Homeroom check for trash Straighten the tables Put chairs up Warm-up



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HOMEROOM

  • CHECK for trash
  • Straighten the tables
  • Put chairs up

Warm-up

  • What is ecology?
  • What is Botany?
  • What do you expect to get out of this course?
  • Green Apple Day-September 24th 8:30-12:30

The study of the relationships between living organisms and their physical environment. Ecology also provides information about the benefits of ecosystems and how we can use Earth's resources in ways that leave the environment healthy for future generations.

The study of plants…

  • The study of plants…
  • Which includes the study of plant structure, growth and differentiation, reproduction, biochemistry and primary metabolism, chemical products, development, diseases, evolutionary relationships, medicinal uses, and plant taxonomy. Dominant themes in 21st century plant science are molecular genetics and epigenetics, which are the mechanisms and control of gene expression during differentiation of plant cells and tissues.

Warm-up

  • List the steps involved in using the scientific method in any science investigation.
  • Can you think of anything we could investigate in this class?
  • List at least one investigation we could conduct and write a hypothesis.

Step 1 –

  • Step 1 –
  • Step 2 –
    • Form a Hypothesis
  • Step 3 –
    • Test the Hypothesis
  • Step 4 –
    • Analyze the Results
  • Step 5 –
    • Draw Conclusions
  • Step 6 –
    • Communicate Results

Warm-up

  • No notebooks today... we will continue working out front.
  • Be ready to go to the greenhouse-get gloves from one of the buckets and line up.

In your ecology/botany notebook write “Ms. Zeches classroom diagram” as your title for today’s entry.

  • In your ecology/botany notebook write “Ms. Zeches classroom diagram” as your title for today’s entry.
  • Next, draw a large square to represent this classroom
  • Inside the square label all of the safety equipment and exits. If you finish before the allotted time compare your square with your table partner. Did either of you miss anything? Add it if you did.

Warm-up

  • Today we will learn about algal blooms and how they occur.
  • You will have algae cultures and liquid fertilizer
  • Write a quantitative hypothesis using the words IF, Then, and Because to predict what will happen over time when the 2 are mixed to create a solution in water.

Warm-up

  • Create this chart in your notebook
  • Date
  • Approximate % increase in algae
  • Color
  • Opacity
  • Odor

Warm-up

  • Check status of Algal Bloom and record the data on your chart.
  • http://oceanservice.noaa.gov/facts/habharm.html
  • Date
  • Approximate % increase in algae
  • Color
  • Opacity
  • Odor

Warm-up

  • What is environmental Stewardship?
  • Predict if you don’t know.

Warm-up

  • Read the agenda for today and decide which job you want to do.
  • Be ready to go to the greenhouse.

Warm-up

  • Be ready to go on our perimeter walk of the wetlands.
  • Follow all expectations- those who do not follow will not go to the center next week.

Warm-up

  • List today’s date in your notebook.
  • What did you learn about the wetlands?
  • Be ready to go to the greenhouse to try on boots.
  • If you don’t know your shoe size check it now.

Warm-up

  • List today’s date in your notebook.
  • What did you learn last week about the wetlands?
  • Be ready to watch the magic school bus episode about the wetlands.

Warm-up

  • BE ready to quickly walk to the wetland center for our scavenger hunt and to meet Electra the corn snake

Warm-up

  • What did you learn at the wetland center. List at least 3 interesting facts you learned from the scavenger hunt and discuss at least one thing you learned about Mr. T, the box turtle and one thing you learned about the new Corn Snake, Electra.

Warm-up

  • Be ready to go directly to the greenhouse.

Warm-up

  • Be ready to go to the wetlands.
  • Choose Jobs for walnut creek:
  • Be a water surveyer
  • Trash surveyer
  • Lookout for living organisms
  • Lookout for all of the different plants and trees

Warm-up

  • What are the perks of the wetlands?
  • Did you enjoy our first trip?
  • Why or why not?

Warm-up

  • What is the proper way to hold a shovel, rake, “tree trimmers”, and a garden hoe when you are not using it and when you are walking with it?
  • Be ready to go outside for a
  • safety briefing about equipment
  • and expectations

Warm-up

  • Predict/remember:
  • What do the Walnut Creek Wetlands do for the local environment (including our “habitat”)?

Warm-up

  • Define ecosystem.
  • What do we need to get our ecosystem back around the greenhouse?
  • JOBS FOR TODAY:
  • Mulch-neaten up our mulched areas with rakes
  • Weeding: 2-3 students inside the greenhouse and 2-3 along the 300 hallway windows
  • Stapling landscape fabric
  • Stacking pots in the greenhouse
  • Planting in the 2nd bed
  • Looking for Milkweed and digging it up

Ecosystem Write this definition in your notebook

  • An ecosystem is a system involving the interactions between a community of living organisms in a particular area and its nonliving environment.

