Welcome

Biology Honors
Spring 2024
 Warm-up 01/25/24
You can sit wherever there are papers. Make sure you
have a ½ sheet of cardstock. Fold it in half horizontally.
With a marker, (Escribe tu nombre en esta tarjeta. Hazlo
lo suficientemente grande para que yo lo vea desde tu
escritorio.)
in the upper left corner, write the grade you are in. In
the upper right corner write your favorite school
subject. In the lower left corner write two things you do
in your spare time. In the lower right corner, write two
words that describe your personality the best
About
Ms. Mendy
What is biology?
What is biology?
Biology is the study of living organisms and their
interactions. It explores the diversity of life and
the underlying processes that sustain living
organisms. I hope you are excited for an amazing
semester because In this course, we will cover
exciting topics such as cells, genetics, evolution,
and ecology.
Let’s go over our
syllabus and
classroom
expectations
 Attendance:
Attendance→ Attendance and full participation in class are
essential for success in this course. You are expected to come
to class everyday and ready to learn! If you will be absent for
an extended period of time, please let me know. I will work to
best support you, so that learning can continue at home!

Tardies→ You are tardy when the bell rings and you are
outside my door. If you come in tardy, you have to fill out and
sign the tardy sheet. After a studentsʼ 2nd unexcused tardy, I
will contact home!
 Technology Policy
In order to ensure that you do your best in this class, we will
adhere to the following technology policies in our classroom.

● No cell phones, headphones, or earbuds are allowed during

class. They should be inside your bags unless I tell you to take
them out.

● Phone/headphone/earbud use is not permitted during tests and

quizzes.
 Smart Lunch:
Availability:
Tuesdays: B half @ Room 3612
Thursdays: A half @ Room 3612

Purpose: Tutoring, missing assignments, collaborative

assignments, and enrichment. I will have a form for you to
sign in in order to get credit for coming
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

 Quick Classroom Tour
● Bathroom pass

● Turning in work

● Markers, color pencils, and pencils

● Before you use silver laptops, calculators, or books on the shelf, you have to

sign them out

● MY DESK AND MS. WARDʼS DESK ARE OFF LIMITS!!! If you need

something, ask me!

Complete the
student info
sheet
 Icebreaker-
Find someone
who…
 Looking
●
ahead
Make sure you have your required materials

ready for next class

● Review the syllabus

● Let me know if you have questions or need help

● Nice to meet you again!

 Warm-up 01/26/24
Good morning, answer the warm-up on the flash cards

1. List 2 classroom rules that you are expected to follow

2. Why should you come to smart lunch? Ms. Mendy is

available for smart lunch on which days?

3. What is biology?
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

Unit 1: Nature
of Biology and
Ecology
 Learning Objectives
We will go over safety and scientific method today

● SWBAT identify lab safety rules

● SWBAT explain the steps in the scientific method

● SWBAT interpret and draw conclusions from graphs

 Your Class Notes
● You are welcome to organize your notes
however works best for you, but I suggest
you…

● Create a table of contents, so that you can

easily locate things. Leave enough space to
be able to fit all the topics

● Today you will take notes on Item 1: Lab

Safety and Scientific Method
 Item 1: Lab
Safety and
Scientific Method
Talk with your partner and then write down any lab
safety violations
The Basics
● Follow directions.
● Discuss only lab while in lab!
● Ask questions if unsure.
● No food or beverages in the lab area
● No horseplay (running, shoving, playing around) in the lab area
● Inform teacher of spills/cuts immediately.
● Wear goggles when instructed to do so
● Handle glassware and sharp objects carefully.
● Electricity + Water = BAD
● Fire + Paper/Hair/Clothing = BAD
● Thoroughly CLEAN all glassware & lab bench.
● Know the location of the safety equipment. Know the fire drill procedure
● Wash hands (to remove chemicals, bacteria).
 Lab 󰈠󰈀󰇾󰇵󰉄y Ru󰈗󰈩󰈼
If you have long hair, what style should it be worn in during
labs?
 Lab 󰈠󰈀󰇾󰇵󰉄y Ru󰈗󰈩󰈼
Which is the right way to store your belongings during labs?
 Gog󰈇󰈘󰈩s
Purpose: Eye protection!

