adaptations to life in the pond. These adaptations include slower metabolisms, hibernation, and life cycle patterns. Process and Skills: 1. Use microscopes to observe and identify pond organisms 2. Use equipment to perform scientific measurements and collect data above and below the ice of a winter pond. 3. Use a taxonomic key to identify organisms that exist in a winter pond. 4. Learn how to interpret data and develop conclusions about a winter pond. Background: Water is one of the few substances on Earth that can be naturally found in all three states: solid, liquid, and gas. One difference between each of these states is density: how close water molecules are to each other. The amount of particles (mass) within a certain space (volume) determines the density of a substance. Water vapor is the least dense of water states because the molecules are furthest apart from each other. The molecules of warm water are less dense (less compact) than cold water. However, ice is less dense than liquid water. The density of water can be influenced by a variety of factors, and many aspects of water density play important roles for life on Earth. Heating and cooling water affect the density of water. Heating water speeds up the movement of water molecules. When their movement is increased, water molecules are less able to stay near each other. As they move faster, the molecules bounce off each other more frequently and move farther apart, decreasing the density of water molecules. 1

2 Therefore, warm water is less dense than cold water. As water cools, water molecules lose heat energy and move more slowly. This allows water molecules to move closer together, becoming more dense. Therefore, cold water will sink and warm water will rise. Since the molecules of cold water are closer together, they can support the less dense warm water above it. Warm water will sit on top of cooler water; where these two layers meet is called a thermocline. But what happens when water gets very cold and turns to ice? Since ice is extremely cold water, one might expect the molecules to move very little and be very close together (very dense). However, one only needs to put ice cubes in a soft drink or go ice-skating to know that ice does not sink; therefore, it cannot be denser than liquid water. The molecules in ice do move very slowly; however, they are farther apart from each other in ice than when in liquid form. This is because when water freezes, the molecules spread out and are arranged in a lattice-like pattern. This formation increases the distance between water molecules, making ice less dense than liquid water. Pressure also increases the density of water. Deep water has greater pressure than surface water because the weight of the water molecules above pushes down on the deeper molecules, forcing them closer together and making them more dense. Temperature also decreases with depth, and cooler water has greater density than warmer water, As the depth of water increases, the density of water increases. A large body of water contains many density levels. Each level provides a different habitat in which certain plants and animals may live. Many factors determine where organisms live sunlight, water temperature, pressure, food supply, etc. People who harvest food from lakes and oceans know this and will drop their nets or fishing lines to the depth (density level) at which they will most likely find the food they are seeking. Lakes in temperate climates benefit from the formation and melting of ice. As water cools in the fall, water molecules slow down and move closer together (becoming more dense). The density of water continues to increase until the temperature reaches 39 degrees F (4 C); this is when the density of water is at its greatest. When the temperature of water falls to 39 degrees F, the water begins to sink. As the temperature of water drops below 39 degrees F, it begins to freeze and molecules become arranged in the lattice-like pattern. As it freezes, ice rises and floats above the denser liquid water. Ice also acts as an insulator, preventing the water beneath from freezing. In the spring, when ice melts and the water temperature rises to 39 degrees F, the water begins to sink. This rise and fall of water, or turnover, circulates nutrients and oxygen throughout the lake. Preparation Activities at School: Riveredge is a partner with you, the teacher, in creating a high-quality educational experience. We depend on you to prepare your students for the inquiry activities they will be doing at Riveredge. Please be sure to cover the following material with your students before your field trip; italicized items are most directly connected to our program. This preparation is essential to meet curriculum goals. We are committed to excellence so if you are unable to meet the minimum expectations of this guide, please contact a Riveredge educator for help at (local) or (metro). Pre-fieldtrip Activities: Denotes important activities that should be done prior to your visit to Riveredge. Denotes additional activities to consider. Familiarize students with the vocabulary words defined at the end of this guide. Familiarize students with the concepts of dissolved oxygen and ph. See attached information for further details. Discuss cold-bloodedness and its relationship to food requirements. Measure temperature differences above and below a layer of snow. Discuss snow as an insulator. What are the implications of this for a winter pond? Build an aquarium. Discuss needs that must be met if fish and other living things are to survive. Find out why ice floats. Discuss what would happen to the world if ice sank instead of floated. (See 2