Warm-up

  • What are invasive species? In the gardens around Carnage we also call ________ invasive. What have we been doing about them? Have your warm-ups out and ready to grade, you should have

Warm-up

  • What did you learn about the swamp/bog (vernal pool)? What does a vernal pool do for aquatic organisms and some birds?

Warm-up

  • Be ready for the quiz over the wetlands notes and other topics in botany and ecology that we have discussed/experienced.
  • Discuss what you know with your table partner or study quietly.

Warm-up

  • Log in to the same laptop you had Friday (sign out on the cart)
  • Today you will finish researching about North Carolina Pollinators
  • Your polished product will be due at the end of class.

Warm-up

  • In complete sentences discuss one or more interesting things that you learned about at the wetland center Friday.

Warm-up

  • What living things do you hope to see in the wetlands on Friday?

Warm-up

  • Why are we creating so many pollinator gardens (6-8 beds will be for pollinators)?
  • How do pollinators allow plants to reproduce?
  • What role do they play in the fresh foods we buy?

Warm-up

  • What scientific facts have you learned about bees from viewing part of the bee movie?

Warm-up

  • Why are plants called producers?

Warm-up

  • Today we must try to accomplish more at the greenhouse, I again need you to address safety concerns and expectations. List the two most important rules you will follow today (if these rules are broken we go inside immediately).

Warm-up

  • Be ready to go outside to and around the greenhouse-planting, WEEDING, sweeping, organizing, and LABELING.

Warm-up

  • Define the following terms in your notebook:
  • Biotic
  • Abiotic

Copy the words you don’t have into your notebook (skip 2 lines for definitions) Word wall vocabulary

  • EPA
  • Deforestation
  • Exotic species
  • Ecosystem
  • Algal Bloom
  • Mutualism
  • Parasites
  • Symbiosis
  • commensalism

Warm-up

  • Define EPA

EPA

  • Environmental Protection Agency-created for the purpose of protecting human health and the environment by writing and enforcing regulations based on laws passed by Congress.

Warm-up

  • Do you know how to split plants? Explain.
  • Why do we do this?

Warm-up

  • What do you know about growing plants from seeds?
  • List what you know about the structure of plants?

Warm-up

  • Define biotic and abiotic.

Biotic

  • Having to do with life or living organisms

Abiotic

  • Not living or having to do with not living things in an ecosystem

Warm-up

  • Define Symbiosis
  • Predict if you don’t know

Symbiosis

  • An association between two or more different organisms of different species that may, but does not necessarily, benefit each member.

Warm-up

  • What is mutualism, commensalism, and parasitism?

Mutualism

  • a relationship between two species of organisms in which both benefit from the association.
  • A parasitic relationship is A relationship where only one organism benefits and can harm the other. (malaria in humans)

commensalism

  • Type of symbiosis that involves one organism benefiting and the other not really being affected.

Botany

  • How do plants make their own food using the chemical process of photosynthesis? How does that food get turned into energy the plant can use?

Warm-up

  • What is the difference between mutualism among living things and a living thing having a parasite?

Warm-up

  • What do you know about soil and water conservation?

Warm-up

  • Be ready to go to the media center. Make sure you have your handout and rubric. Today is the last day to prepare for your presentation.

Warm-up

  • What was the most interesting new information you learned from the magic school bus wetlands video or the most interesting thing from our discussion about the wetlands?

Warm-up

  • In your own words define mutualism, symbiosis, and parasitism.

Written assessment…

  • Written assessment…
  • Write at least 2 paragraphs: 1st-Summarize your experiences in the wetlands and in the ecosystem around the greenhouse. What have you learned? 2nd-Write a detailed description about what you have learned about the Walnut Creek Wetlands:  Where does the water originate from?  Where does it go (Where
  • does the water end up)?  What do the wetlands do for the Raleigh area?  What do they do for most of the southeastern part of N.C.?  Why is our focus in the wetlands so important?  What does it do for plants and animals?

Warm-up

  • What are some tests we could do in the wetlands to check water quality?
  • Be ready to go to the greenhouse for more planting and splitting.

Warm-up

  • Take out your assignment if you have not turned it in.
  • What is deforestation?

Warm-up

  • What is deforestation?
  • What is fracking?

Deforestation

  • The cutting down and removal of all or most of the trees in a forested area. Deforestation can erode soils, contribute to desertification and the pollution of waterways, and decrease biodiversity through the destruction of habitat.

Exotic species

  • Organisms introduced into habitats where they are not native. Invasive exotic species are organisms not native to a region, and whose introduction causes economic or environmental harm or harm to human health.