Remember, these must

still be worn over
glasses or contacts.
 Eye󰉒󰈀󰈼h
Purpose: Flushing and
rinsing eyes.

How long should you

place your eyes under
the was in an
emergency?
 Fir󰈩 󰈠󰇽󰇾e󰉄y
Purpose: To put out or
escape from fires.

When would we use the

fire extinguisher?
Blanket? Fire escape?
 Eme󰈸󰈈󰈩n󰇹󰉙 K󰈏t
Purpose: Contains first
aid kit.

Note: This will be taken

with us during every fire
drill.
 Fir󰈩 E󰈚󰇵󰈹ge󰈝󰇸y E󰉕i󰉄

During a fire drill, we

will exit out the door,
down the stairs, and
go to the parking lol
where the buses
park.
 Eme󰈸󰈈󰈩n󰇹󰉙 Dri󰈗󰈘s
Tor󰈝󰈀󰇶󰈢
Dri󰈗󰈘
Sit, and face an interior wall.
Idea is to protect from high
winds and broken glass
Loc󰈔 󰉍󰈡󰉓n 󰇴󰈸󰈢󰇸ed󰉉󰈸󰇵
Students move to area of room
that is not visible from outside
Teacher checks hall, locks doors,
and turns off light
Remain silent until all clear is
given
Red cards located in room; used if
an emergency is present in room
 Flinn Lab
Safety
Contract
Signed and Returned to me by Monday 2/2/24! Every
student needs to have this signed to participate in
any labs!
 Thi󰈝󰈕-󰈪󰈀󰈏r-󰈟󰈊a󰈹󰈩

In what ways do you perform the

scientific method in your daily lives?
 Sci󰈩󰈝󰉄󰈏fic Me󰉃󰈋󰈡d A systematic approach for
learning about the world!
1) Make Observations – Identify a problem.
2) Form a Hypothesis
– Make a testable prediction.
3) Perform Experiments – Test your prediction.
4) Record & Analyze Data
- Organize data in graphs/tables
5) Draw Conclusions
- Create a Theory to Explain Data
6) Repeat Experiment - To ensure accuracy
7) Publish Results - Share with other scientists.
 Ty󰈥e󰈼 󰈡f D󰇽󰉃a
● Quantitative: numerical data
▪ Ex. counts, measurements
▪ Metric System (SI units):
▪ What unit would you use
for each?
● Time: seconds
● Temperature: Celsius
● Length: meters
● Mass: grams
● Volume: liters, cm3
Ty󰈥e󰈼 󰈡f D󰇽󰉃a (󰇸󰈡n󰉃’󰇶)
● Qualitative: observational data
▪ Ex. descriptions (color, shape), behaviors
 Wh󰉘 󰉍o󰈩󰈼 󰈟c󰈏e󰈝󰇸󰈩 W󰈢r󰈔?
● Science is all about running tests and
conducting experiments
● This means that science is all about
what we can prove, not what we can
speculate
● In other words, you can’t just make stuff
up. A hunch or a guess is not good
enough.
● Scientists need results that are
replicable, meaning if another scientist
runs the same test, the results should be
the same.
Hy󰈥o󰉄h󰈩󰈻󰇵󰈼, Law󰈻, 󰈜󰈋e󰈡r󰈏e󰈻
● Hypothesis: testable prediction for a specific experiment.
▪ If I drop 2 objects with different weights, then the heavier object will hit
the ground first.