3 background information from Project WET included in this guide.) Slowly and carefully add colored warm water to ice water. Reverse the experiment and add colored cold water to warm water. Thermal layering should occur. Discuss why this layering phenomenon occurs and how it might affect life in a pond. At Riveredge: Please meet the Riveredge Teacher Naturalists in the main parking lot in front of the Visitor Center. Classes will be divided into smaller groups, each with their own Teacher Naturalist. This is best done upon arrival at Riveredge when the number of students and Teacher Naturalists has been finalized. Please have your students wear name tags. Riveredge will provide all necessary equipment. Each group will be assigned a hole in the ice on the pond. Please make sure that your students dress appropriately for winter weather! We will be outside for a portion of this program. It is important that students wear boots, hats and gloves or mittens for the outdoor portion of this program. We strongly urge you to be firm with your students and leave at school those students who do not come adequately dressed. Students will 1. Perform measurements on physical factors of the pond and will record the data they collect. 2. Collect pond organisms. 3. Record their data on two large charts and will examine and identify the pond organisms they collected. As they explore the abiotic and biotic elements of the pond, students will discover that cold is not the only limiting factor affecting life in the winter pond. Follow-up Activities at School: Choose one of the following activities to complete with your students: 1. Conduct an investigation, similar to that done at the Riveredge pond, of an area around the school. Prepare a chart for that community and compare it to the pond. List similarities and differences. 2. Post the charts prepared at Riveredge. Discuss them and make any additions. 3. Research an aquatic organism and how it is adapted for winter survival. Vocabulary: carnivore An animal that eats other animals. decomposer A plant or fungus that gets its energy from dead plants or animals. dissolved oxygen (D.O.) Amount of oxygen gas contained in water, usually given in parts per million (ppm). It is a measure of the ability of water to support aquatic organisms. Water with very low dissolved oxygen content (less than 5 ppm), which is usually caused by too much or improperly treated organic wastes, does not support fish and similar organisms. ecosystem All of the living and non-living things that interact together in an area. food chain The system in which living things eat or are eaten by other living things. food web A complex feeding system comprised of linked food chains in a particular ecosystem. herbivore An animal that eats plants. limiting factor Physical or biological influences in the life of an organism which affect its well being and may even result in death. omnivore An animal that eats both plants and other animals. ph The measuring unit to describe the acidity or alkalinity of a substance. photosynthesis The process in which green plants use sunlight, carbon dioxide, and water to make sugar and oxygen. producer An organism that makes its food through the process of photosynthesis, usually a green plant. Resources: Andrews, W., "Fresh Water Ecology", Prentice Hall, Caduto, M., "Pond and Brook, A Guide to Nature in Freshwater Environments", University Press, Couchman, J. et al., "Snow and Ice", Mine Publications, Marchand, P., "Life in the Cold: An Introduction to Winter Ecology",

4 Pringle, L. & Adkins, J., "Chains, Webs and Pyramids", Crowell, Reid, G.K., "Pond Life", Golden Press, Using, R.P., "The Life of Rivers and Streams", McGraw Hill, Web Sites: 1. This 3 min. you-tube video describes and shows the phenomenal winter adaptation of how wood frogs can go from completely frozen to fully functioning within hours This article describes how wood frogs survive in winter in Alaska. There are also internal links to many other articles related to Alaskan ecology A brief description of seasonal changes in a pond. 4

5 DISSOLVED OXYGEN REQUIREMENTS FOR NATIVE FISH AND OTHER AQUATIC LIFE D.O. in parts per million Cold-water organisms, including salmon and trout (below 68 o ) Spawning... 7 ppm and above Growth and well-being... 6 ppm and above Warm-water organisms including game fish such as bass, crappie (above 68 o ) Growth and well-being... 5 ppm and above TEMPERATURE RANGES (APPROXIMATE) REQUIRED FOR GROWTH OF CERTAIN ORGANISMS Temperature Examples of life Greater than 68 o (warm water) Less than 68 o (cold water) Upper range (55-68 o ) Lower range (less than 55 o ) Much plant life, many fish diseases. Most bass, crappie, bluegill, carp, catfish, caddisfly. Some plant life, some fish diseases. Salmon, trout, Stonefly, mayfly, caddisfly, water beetles, striders Trout, caddisfly, stonefly, mayfly

