Posted by: mrborden | May 10, 2015

Week 34 Oxygen and Nitrogen Cycles


Monday May 11
QFD: In the end, it’s not going to matter how many breaths you took, but how many moments took your breath away – Shing Xiong
?fd: Describe 3 terms used to describe a Cow
Objective : BSS 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
Students will be able to classify the elements in the nitrogen, carbon, water, and phosphorus cycles using a sequence thinking map
Students will be able to analyze the mechanisms involved in each cycle and create Cornell notes that hypothesize the main ideas of each cycle and how these elements enter a food web

*** review last weeks objectives on food webs
1) READ PAGES 19-22 in handout
2) Cornell Notes
3) Sequence thinking map
cyclespg19
cyclespg20
cycles pg21
cyclespg22
Nitrogen-Cycle-Diagram-original-animated

****
Endangered Species Project – HS LS 2-7
Design, Evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

Students will create a website about an endangered species (place a few pictures of the species onto your website)
2) You are recently elected by the endangered species act of 2015 and are responsible to increase the numbers of this species. What steps will you take to ensure the survival of your species. Write a 2 page paper that addresses the above questions and place the information onto your website
****
Students will address the following topics:
1 P – introduction of your species ( include 2 pictures)
Why is the species endangered ( predators , prey or environmental conditions)
How many are left on Earth, What is their history of endangerment
What are the causes for those changes
2 p- Energy and Habitat
What type of biome or habitat does your species live in ( weather, climate and changes in climate) Include your species niche in this paragraph
Include a picture of our species Food Web
3 P – Adaptations and Evolution of your species
3 adaptation that your species has developed and possibilities of new adaptations in the future to help it survive ( how has your species evolved over time
P4 – What human activities impact this species
P5 – What is your management plan to help save this species to help it survive on Earth

****Create a PSA (public service announcement) to inspire people to donate money to your endangered species or to bring about public awareness of why your species is endangered or what can be done to save the species (can be a Poster, short movie, or powerpoint presentation placed onto your website

Tuesday May 12
QFD:Never tell your problems to anyone…20% don’t care and the other 80% are glad you have them.-Lou Holtz
?FD: Describe the main elements involved in the nitrogen cycle?
Objective : BSS 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
Students will be able to analyze the mechanisms involved in each cycle and create Cornell notes that hypothesize the main ideas of each cycle and how these elements enter a food web
Students will analyze biological communities by creating tree thinking map
1) Reading PAGEs in handout
2) Cornell Notes
3) Tree thinking map
carbon cycle 2
Phosphorus_Cycle
watercycle

Wed May 13
QFD: If humans had to eat what they kill there would be no more war – anon
?FD: Did you score greater than 70% on the quiz yesterday? why or why not
Objective : BSS 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
Students will demonstrate their knowledge of biological cycles by scoring 70% or greater on a quiz.
1) Quiz Cycles 20 questions

1 The MOST important populations in an ecosystem are the __________.
A first-order consumers and second-order consumers
B producers and consumers
C decomposers and producers
D consumers and decomposers

2 Decomposers are essential to an ecosystem and get their energy from __________.
A eating primary producers
B detritus, which are small living organisms
C photosynthesis
D detritus, nonliving organic material

3 Leaf litter on the forest floor becomes new soil through the actions of __________.
A decomposers
B scavengers
C tree roots
D secondary consumers

4 An ecosystem could survive without which of the following levels?

A producers
B decomposers
C detritivores
D consumers

5 Which of the following is an effect of the removal of decomposers from an ecosystem?
A The ecosystem will be more stable.
B Populations of producers will increase.
C Bacteria and fungi populations will increase.
D Nitrogen and carbon will not be recycled.

6 Which of the following is a product of the producers of an ecosystem?
A nitrogen
B carbon
C carbohydrates
D carbon dioxide

7 From one trophic level to the next in a food web, energy is ____________.
A stored in cells
B lost as heat
C created as food
D both A and B

8 The __________ lost at each trophic level enters the environment as __________.
A O2, heat
B heat, energy
C CO2, energy
D energy, heat

9 Which of the following organisms would MOST likely be found at the BOTTOM of an energy pyramid?
A algae
B snails
C frogs
D lions

10 If 1,000 J of energy is captured by primary producers in an ecosystem, how much energy would typically be passed on to the consumer at the next level of the food web for that ecosystem?
A 1,100 J
B 1,000 J
C 100 J
D 10 J

11 Primary producers tend to occupy the bottom level (T1) of the energy pyramid. An example of an organism that occupies T1 is a __________.
A tree
B killer whale
C cow
D fungus

12 In a given ecosystem the percentage of energy transferred to the highest trophic level would generally be considered about __________.
A fifty percent of the energy from the primary producers
B twenty-five percent of the energy from primary consumers
C one percent of the energy from the primary producers
D ninety percent of the energy from the primary producers

13 Energy in an ecosystem’s energy pyramid always flows from __________.
A consumers to producers
B producers to consumers
C decomposers to consumers
D decomposers to producers

14 At each link of the food web, approximately __________ percent of the energy is passed on to the consumer and approximately __________ percent of the energy is lost as heat.
A 10; 90
B 90; 10
C 50; 50
D 100; 0

15 Both food webs and energy pyramids show relationships between organisms in an ecosystem. A food web is preferred when showing the
A amount of energy transferred from one group to another.
B amount of energy lost as heat.
C individual feeding relationships between organisms.
D relationship between the habitats of species.

16 What are the MAIN processes through which oxygen is cycled?
A acid rain and greenhouse effect
B nitrogen fixation and combustion
C decomposition and respiration
D photosynthesis and respiration

17 Water from the Earth’s surface goes into the atmosphere by the process of __________ from living things and __________ from non-living things.
A evaporation, precipitation
B transpiration, evaporation
C condensation, precipitation
D transpiration, condensation

18 Plants make __________ via photosynthesis using __________, which is a by–product of many organisms during respiration.
A CO2, O2
B O2, CO2
C H2O, CO2
D O2, H2O

19 In the water cycle, the formation of clouds through the change of water from a gas back into a liquid is known as __________.
A evaporation
B condensation
C transpiration
D precipitation

20 Bacteria commonly change __________ to a form that can then be easily assimilated by plants.
A oxygen
B nitrogen
C carbon
D water
EC*** Describe the most important element carbon, nitrogen, or oxygen and explain why you believe it is the most important. Next the rank the elements in the order you feel is the most important and why

Thursday May 14
QFD: It’s not the hours you put in your work that counts, it’s the work you put in the hours. Sam Ewing
?FD: Describe the term de nitrification in a paragraph
Objective : BSS 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
Students will create a diagram of the carbon, nitrogen and water cycles in their notebook by drawing and labeling each cycle
1) draw and label the carbon/oxygen, nitrogen, and water cycles on a page in your notebook
Friday Oct 4 2013
QFD: Is boredom anything less than the sense of one’s faculties slowly dying? – John Berger
?FD: Describe the main ingredient in each cycle and the main reason why each cycle exists
Objective: BSS 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
Students will describe and demonstrate the ability to create a proper analysis and analyze the structures viewed during the lab by completing the lab handout
1) Weird genetic anomalies

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