● Scientific Law: a fact of nature

▪ Describes what happens, but does not explain why something happens.
▪ Law of Gravity - All objects (regardless of their weight) fall at the
same rate.
▪ The sun will rise every morning and set every evening.
● Theory: an explanation based on many experiments.
▪ Theory of Gravity – Why are objects with mass attracted to each other?
▪ Why does the sun appear to rise and set?
▪ Earth’s rotation
 T or 󰉇:
If 󰉘o󰉉󰈹 r󰇵󰈻u󰈘t󰈻 󰇶󰈡 n󰈢󰉃 󰈛at󰇹󰈋
yo󰉉󰈸 󰈋y󰈥󰈢󰉄he󰈻󰈎󰈼 y󰈢u
co󰈝󰇶󰉉c󰉃󰇵󰇶 ba󰇷 󰈼c󰈎󰇵󰈝󰇸e.
 FA󰈴󰈟󰉋
● Although we want to make the most
educated predictions possible, science
is ultimately about finding out what is
true.
● In fact, some of the most interesting
scientific discoveries were purely
accidental
● For example, the microwave was
invented in 1946 when an engineer
working on a radar project accidentally
melted a chocolate bar in his pocket.
How 󰇷󰈡 󰉓󰇵 k󰈝o󰉓 w󰈊󰈀󰉄 󰈏s 󰉃󰈹u󰈩 󰇽n󰇷 󰉓ha󰉃 󰈎󰈼
no󰉃?
● Think of the technology, engineering,
and infrastructure we rely on for society
to function: Energy, transportation,
medicine. Agriculture, bridges, etc.
● Thanks to science, these things work.
They are proven to work everyday, and
with time, they improve.
● Science is based on what can be proven
to work. All science is based on
observable evidence.
 Var󰈎󰇽󰇼󰈘es
In󰇷e󰈦󰈩n󰇷󰇵󰈞t
Var󰈎󰇽󰇼󰈘e Dep󰈩󰈝󰇶󰇵n󰉃 Va󰈹󰈎󰇽b󰈗e Con󰉃󰈹󰈡l V󰇽󰈸i󰈀󰇻l󰇵
Something in the Something that Something used in
experiment happens as a result the experiment and
intentionally changed of an independent left unchanged so
by the person variable. that it does not affect
conducting the the results.
experiment.
Think Effect
Used for
Think Cause Comparison
 Var󰈎󰇽󰇼󰈘es
M Manipulated D Dependent Variable

I Independent Variable THE R responding

X X-Axis Y Y-Axis

INGREDIENTS
 Des󰈎󰈇󰈞󰈏n󰈇 󰉄he E󰉕󰈦󰈩r󰈏󰈚e󰈞t
● Hypothesis:
▪ If a plant is given more fertilizer, then the plant will grow taller.
● Control Group: Water & 0 grams of fertilizer
● Experimental Groups: 🡪 Used as a baseline for comparison.
Group 1: Group 2: Group 3:

Water & Water & Water &

5 grams of 10 grams of 15 grams of
fertilizer fertilizer fertilizer
 Var󰈎󰇽󰇼󰈘es 󰈎󰈝 󰉄h󰇵 E󰉕󰈦er󰈎󰈚󰇵󰈞t
● Hypothesis:
?
● Independent Variable (Manipulated Variable)
▪ What you change.
In a controlled
▪? experiment, you
should change
● Dependent Variable (Responding Variable) only
▪ What you measure during the experiment. ONE variable!
▪?
● Constants: What you want to keep the same (hold
constant).
▪?
 Var󰈎󰇽󰇼󰈘es 󰈎󰈝 󰉄h󰇵 E󰉕󰈦er󰈎󰈚󰇵󰈞t
● Hypothesis:
▪ Ex. If a plant is given more fertilizer,
then the plant will grow taller.

● Independent Variable (Manipulated Variable) In a controlled

▪ What you change.
experiment, you
▪ Ex. amount of fertilizer
should change
● Dependent Variable (Responding Variable) only
▪ What you measure during the experiment. ONE variable!
▪ Ex. height of plant

● Constants: What you want to keep the same (hold constant).

▪ Ex. amount of water, amount of sunlight, type of soil
10 MINUTE
BREAK
 Lab
Safety
 Whe󰈝 󰉙󰈡󰉊 fini󰈻󰈋…..
● Check with your group. Make sure you all
have the same answers and then call
me over and I will come check one
person’s
Interpreting Graphs
 Warm-up 01/29/24
Good morning, I hope you had an amazing weekend! Grab a
warm-up sheet, label the week of (01/29/24 to 02/02/24), add your
name, and todayʼs date on the Monday column- Turn in lab safety
contracts in the bio basket if you have them

1. What is the first thing you should do if an accident happens during a

science experiment?