6 ph Requirements for Native Fish and Other Aquatic Wildlife Aquatic animals cannot tolerate water that is too acid or too basic (alkaline). Few animals are adapted to the acid water found in a bog. most acidic neutral most basic (alkaline) Bacteria Plants (algae, rooted, etc.) Carp, suckers, catfish, some insects Bass, bluegill, crappie Snails, clams, mussels Largest variety of animals (trout, mayfly nymphs, stonefly nymphs, caddisfly larvae)

Energy Flow in the Pond Teacher s Guide February 2011

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

More information

www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.

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

More information

TEACHER NOTES SCIENCE NSPIRED

TEACHER NOTES SCIENCE NSPIRED Science Objectives Students will simulate adjusting the ph of a lake and draw conclusions about the relationship between ph and biodiversity. Students will learn the difference between biotic and abiotic

More information

Winter Wildlife Habitat Teacher s Guide February 2011

Winter Wildlife Habitat Teacher s Guide February 2011 Winter Wildlife Habitat Teacher s Guide February 2011 Grades: 5, 6, 7 & 8 Time: 2 ½ hours Discover the relationship between animals and their habitats. Explore the impact of limiting factors, such as animals

More information

Chapter 5 The Roles of Organisms in an Ecosystem 5.1: The Roles of Organisms in an Ecosystems

Chapter 5 The Roles of Organisms in an Ecosystem 5.1: The Roles of Organisms in an Ecosystems Chapter 5 The Roles of Organisms in an Ecosystem 5.1: The Roles of Organisms in an Ecosystems photosynthesis a process by which plants use water, carbon dioxide, and sunlight to produce sugars (food) Types

More information

POND INTERACTIONS Teacher Guide February 2011

POND INTERACTIONS Teacher Guide February 2011 Grades: 4, 5, & 6 POND INTERACTIONS Teacher Guide February 2011 Time: 3 hours A pond is an ever-changing environment. The pond ecosystem is made of countless interactions that link living things to one

More information

You are What You Eat

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

More information

4.3 Physical Variables

4.3 Physical Variables CHAPTER 4 PHYSICAL SCIENCE CONNECTIONS 4.3 Physical Variables You have read about the compounds that make up living things. The presence and amount of other compounds like oxygen and water are variables

More information

tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species

tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species Science Unit 6: Vocabulary List One tundra desert coniferous forest deciduous forest rainforest grassland aquatic biome habitat environment ecosystem species The coldest of the biomes, located at the top

More information

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. 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:

More information

Chapter 3, Lesson 6: Temperature Affects Density

Chapter 3, Lesson 6: Temperature Affects Density Chapter 3, Lesson 6: Temperature Affects Density Key Concepts Heating a substance causes molecules to speed up and spread slightly further apart, occupying a larger volume that results in a decrease in

More information

Pond Ecosystem Field Study MOLS

Pond Ecosystem Field Study MOLS This multi-week lab involves field studies comparing ecosystem-level ecology between 2 freshwater ponds in Marshfield Outdoor Learning Sanctuary. We will be investigating a correlation between weather

More information

Introduction to Ecology

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

More information

Food Web Crasher. An introduction to food chains and food webs

Food Web Crasher. An introduction to food chains and food webs Food Web Crasher An introduction to food chains and food webs Activity Students create a physical food web and watch what happens when an aquatic nuisance species is introduced into the ecosystem. Grade

More information

KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES

KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF KINDERGARTEN WEEK 1. PRE: Defining the states of matter. LAB: Discovering the properties of water. POST: Analyzing the water

More information

Key Idea 2: Ecosystems

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

More information

Characteristics of Terrestrial Ecosystems

Characteristics of Terrestrial Ecosystems Characteristics of Terrestrial Ecosystems Terrestrial ecosystems are land-based ecosystems. Rainforests, deciduous forests, and grasslands are all examples of terrestrial ecosystems. The Earth has many

More information

Eastern Regional High School. F 2. Like nutrients and water, energy also recycles through an ecosystem.