Labels for Algal blooms

  • All groups add 150 mL of water to your beaker
  • Group 1: Create 2 samples: Control group-only 10 drops of algae and 150 mL water. Experimental group:
  • Group 2: Experimental group #1-3-4 drops of algae and 3-4 drops of fertilizer
  • Group 3: Experimental group #1-15 drops of algae and 7 drops of fertilizer
  • Group 4: Experimental group #2-3 to 4 drops of algae and 3-4 drops of fertilizer AND before adding anything to the water add 1 teaspoon of salt and mix well.
  • Group 5 and 6: Experimental Group #3- add 10-12 drops each of algae and fertilizer.

Warm-up

  • What are the environmental issues your generation should be concerned with?

Warm-up

  • Today we are going to create Algal blooms 
  • Predict: What is an algal bloom?

Warm-up

  • On Friday my other classes created algal blooms- the control group has just algae and water, the experimental group has fertilizer, algae and water. Write a hypothesis using if, then and because.

Warm-up

  • What is the purpose of the swamp cooler in the greenhouse? (If you don’t know, predict)

Warm-up

  • List the living things you have seen in an around the green house. Have you seen any examples of a food web happening in front of your eyes or an example of new life or death?
  • BE READY TO GO TO THE GREENHOUSE
  • WE MUST finish labeling plants, plant more seeds, split plants and organize the boots for the last trip to the wetlands tomorrow.

Warm-up

  • What were the differences between plant and animal cells that we discussed last week?
  • What were the two types of seed bearing plants/trees we learned about?

Warm-up

  • Define whatever word wall terms we have not completed (The blank ones on your list).

Warm-up

  • List any North Carolina environmental issues that you have heard of.
  • Also if you know of regional issues to include the whole east coast include those as well.
  • IF you have not turned in your essay, take it out it is due today.

Warm-up

  • Why should we be concerned about water conservation (if you do not know make a prediction why)?

Warm-up

  • Prepare for going to the
  • wetland center for our
  • metaphors of the wetlands
  • tour.

Warm-up

  • Compare the Walnut Creek wetlands to the wetland in the Magic school bus episode.
  • What were the similarities and differences?

Today we are again working in and around the greenhouse. Choose a job:

  • Today we are again working in and around the greenhouse. Choose a job:
  • If you have not planted choose 2 partners and create a flat-be sure to label what is planted in it.
  • Weeding, prepping for bulbs outside
  • Watering
  • Organizing/cleaning in the greenhouse

Have your warm-ups ready to be graded.

  • Have your warm-ups ready to be graded.
  • What is biodiversity?
  • the variety of life, is absolutely essential to the health of our planet's ecosystems.

Warm-up

  • Sit with your partners and spend about 5 minutes prepping for your presentation.
  • Write a 1 paragraph summary of what you know about Fracking.

Warm-up

  • What did you learn yesterday about North Carolina pollinators? Which pollinator’s are declining the most? What are the possible causes of this decline? What is one thing you can do to help?

warm-up

  • warm-up
  • What is hazardous waste and
  • why is it dangerous?
  • What are two ways that
  • pollution can harm people?

Hazardous waste is waste that is dangerous or potentially harmful to our health or the environment. Hazardous wastes can be liquids, solids, gases, or sludges. They can be discarded commercial products, like cleaning fluids or pesticides, or the by-products of manufacturing processes.

  • Hazardous waste is waste that is dangerous or potentially harmful to our health or the environment. Hazardous wastes can be liquids, solids, gases, or sludges. They can be discarded commercial products, like cleaning fluids or pesticides, or the by-products of manufacturing processes.

Warm-up

  • Be ready to go to the greenhouse.
  • Be ready to go to the auditorium for our energy conservation presentation.

Warm-up

  • What was the most interesting thing you learned yesterday?

Warm-up

  • Today we are working out front.
  • Same jobs as last week except we add installing the fence, plus, planting azaleas (possibly removing plants), Weeding, spreading mulch and pushing wheel barrows of mulch.

Warm-up

  • Has your plant sprouted? If not what are some reasons that could be related to why it has not? If it has sprouted predict how much it grew over the weekend.

Warm-up

  • Today we are working out front. Change groups from yesterday for laying bricks, fencing, trimming, weeding, spreading compost and pushing wheel barrows of mulch.

Warm-up

  • If we decide to pursue water conservation as a stewardship challenge at Carnage, how will we track the use of and wastefulness of water?

Warm-up

  • List and explain ideas that you have for presentation of our data and our accomplishments if we take on the Stewardship Challenge. We want to win!!!!

Warm-up

  • Get your boots on and be ready to go to the wetlands.

Warm-up

  • List the steps you followed yesterday for planting seeds in remembrance of Sept. 11. What flower/vegetable/fruit did you plant?

Warm-up

  • List the most important expectations for working outside today and be ready to move quickly and quietly to the greenhouse.
  • Today we must try to accomplish even more outside the green house, I again need you to address safety concerns and expectations. List the two most important rules you will follow today (if these rules are broken we go inside immediately).
  • I also need volunteers to organize the boots and pots in the greenhouse.