2. Which part of the scientific method uses if/then statements?

3. If I add more milk, then the tea will get a lighter color. The two
variables: 1. Amount of milk 2. Color of the tea. Identify the
independent and dependent variable.

4. Darwin recorded that the large ground finches have large and short
beaks and they eat large nuts and seeds. What type of data is this?
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

 Learning Objectives

● SWBAT identify different parts of the scientific

method given various scenarios

● SWBAT interpret and draw conclusions from graphs

● Read, complete worksheets, 10 min break, questi

Unit 1, Quiz 1 is on Tuesday

02/06/24
Let’s review scientific method
1. Take out your chromebooks

2. Go to our class textbook WCPSS CK-12 textbook.

3. Click on foundations of biology

4. Click on scientific method

5. Click on Read, and take 10 minutes to read about

the scientific method
 Let’s practice scientific method
1. Letʼs do the first one together

2. Complete this worksheet to identify the parts of the

scientific method in each scenario

3. To start, read each scenario

4. Form a hypothesis , identify dependent variable,

independent variable, contatants, control groups,
and experimental groups

5. You may work with a partner, but you have to each

contribute!
In󰉃e󰈹p󰈸󰈩󰉄󰈏n󰈇 G󰈹ap󰈊󰈼
As󰈻i󰈈n󰈚󰈩󰈞t
10 MINUTE
BREAK
Or you can continue to work on the
assignments if you are not done
Any Questions
from the
worksheet?
 Icebreaker-
Getting to Know
you circle
 Warm-up 01/30/24
1. ____________ the responding variable in an experiment; plotted on the y-axis; DRY

2. ____________ parts of an experiment that do not change

3. ____________ a prediction that can be tested by an experiment; written in the form of

“If … Then … Because …”; evaluated using collected experimental data

4. ____________ an experimentally manipulated variable; what you control and plotted

on the x-axis; MIX

5. ____________ problem-solving; an approach to seeking knowledge that involves

forming and testing a hypothesis

5. ____________ in an experiment, a group that serves as a standard of comparison with

another group to which it is identical except for the experimental variable
Independent variable, Control Group
Dependent variable, Constants,Scientific Method, Hypothesis
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

 Learning Objectives

● SWBAT classify aliens using a dichotomous key

● SWBAT create their own dichotomous key

Unit 1, Quiz 1 is on Tuesday

02/06/24
 Opening Activity
1. Find someone who is wearing the same

shoe color as you

2. Work together to figure out what leaf A is

 Item 2:
Dichotomous
Keys
 Dichotomous Keys
● A dichotomous key is a tool that allows the user to
determine the identity of items in the natural world based
on the itemʼs characteristics.

● “Dichotomous” means divided into two parts.

● Dichotomous keys always give two distinct choices in

each step, often they are opposites.
○ Black/White, Good/Evil, Pointed/Rounded
How to use a Dichotomous
Key?
Here are creatures we don’t know!

Let’s Choose One

How to use a Dichotomous
Key?
Choose only one creature at a time
How to use a Dichotomous
Key?
• Read steps 1a and 1b
1a. The creature has two eyes. Go to step 2.
1b. The creature has one eye. Go to step 5.

• Decide which statement is true.

•Statement 1b is true.

• Go to Step 5, skipping steps 2-4.

How to use a Dichotomous
Key?
•At 5, you make another dichotomous choice.
•Read steps 5a and 5b
5a. The creature has 1 or more antennae. Go to step 6.
5b. The creature has no antennae. Its name is A.

•Decide which statement is true.

• Statement 5a is true.

•Go to Step 6.
 How to use a Dichotomous
Key?
Keep going until you come to a step that gives
you the creature’s name.
•Read steps 6a and 6b
6a. The creature has 1 antennae. Go to step 7.
6b. The creature has 2 antennae. Its name is C.

•Decide which statement is true.