Eastern Regional High School. F 2. Like nutrients and water, energy also recycles through an ecosystem. Eastern Regional High School Honors Biology Name: Period: Date: Unit 14 Introduction to Ecology Worksheet The Science of Ecology Part 1 - True or False Write true if the statement is true or false if the

More information

Ecology - Exchange of energy and matter

Ecology - Exchange of energy and matter - Exchange of energy and matter You should be able to: (a) briefly describe the non-cyclical nature of energy flow (b) establish the relationship of the following in food webs: producer, consumer, herbivore,

More information

Pond Vocabulary Words and Meanings

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

More information

Notebook Set Up Packet

Notebook Set Up Packet A Science Notebook Set Up Packet for Primary Grades By Nancy VandenBerge Firstgradewow.blogspot.com Graphics By Thistle Girl, scrappindoodles This little unit is intended to be an aid in setting up a science

More information

Which of the following can be determined based on this model? The atmosphere is the only reservoir on Earth that can store carbon in any form. A.

Which of the following can be determined based on this model? The atmosphere is the only reservoir on Earth that can store carbon in any form. A. Earth s Cycles 1. Models are often used to explain scientific knowledge or experimental results. A model of the carbon cycle is shown below. Which of the following can be determined based on this model?

More information

Ecosystems and Food Webs

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,

More information

LESSON 3: CHOOSING FISH

LESSON 3: CHOOSING FISH LESSON 3: CHOOSING FISH Teacher Guide Lesson Objective To determine which fish species will work best in your classroom aquaponics system, based on 5 criteria: water type, the fish s future, water temperature,

More information

Commensalism is a symbiotic relationship in which one organism benefits and the other organism is not affected.. What they might ask:

Commensalism is a symbiotic relationship in which one organism benefits and the other organism is not affected.. What they might ask: B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. ecosystem - biotic community (all

More information

A Lesson Plan Developed by

A Lesson Plan Developed by A Lesson Plan Developed by Introductory Activity Lead a discussion on the diversity of living organisms in, on, or around a lake. Record the names of as many organisms as the students can think of. They

More information

OAT Practice 5 th Grade Science Life Science. Brought to you by:

OAT Practice 5 th Grade Science Life Science. Brought to you by: OAT Practice 5 th Grade Science Life Science Brought to you by: Many plants and animals live in and around the pond. One year the pond dried up. 1) Which organism in the pond ecosystem was still able to

More information

Pond Water Web Lesson Plan

Pond Water Web Lesson Plan Pond Water Web Lesson Plan Purpose: As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create

More information

Ecology. Abiotic Factors: non-living physical and chemical factors which pffect the ability of organisms to survive and reproduce.

Ecology. Abiotic Factors: non-living physical and chemical factors which pffect the ability of organisms to survive and reproduce. Biotic vs. Abiotic Ecology Abiotic Factors: non-living physical and chemical factors which pffect the ability of organisms to survive and reproduce. Some Abiotic Factors light intensity temperature range

More information

Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program

Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program NAME: Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program Objective: To describe the health of the Muddy River in the Fens wetlands system of Boston by examining abiotic and biotic parameters.

More information

2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy

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.

More information

Lesson Plan Two - Ecosystems

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

More information

The Water Cycle and the Influence of Global Warming

The Water Cycle and the Influence of Global Warming The Water Cycle and the Influence of Global Warming Almost three-fourths of Earth s surface is covered by water. Over 96% of this water is in the oceans. The polar ice caps and glaciers hold another 2%

More information

Section 1 The Earth System

Section 1 The Earth System Section 1 The Earth System Key Concept Earth is a complex system made up of many smaller systems through which matter and energy are continuously cycled. What You Will Learn Energy and matter flow through

More information

Multiple Choice Identify the choice that best completes the statement or answers the question.

Multiple Choice Identify the choice that best completes the statement or answers the question. Ecology Food Web Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A bird eats a worm. Who is the predator? a. the worm c. both the bird and the worm b.