Tuesday Warm-up

  • Write a reflective paragraph (or longer) about yesterday’s Eagle lesson. Include the following: Predict whether other living things were affected by DDT. Do you think Humans were affected?

Wed. Warm-up

  • Finish questions from Bill Nye Forest video and discuss at tables.

Thurs. Warm-up

  • Write at least 4 sentences summarizing what you learned from the Bill Nye Forest video.

Warm-up

  • What is the purpose of keeping a wetland area near the city of Raleigh?
  • Jobs for walnut creek:
  • Be a water surveyer
  • Trash surveyer
  • Lookout for living organisms
  • Lookout for all of the different plants and trees

Warm-up

  • Write a summary of your experiences at Walnut Creek so far. Include the condition of the protected wetland and whether you think it is important to conserve this area. Did your team complete the tasks required on the directions? What still needs to be done?

Warm-up

  • What is the difference between a renewable and a non-renewable resource?

A renewable resource can be used over and over or has an unlimited supply. A non-renewable cannot be replaced or can only be replaced over thousands or millions of years.

  • A renewable resource can be used over and over or has an unlimited supply. A non-renewable cannot be replaced or can only be replaced over thousands or millions of years.

Warm-up

  • What evidence of living things did you observe in the wetlands last week?
  • What is your reaction to The Lorax?
  • What can one person do to help the environment? Is it worth trying to help?

Warm-up

  • What is fracking?
  • Do you think fracking will be good or bad for North Carolina?
  • Give details to support your opinion.

Define Symbiosis Mutualism, Parasites, commensalism

  • Biotic
  • Abiotic
  • Ecology
  • EPA
  • Deforestation
  • Exotic species
  • Biodiversity
  • Ecosystem
  • Botany
  • Mutualism
  • Parasites
  • Symbiosis
  • commensalism

Warm-up

  • List all of the renewable energy resources that you can think of.

Jig-saw

  • 1. Get into groups of 3 and take an energy primer packet from the front table. In your group skim the handout together and ask me to assign you a specific section to develop a presentation about. Discuss the assigned section.
  • 2. As a group create a presentation that will summarize your 2 forms of energy to the class.
  • 3. Everyone must have a speaking part in the presentation and you must create a visual aide.

Warm up

  • You have 5 minutes to get ready to share your presentation.
  • Be sure to assign a speaking role to everyone in the group
  • Total point value is 30 points- 10 for the quality of information provided from the reading and any additional information found. 10 for each individual speaker (voice, eye contact…), 10 for the technology/graphic organizer used.

Give one example each of how you could reduce, reuse and recycle a natural resource.

  • Give one example each of how you could reduce, reuse and recycle a natural resource.

Warm-up

  • Make a checklist for what you need to accomplish in the media center today.
  • Don’t forget to look at the rubric to be sure you have covered all of the requirements.

Imagine that you have just finished reading a magazine. Write down at least three things you can do with the magazine that would be better than throwing it in the trash.

  • Imagine that you have just finished reading a magazine. Write down at least three things you can do with the magazine that would be better than throwing it in the trash.

Why is coal considered a non-

  • Why is coal considered a non-
  • Renewable Resource?
  • How does conservation of
  • resources also reduce
  • pollution and protect habitats?
  • Megan rode her bike to the store. The
  • Goodwill store was on the way so she
  • dropped off some clothing she had
  • outgrown. While at the store she made
  • Sure to buy items with little packaging and
  • carried her purchases in her backpack.
  • Describe how Megan practiced
  • conservation.
  • conservation, renewable resources, fossil fuels, aluminum, nonrenewable resources, solar energy, environmental solutions.

How does the endangered

  • How does the endangered
  • species act protect
  • endangered organisms?

It forbids activities that would harm any species on the endangered species list. This act also requires development of recovery programs for each endangered species

  • It forbids activities that would harm any species on the endangered species list. This act also requires development of recovery programs for each endangered species

Do you think we should have laws regulating the use of our natural resources? Why or why not? Would you be willing to give up some “luxuries” (use less paper, shorter showers)

  • Do you think we should have laws regulating the use of our natural resources? Why or why not? Would you be willing to give up some “luxuries” (use less paper, shorter showers)
  • Watch Michael Jackson Earth day video. Write at least 4 sentences describing your reaction to the video.

Warm-up

  • Review all vocabulary in your notebook from this quarter-we are going to try the vocabulary around the world game again
  • Also think about which word you would like to draw as a visual example for next quarter’s classes.

Warm-up

  • Spend a few minutes with silent focused thinking- reflect on the whole botany/ecology class. Write a paragraph describing what you did and did not like about the course.

Warm-up

  • Name at least one thing you learned in science this year. Is there anything you still do not understand?


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