•Statement 6b is true.
What if I need to Make a
Dichotomous Key:
• Use constant characteristics rather than variable ones. (Flowers change
with the seasons)
• Use measurements rather than terms like "large" and "small".
• Make the choice a positive one
• Something "is" instead of "is not".
• Ex: snake ears are internal only
• If possible, start both choices of a pair with the same word or item.
• The body is “round” vs the body is “square”
• Finish the dichotomous key with a full description of the organism.
How to use a dichotomous Key
Dichotomous Keys
 ALIEN
DICHOTOMOUS
KEY ACTIVITY
Letʼs do the first 3 together
5 MINUTE
BREAK
Or you can continue to work on the
assignment if you are not done
 Assignment: Create your own
dichotomous Key
1. Go to Canvas > modules > module 1 > CYO Dichotomous Key

Activity

2. Open it up, read the directions, and complete the assignment

3. Submit into Canvas when you are done

 Closing Activity

Thumbs up, Thumbs sideways, Thumbs

down: How will you rate your
understanding of Dichotomous Keys?
 Icebreaker- 2
truths and a lie- if
time
1. On your flashcards, write down 2 things about you that
are true and 1 thing that is a lie.

2. One at a time, someone will share their name and things,

and we will decide as a class what the lie is
 Warm-up 01/31/24
Figure out the names of leaves B, C, D, E, F, G, H
using the dichotomous key
 Learning Objectives

● SWBAT decided whether or not their items are

living based on the characteristics life

● SWBAT read and answer questions about the

characteristics of life

Unit 1, Quiz 1 is on Tuesday

02/06/24
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

 Item 3:
Characteristics
of life
 What is Biology?
Biology is the study of life! It deals
with living organisms and their
vital processes.
There are many branches of
Biology that scientists study!
Is it living?
Activity
 Directions - Part One
★ Decide with your group
whether your item is living or
nonliving. Write either “Yes,
this is living” or “No, this is not
living” on the paper.
★ Give at least ONE reason.
★ You have 45 seconds to decide
as a group
Wha󰉃 󰉍󰈡󰇵󰈼 It Me󰈀󰈝 󰉄󰈢 Be 󰈴󰈎v󰈏󰈝󰈈?
 1. Hav󰈩 󰉑󰇵󰈗󰈘s & O󰈸󰈈an󰈎󰉛󰇽󰉄i󰈡n
● Cell contain DNA
● Levels of Organization
○ Organelles
○ Cells
○ Tissues
○ Organs
○ Body Systems
○ Organism
○ Population
○ Community
○ Ecosystem
○ Biosphere
 2. Res󰈥󰈡󰈞d 󰉃󰈢 S󰉄im󰉉󰈗󰈏 I󰈞 󰉋n󰉏i󰈹󰈡n󰈚󰇵󰈞t
● Example: Your pupils dilate in the dark
 3. Ma󰈎n󰉃󰇽i󰈞 H󰈡m󰇵o󰈻󰉄󰈀s󰈏󰈻