More information

Processes Within an Ecosystem

Processes Within an Ecosystem Grade 7 Science, Quarter 1, Unit 1.1 Processes Within an Ecosystem Overview Number of instructional days: 23 (1 day = 50 minutes) Content to be learned Identify which biotic and abiotic factors affect

More information

increasing thermal energy of particles sublimation melting freezing deposition decreasing thermal energy of particles requires energy (heat)

increasing thermal energy of particles sublimation melting freezing deposition decreasing thermal energy of particles requires energy (heat) 10.3 The Water Cycle Key Question: How does water move through the water cycle? You may see water as ice, snow, rain, and steam. On very humid days, you can sense it as water vapour. Water is the only

More information

Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the

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.

More information

NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.

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

More information

What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid

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

More information

Section 3: Trophic Structures

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.

More information

8 th grade Review TOPIC: Ecology Do Now: Give an example of a biotic factor. Notes: (found on Ms. Harris s Carey website)

8 th grade Review TOPIC: Ecology Do Now: Give an example of a biotic factor. Notes: (found on Ms. Harris s Carey website) 8 th grade Review TOPIC: Ecology Do Now: Give an example of a biotic factor. Notes: (found on Ms. Harris s Carey website) ECOLOGY I. ECOSYSTEMS 1. ECOSYSTEM all the living & nonliving things in an environment

More information

Energy & Matter in Ecosystems. Chapter 13

Energy & Matter in Ecosystems. Chapter 13 Energy & Matter in Ecosystems Chapter 13 The Big Idea Matter cycles between organisms and the abiotic environment. Energy flows one way, from sunlight to producers to consumers and decomposers. Lesson

More information

Aquatic Organisms and Their Habitats

Aquatic Organisms and Their Habitats Aquatic Organisms and Their Habitats Objectives: Students will understand the following: 1. The presence of specific organisms in a freshwater habitat determines the quality of that habitat. 2. An organism

More information

Principles of Ecology

Principles of Ecology Principles of Ecology Chapter 2. pp. 33-61 Flexbook. pp. 709-746 Principles of Ecology Ecology the study of interactions that take place between organisms and their environments Living things are affected

More information

Project TECHNOcean Lesson/Activity Plan

Project TECHNOcean Lesson/Activity Plan Heat Transfer Hayley Vatcher Anna Reh-Gingerich Murray Middle, 7th Objective: Students should be able to: Define and describe conduction Define and describe convection List some good conductors, and poor

More information

Lesson 4: Using Density to Predict Estuarine Salinities

Lesson 4: Using Density to Predict Estuarine Salinities Lesson 4: Using Density to Predict Estuarine Salinities Focus Question: How can you use density principles to determine different salinities? Objectives: To apply principles of density to demonstrate why

More information

Test Bank - Chapter 2 Multiple Choice

Test Bank - Chapter 2 Multiple Choice Test Bank - Chapter 2 The questions in the test bank cover the concepts from the lessons in Chapter 2. Select questions from any of the categories that match the content you covered with students. The

More information

Chapter 2 Student Reading

Chapter 2 Student Reading Chapter 2 Student Reading Atoms and molecules are in motion We warm things up and cool things down all the time, but we usually don t think much about what s really happening. If you put a room-temperature

More information

Oikos: House and Ology: to Study Scientific discipline in which the relationships among living organisms and the interaction the organisms have with

Oikos: House and Ology: to Study Scientific discipline in which the relationships among living organisms and the interaction the organisms have with Oikos: House and Ology: to Study Scientific discipline in which the relationships among living organisms and the interaction the organisms have with their environments are studied. An Ecologist is someone

More information

Workshop 6: Energy and Ecosystems

Workshop 6: Energy and Ecosystems : Energy and Ecosystems DESCRIPTION In this program participants are shown that light energy that has been absorbed by plants during photosynthesis and transformed into chemical energy can now be transferred

More information

Grade 7. Objective. Students will be able to:

Grade 7. Objective. Students will be able to: Grade 7 Objective Students will be able to: Describe the carbon cycle in more detail: o Learn about the importance of carbon and the role it plays in photosynthesis and cellular respiration, Identify elements

More information

The Sun and Water Cycle

The Sun and Water Cycle reflect Have you ever jumped in a puddle or played in the rain? If so, you know you can get very wet. What you may not know is that a dinosaur could have walked through that same water millions of years

More information

Name Class Date WHAT I KNOW. life by observing many different kinds of life forms. sunlight for their energy. Other animals eat food to get energy.

