Week+1+--+Natural+HIstory

//Enduring Knowledge/Global Goals in Italics: Students will understand// // … // (Assessed with Performance tasks and projects) important for students to understand and remember in the far future Educational Objectives/Foundational Knowledge: Students will be able to … (Assessed with traditional quizzes and tests) important for students to understand and remember in the near future //The hierarchical arrangement in ecology of individual, population, community, ecosystem, biosphere, and the focus of subdisciplines such as landscape ecology.// Students will be able to define ecology and give examples. //How abiotic conditions determine what biota are present and the biota in turn affect abiotic conditions.// Define abiotic factors and give examples. Recognize different habitats created by abiotic factors and predict the conditions that are present in different locations and how changes might affect these relationships. List the four causes of climate: tilt of planet, wind patterns, water currents, landscape features and explain how they work. Recognize that biomes are biological communities not landscape features. Separate biomes based on precipitation and temperature and recognize these are determined by latitude and altitude. Distinguish the differences in communities between two biome types. List the types of wetlands: bog, swamp, and marsh; distinguish the differences among; how abiotic conditions are created by biotic factors. //Basic laws of matter and energy and how they apply to ecological systems.// //How properties of matter and energy combine to create multiple habitats//. Explain the 1st Law of Conservation of Matter and Energy and the 2nd Law of Thermodynamics in their own words and give examples. **Soil** Define the different soil horizons and their characteristics. Infer the movement of soil components either up or down the horizons. List the three components of soil texture, describe how these affect movement of water, air, and nutrients. List three factors that affect soil formation. Read a soil texture diagram and predict qualities of the soil. **Water** Draw the Hydrologic cycle: reservoirs (atmosphere, ground/surface water, ice, and organisms) and connect them with processes (evaporation, condensation, precipitation, sublimation, and deposition). List the horizontal zones and vertical layers of the ocean. Apply the generalized form of layers in the ocean to the abiotic conditions in the different types of aquatic habitats. Explain what pH measures and how a unit on the pH represents a 10-fold increase. **Air** List the layers of atmosphere and identify the layers where ozone and weather occurs. Additional Summarize the River Continuum Concept; predict how valley filling from strip mining interacts with this concept. Describe how lakes turnover; explain how abiotic conditions cause it. Students will be able to define non-equilibrium theory and recognize the assumption in later discussions. **Application Goals** What kinds of thinking are important for students to learn (Critical thinking in which students analyze and evaluate; Creative thinking, in which students imagine and create: Practical thinking, in which students solve problems and make decisions.) Predict abiotic conditions for a new habitat, and the impacts on organisms Palmer Drought Severity Index Biological Integrity—Assessing the Health of Aquatic Systems **Application Goals:** **Integration Goals:** What connections (similarities and interactions) should students recognize and make)?   Within the course?…Between courses?   The general layering affect of air, water, and soil.  **Metacognition Goals:**   How to be good students, how to learn about this topic, how to become a self-directed learner.   Scientific Method  Graphing: Determining Sample Mean and Median  **Human Dimension / Caring Goals:**   What should students learn about themselves, others, or interacting between the two. What changes/values do you hope students will adopt? Feelings? Interests? Ideas?   **Exercises**  Animation (vocab, questions, disc): **Biomes**  Planet Earth Clip: **Rainforest 21:29-23:18 Why are their clouds here?**  EcoBeaker Simulation: **Limiting Nutrients**  Graph Practice:  Podcast/Concept Map: **Ocean Acidification/Completing the bubbles with given words and interpreting**  Synthesis Project: **Pick a location take and post some pictures**
 * Week 1: Natural History (Abiotic Conditions) **