● Maintain stable internal conditions

in a changing environment

● Example: Shivering to maintain

body temperature
 4. Car󰈸󰉙 󰈡󰉊t C󰈊e󰈛󰈎c󰇽󰈗 Re󰈀󰇸t󰈏o󰈝󰈼 (M󰈩t󰇽󰇼o󰈘󰈎s󰈚)
● Take in/transform energy
from the environment
● Example:
○ Plants use the sun’s
energy to produce
sugar (Autotrophs)
○ Humans consume
animals and plants for
energy (Heterotrophs)
 5. Gro󰉒 󰈀󰈞d D󰇵󰉏e󰈘󰈡p
● DNA determines how organisms will grow in size and mature into
adults
● All organisms grow and develop over time. Growth itself is not
enough-development is key!
6. Rep󰈸󰈡󰇶󰉊ce
● All living organisms can
reproduce independently
and make new organisms
● Example:
○ Plants and animals
produce offspring by
combining their DNA
○ Bacteria copy their DNA
and split into two cells
 7. Hav󰈩 󰈪󰈢󰈥u󰈘󰈀t󰈏o󰈝󰈼 t󰈊󰈀󰉄 c󰈊󰇽󰈞ge 󰉃󰈋r󰈡󰉊󰈇󰈋 ti󰈚󰈩
(Evo󰈗󰉉󰉄󰈏on)
● All living organisms can adapt to the environment around
them
● Populations of organisms can withstand environmental
change to survive, and evolve over time
● Example: Horses look different now compared to long ago
Is i󰉃 󰈘󰈎v󰈏󰈝󰈈?
Sta󰉃󰈎󰈢󰈞s
 Directions - Part Two
1. Do you still agree with your original answer of living
or not?
2. Under your statement, make a numbered list of
THREE reasons your group thinks it is living or
nonliving. These should be three different reasons!
3. Do a Gallery Walk - do you agree or disagree? If
you agree, write that in your color and add
anything they may have missed. If you disagree -
you must give reasons why.
 Complete the
Characteristics of
Life Reading
Comprehension on
Canvas and turn it
into Canvas when
you are done
Take the last part
of class to Cha󰈸󰈀󰇸t󰇵󰈸i󰈼t󰈎󰇹󰈼
complete your of 󰈗󰈎󰇿󰇵
dichotomous keys

If you are done, letʼs

play blooket
Closing Activity: Stand and Share
1. Pick one characteristic of life. Keep it to yourself

2. Everyone stand up once you have your choice

picked

3. One person at a time will share and if they

shared the same characteristic you thought of,
you can also take a seat

4. Letʼs continue until everyone is seated

5 MINUTE
BREAK
Or you can continue to work on the
assignment if you are not done
 Warm-up 02/01/24
1. List the 7 Characteristics of Life
a.
b.
c.
d.
e.
f.
g.
2. Contrast an autotroph with a heterotroph. Give an
example of each.

3. Contrast asexual reproduction with sexual

reproduction. Give an example of organisms that
utilize each method.
 Learning Objectives

● SWBAT describe the 6 kingdoms of life

● SWBAT determine the difference between each

kingdom, identify their characteristics, and provide
examples

Unit 1, Quiz 1 is on Tuesday

02/06/24
 Classroom Rules Summarized
You are expected to follow these expectations at all times:
Respect yourself, teacher, peers, and classroom,
and be kind