Name Class Date WHAT I KNOW. life by observing many different kinds of life forms. sunlight for their energy. Other animals eat food to get energy. The Biosphere Matter of Energy, Interdependence in Nature Q: How do Earth s living and nonliving parts interact and affect the survival of organisms? 3.1 How do we study life? WHAT I KNOW SAMPLE ANSWER:

More information

FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS

FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS 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 the sun's

More information

Summary Booklet Topic 8 Weather Patterns

Summary Booklet Topic 8 Weather Patterns Kingdom Schools Science Department Grade 5- Term 2 Name: Date: Section: Summary Booklet Topic 8 Weather Patterns Lesson 1 :How does Air move? Skill 8-1: Understand that air pressure is related to altitude,

More information

Grade 5 Science Assessment. Eligible Texas Essential Knowledge and Skills

Grade 5 Science Assessment. Eligible Texas Essential Knowledge and Skills Science Assessment Eligible Texas Essential Knowledge and Skills STAAR Science Assessment Reporting Category 1: Matter and Energy The student will demonstrate an understanding of the properties of matter

More information

Density Currents.

Density Currents. Density Currents Overview: This activity demonstrates the thermohaline circulation (Global Ocean Conveyor Circulation) throughout the world s oceans and the relative density differences between cold and

More information

Will an Ice Cube Melt Faster in Freshwater or Saltwater? Teacher Guide:

Will an Ice Cube Melt Faster in Freshwater or Saltwater? Teacher Guide: Will an Ice Cube Melt Faster in Freshwater or Saltwater? Learning Objectives Teacher Guide: Years ago I gave my students four solutions with varying amounts of salt dissolved in water and asked them to

More information

3 Types of Interactions

3 Types of Interactions CHAPTER 1 3 Types of Interactions SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What determines an area s carrying capacity?

More information

Experiment - Currents

Experiment - Currents CURRENTS Curriculum Outcome: 311-9 Describe the interactions of the ocean currents, winds, and regional climates. Curriculum Outcome: 209-1 Carry out procedures in order to investigate how temperature

More information

Life Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism.

Life Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism. Life Science Study Guide Environment Everything that surrounds and influences (has an effect on) an organism. Organism Any living thing, including plants and animals. Environmental Factor An environmental

More information

The Ecosystem of the Forest

The Ecosystem of the Forest The Ecosystem of the Forest The Ecosystem of the Forest Even if it doesn t look like it, all living things constantly interact with their environment. For instance, every time you take a breath, you get

More information

Unit 2 Lesson 3 Energy and Matter in Ecosystems. Copyright Houghton Mifflin Harcourt Publishing Company

Unit 2 Lesson 3 Energy and Matter in Ecosystems. Copyright Houghton Mifflin Harcourt Publishing Company Soak Up the Sun How do organisms get energy and matter? Energy is the ability to do work. Matter is anything that has mass and takes up space. All organisms need energy and matter to live, grow, and reproduce.

More information

Lesson 1: Make the Connection

Lesson 1: Make the Connection Lesson 1: Make the Connection Activity: Students work with paper cutouts to learn about the parts of a food chain, specifically herbivores, carnivores, and producers. Grade level: 4-8 Subjects: Science,

More information

The Water Cycle Now You See It, Now You Don t

The Water Cycle Now You See It, Now You Don t The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content

More information

Pond. A pond is a small body of freshwater surrounded by land. It is. Habitat Hallmarks

Pond. A pond is a small body of freshwater surrounded by land. It is. Habitat Hallmarks Turn this model to witness how pond life changes with the seasons. Habitat Hallmarks Resources Butternut Hollow Pond by Brian J. Heinz (First Avenue Editions, 2005). Detailed illustrations and informative

More information

of relationships that exist are parasitic relationships and mutualistic relationships.

of relationships that exist are parasitic relationships and mutualistic relationships. Ecology Escapade: Pre-/Post-Visit Activities Teacher Guide Thank you for registering for the Ecology Escapade Workshop at the Everett Children s Adventure Garden. During this workshop, your students will

More information

HUNTINGTON BEACH STATE PARK

HUNTINGTON BEACH STATE PARK HUNTINGTON BEACH STATE PARK 16148 Ocean Highway Murrells Inlet, SC 29576 Phone: (843) 237-4440 Fax: (843) 237-3387 and a new Eco Lab with a plankton farm and biotope aquariums representing the different

More information

Ecology limiting factors plant limiting factors field mouse nitrogen nitrogen ALL nitrogen returned to soil process major role; mutualism

Ecology limiting factors plant limiting factors field mouse nitrogen nitrogen ALL nitrogen returned to soil process major role; mutualism Ecology List some limiting factors that would affect a plant (such as a corn plant) population. Light, carbon dioxide concentration, temperature, nutrients in soil, water List some limiting factors that

More information

The Biosphere Study Guide

The Biosphere Study Guide ANSWER KEY Name The Biosphere Study Guide Period Directions: Read pg. 572-588 in Science Explorer. Answer the following questions. Land Biomes 1. What is a biome? a group of ecosystems with similar organisms

More information

4 th Grade Science Unit B: Life Sciences Chapter 3: Flow of Energy and Matter Lesson 1: How does energy flow?

4 th Grade Science Unit B: Life Sciences Chapter 3: Flow of Energy and Matter Lesson 1: How does energy flow? 4 th Grade Science Unit B: Life Sciences Chapter 3: Flow of Energy and Matter Lesson 1: How does energy flow? ecosystem Ecosystem is the living and nonliving things and the way they interact in an environment.

More information

1.2 The Biosphere and Energy

1.2 The Biosphere and Energy 1.2 The Biosphere and Energy All activities require a source of energy a fuel. For example, to sustain a campfire, you need to keep it supplied with wood. To reach a destination by car, you need to have

More information

LESSON CLUSTER 6 Heating and Cooling, Expansion and Contraction

LESSON CLUSTER 6 Heating and Cooling, Expansion and Contraction LESSON CLUSTER 6 Heating and Cooling, Expansion and Contraction Lesson 6.1: Another Way to Make Something Dissolve Faster In the last lesson you learned one way to make things dissolve faster: you can

More information

Algae Plankton Arctic Cod Seals Polar Bears

Algae Plankton Arctic Cod Seals Polar Bears Why is Climate Change such a Hot issue for the North Pole? Student Handout Scientists expect northern regions to warm up more than other parts of the world as the Earth s climate changes. If you have flown

More information

Who Can Harvest a Walleye?

Who Can Harvest a Walleye? The Great Lakes are an example of a natural community. In this community the small organisms (living things) outnumber the large organisms. The smaller organisms may be eaten by the larger ones. If we

More information

Chapter 3: Water and Life

Chapter 3: Water and Life Name Period Chapter 3: Water and Life Concept 3.1 Polar covalent bonds in water result in hydrogen bonding 1. Study the water molecules at the right. On the central molecule, label oxygen (O) and hydrogen

More information

LESSON CLUSTER 1 States of Water

LESSON CLUSTER 1 States of Water LESSON CLUSTER 1 States of Water Lesson 1.1: Solid Water and Liquid Water You certainly know about liquid water. That s what you drink and take showers in. But have you seen any solid water around recently?

More information

SECTION 2. Monitoring water quality in estuaries

SECTION 2. Monitoring water quality in estuaries 2 1 SECTION 2 Monitoring water quality in estuaries The Waterwatch program includes testing of a number of water quality parameters to provide information about the health of the waterway under investigation.

More information

Lesson 4.13: Life Science Ecosystems 1

Lesson 4.13: Life Science Ecosystems 1 Weekly Focus: Reading Comprehension Weekly Skill: Finding Evidence from Passage Lesson Summary: This week students will read two different passages with information on ecosystems. The first passage includes

More information

Life on Earth. Page 1. Energy (sunlight) Energy (heat) Nutrients. Nutrients. Chapter 28: How Do Ecosystems Work?

Life on Earth. Page 1. Energy (sunlight) Energy (heat) Nutrients. Nutrients. Chapter 28: How Do Ecosystems Work? Chapter 28: How Do Ecosystems Work? Introduction to Ecology Ecology - Increasing Levels of Complexity: Population: All members of a particular species living within a defined area Organism Community: All

More information

Relationships in Ecosystems. Vocabulary

Relationships in Ecosystems. Vocabulary Relationships in Ecosystems Vocabulary Relationships in Ecosystems Big Ideas Diversity and Evolution of Living Organisms Explore the scientific theory of evolution by relating how the inability of a species

More information

Teaching Sciences by Ocean Inquiry SMS 491/ EDW 472 Spring 2008

Teaching Sciences by Ocean Inquiry SMS 491/ EDW 472 Spring 2008 Teaching Sciences by Ocean Inquiry SMS 491/ EDW 472 Spring 2008 HEAT AND TEMPERATURE LAB: Part II 1. Thermal expansion/water thermometer A flask One-hole stopper A long glass tube A container filled with

More information

SCIENCE: A Closer Look

SCIENCE: A Closer Look Macmillan/McGraw-Hill 2008 Grades K - 6 Wisconsin Science Assessment Framework Grades 4 and 8 Macmillan/McGraw-Hill 800-789-2665 This correlation was completed through a detailed manual process that matches

More information

Chapter 3 Communities, Biomes, and Ecosystems

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

More information

Coral Reefs Lecture Notes

Coral Reefs Lecture Notes Coral Reefs Lecture Notes (Topic 10D) page 1 Coral Reefs Lecture Notes Corals Polyps & Zooxanthellae Coral Polyps Are coral polyps algae or animals? Description (What do coral polyps look like? Make a

More information

Cycles of Matter. Chapter 13- Lesson 3

Cycles of Matter. Chapter 13- Lesson 3 Cycles of Matter Chapter 13- Lesson 3 What processes are involved in the water cycle? Matter in an ecosystem includes water, carbon, oxygen, nitrogen, and many other substances. The water cycle is the

More information

6.4 Taigas and Tundras

6.4 Taigas and Tundras 6.4 Taigas and Tundras In this section, you will learn about the largest and coldest biomes on Earth. The taiga is the largest land biome and the tundra is the coldest. The taiga The largest land biome

More information

FOOD CHAINS AND FOOD WEBS PHYTOPLANKTON ZOOPLANKTON SILVERSIDE BLUEFISH

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

More information

Essential Standards: Grade 3 Science Unpacked Content

Essential Standards: Grade 3 Science Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

Algae Producer uses photosynthesis to produce

Algae Producer uses photosynthesis to produce Algae Producer uses photosynthesis to produce energy from absorbed sunlight using chlorophyll Photo: WikiCommons http://www.larousse.fr/encyclopedie/media/algues/11000970 Many kinds of algae (see image)

More information

REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS

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

More information

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. 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

More information

7.2.2 Changing State. 43 minutes. 56 marks. Page 1 of 17

7.2.2 Changing State. 43 minutes. 56 marks. Page 1 of 17 7.2.2 Changing State 43 minutes 56 marks Page 1 of 17 Q1. Air is a gas at room temperature. The chemical formulae below show some of the substances in the air. Ar CO 2 H 2 O N 2 Ne O 2 (a) Put these formulae

More information

Density Circulation Model ME-6816

Density Circulation Model ME-6816 Instruction Manual 012-12254A *012-12254* PASCO Earth Science Density Circulation Model Pouring Spout 1 Liter Reservoir Top Valve Milliliter Scale 1 Liter Reservoir Valve Handles Centimeter Scale Bottom

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

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

More information

5th Grade Band Theme: Interconnections within Systems Earth and Space Science (ESS)

5th Grade Band Theme: Interconnections within Systems Earth and Space Science (ESS) 5th Grade Band Theme: Interconnections within Systems Science Inquiry and Application During the years of grades 5-8, all students must use the following scientific processes, with appropriate laboratory

More information

1 Everything Is Connected

1 Everything Is Connected CHAPTER 1 1 Everything Is Connected SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What do organisms in an ecosystem depend

More information

NUTRIENT CYCLES (How are nutrients recycled through ecosystems?)

NUTRIENT CYCLES (How are nutrients recycled through ecosystems?) NUTRIENT CYCLES (How are nutrients recycled through ecosystems?) Why? We have learned the importance of recycling our trash. It allows us to use something again for another purpose and prevents the loss

More information

Food Webs and Food Chains Grade Five

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.

More information