Attend class daily and be on time

No cheating/ plagiarism

No food or drinks, except for H2O

Follow the technology policy

Item 4: Kingdoms
of Life
Six 󰈶󰈎󰈝󰈈d󰈢󰈚󰈼 of C󰈗󰈀󰈼s󰈏fi󰇹a󰉄󰈎󰈢n
 Pro󰈔󰈀󰈹y󰈢󰉃e󰈼 v󰈻. Eu󰈕󰈀r󰉘󰈢󰉄es
Prokaryotes – “before a nucleus” Eukaryotes – “true nucleus”
● Evolved 1st! ● Have a nucleus and
● No nucleus or membrane-bound organelles.
membrane-bound organelles. ● MUCH larger cells than
● Bacteria prokaryotes.
● Animals, Plants, Fungi, Protists
 Aut󰈡󰉃󰈹󰈢p󰈊󰈼 v󰈻. He󰉄󰈩r󰈢󰉃󰈹op󰈊󰈼
Autotrophs Heterotrophs
● Organism that produces its ● Organism that does not
own food
make its own food
● Use photosynthesis or
chemosynthesis ● Eats other organisms to
get protein and energy
 Uni󰇹󰈩󰈘l󰉊󰈗a󰈹 v󰈻. Mu󰈘t󰈎󰇹󰇵󰈘lu󰈗󰈀󰈹
Unicellular Multicellular
● Consists of only a single cell ● Consists of multiple cells
● Single cell performs all life ● Specialized cells perform
functions (Eat, reproduce, rid
wastes, move) different life functions (i.e.
Nerve cells)
 Kin󰈇󰇶󰈡m 1: Fun󰈇󰈎
● Decompose dead matter→ continue the cycle of nutrients through
ecosystems
● Most plants could not grow without the fungi
● Provide numerous drugs (Penicillin, and other antibiotics), and foods
like mushrooms, yeast, beer, etc.
● Eukaryotic→ Cells have a nucleus
● Have a cell wall
● Both Unicellular (Yeasts) and Multicellular (molds, mushrooms, etc.)
● Heterotrophic→ Get their nutrients from other living things
● Use external digestion→ They secrete digestive enzymes that
dissolve their food, and then they absorb the nutrients they need from
the environment
 Kin󰈇󰇶󰈡m 2: P󰈗a󰈞t󰈀󰇵
● Includes all land plants: Mosses, ferns, grass, trees, flowering plants,
etc.
● Autotrophs→ Make their own food through Photosynthesis
● Multicellular
● Eukaryotic→ cells have a nucleus
● Cell wall
● Most striking feature of plants is their green color which is the result of
a pigment called chlorophyll
○ Plants use chlorophyll to capture light energy, which fuels the
manufacture of food-sugar, starch, and other carbohydrates
● Plants give us oxygen to breathe and provide food and habitat for
many species of animals! → Without plants we could not survive!
 Kin󰈇󰇶󰈡m 3: P󰈸o󰉄󰈎s󰉃󰇽
● Form a group of organisms that really do not fit into any other
kingdom
● Live in moist environments
● Eukaryotic→ cells have a nucleus
● Most are unicellular
● Most can move
● Some are autotrophs, others are heterotrophs
 Kin󰈇󰇶󰈡m 4: A󰈸󰇸ha󰈩󰇼󰇽󰇸te󰈸󰈎󰇽
● Prokaryotic→ Cells do not have a nucleus
● All organisms are unicellular
● Found in extreme environments, so they are often referred to as
extremophiles
○ Some live at extremely hot or cold temperature, others live in
very salt or acidic environments
● Include both autotrophs and heterotrophs
 Kin󰈇󰇶󰈡m 5: Eub󰈀󰇹󰉄󰇵ri󰈀
● Unicellular
● Prokaryotic→ Cells have no nucleus
● Cells are far simpler and more basic than the cells of other life forms.
They are missing many of the organelles commonly found in other
cells
● Consist of both autotrophs and heterotrophs
● Oldest life forms on Earth, and the ancestors of all the other types of
life that have since evolved
● They help us digest food, break down waste, and make products like
yogurt and cheese.
● Some are pathogens, organisms that cause sickness, such as
streptococcus, and salmonella.
 Kin󰈇󰇶󰈡m 6: A󰈝i󰈛󰈀l󰈏a
● Humans are a part of the Kingdom Animalia
● Eukaryotic→ Cells contain a nucleus
● Multicellular → Cells come together, forming tissues, organs, organ
systems that help sustain the life of the animal
● Come in many different shapes and sizes, and can be found all over
the world
● Cannot make their own food→ Heterotrophs
● Most animals are motile (move around independently)
Complete the 6 kingdoms of
life assignment on Canvas
 Item 5:
Taxonomy
Warm-up 2/1/24

1. List the 6 kingdoms of life and

provide an example and a
characteristic for each
 Learning Objectives

● SWBAT explain how plants and animals are

organized according to their characteristics
into kingdoms, phyla, classes, orders, families,
genera, and species.
● SWBAT describe the specific
characteristics of each subdivision!

Unit 1, Quiz 1 is on Tuesday

02/06/24
 Wha󰉃 󰉄󰈡 k󰈝󰈢󰉓:
● Taxonomy is a way to group organisms so
that they can be studied more easily
● Organisms are grouped according to their
characteristics and evolutionary
relationships
● Cell structure, DNA, ancestry, reproduction,
appearance, energy, etc.
Kin󰈇 󰈪󰈋󰈎l󰈗󰈏󰈦 Cam󰈩 O󰉏󰇵󰈹 f󰈸o󰈛 Gr󰈩󰇽󰉃 󰈠󰈦a󰈎n
 Tax󰈡󰈝󰈢󰈛y
● All organisms have 7 levels of taxonomic grouping
● The scientific name is the Genus and species

Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Carnivora
Family: Felidae
Genus: Felis
species: domesticus
 S󰉑I󰉋󰈯T󰈽󰉇I󰉎 N󰉝󰈲󰈽󰈯G

● Common names ● The name must be in

are used in every Latin
day conversation
● The first word is always
● Scientific names capitalized
are universal ● The second word is
always lower case
● Linnaeus
developed the ● The whole two word name
rules of Binomial must be underlined or in
Nomenclature italics
Common name Human
Taxonomy
Robin Housefly

Kingdom Animalia Animalia Animalia

Phylum Chordata Chordata Arthropoda
Class Mammalia Aves Insecta
Order Primates Passeriformes Diptera
Family Hominidae Turdidae Muscidae
Genus Homo Turdus Muscus
species sapiens migratorus domestica

Scientific
name
◆ Based on this
classification
scheme, the
European otter
and the leopard
are in the same
—
◆ -kingdom but in
different orders
◆ - genus but in
different species
◆ order but in
different families
◆ - family but in
different genera
 Tax󰈡󰈝󰈢󰈛y a󰈝󰇶 Cl󰈀󰈻󰈼󰈏fica󰉃󰈎󰈢󰈞 Sta󰉃󰈎󰈢󰈞s
Today you will be going around
completing taxonomy and
classification task cards! These are
placed all around the counters on the
side with each lab station. Your job is
to complete all of the task cards
around the room.

Take your sheet of paper to write

down your answers as you go. Don’t
forget to write down the number of the
task card associated with each
answer.
 Tax󰈡󰈝󰈢󰈛y
an󰇷
Cla󰈻󰈼󰈎fic󰇽󰉃i󰈡󰈞
Blo󰈡󰈔󰇵󰉄
 War󰈚 󰉉󰈦- 2/5/24

1. Which 2 parts of the 8 taxonomic groups make up

the scientific name for brown bear (ursus Arctos)

2. Did I write the scientific name of brown bear

properly? If not, what did I do wrong and rewrite it
to its correct form

3. List the 8 taxonomic groups

4. What are the 3 domains?

 Item 6: Food Webs,
Ecological Pyramids, and
Biomagnification
 Learning Objectives

● SWBAT analyze energy pyramids for direction and

efficiency of energy transfer.

● Students will create a marine food web poster to show

the relationships between producers, primary
consumers, secondary consumers, tertiary
consumers, and quaternary consumers (aka apex
predators or top of the food chain predators)

Unit 1, Quiz 1 is on Tuesday

02/06/24
 Wha󰉃 󰈎󰈼 󰇵co󰈗󰈡󰈈y?
An ecosystem is a biological
community in which living
organisms interact with
nonliving components.

Ecologists study ecosystems in

the field of ecology!They look at
the biotic and abiotic factors in an
ecosystem.
Prefix: Eco- means “environment”
Fo󰈡d 󰉑󰈊󰇽i󰈞
● The arrows show the direction of
energy flow
● This food chain has 4 trophic levels
● Plants have more energy available
than any of the higher trophic levels
● The energy transfer between trophic
levels is only 10% efficient
 Fo󰈡d 󰉑󰈊󰇽i󰈞 󰈙󰈩r󰈚󰈼
★ Producers (autotrophs)- make their own food (organic nutrients)
using photosynthesis
○ EX: plants, Photosynthetic algae
 Fo󰈡d 󰉑󰈊󰇽i󰈞 󰈙󰈩r󰈚󰈼
★ Consumers (heterotrophs) - cannot make their own food; get energy
from eating other plants/animals
○ Primary consumers- Feed on producers
○ Secondary consumers- Feed on primary consumers
○ Tertiary consumers- Feed on Secondary consumers
 Fo󰈡d 󰉑󰈊󰇽i󰈞 󰈙󰈩r󰈚󰈼
★ Types of Consumers
○ Herbivores- Eat only plants
○ Carnivores- Eat only animals
○ Omnivores- Eat both plants and animals
 Ene󰈸󰈈y P󰉘󰈹am󰈎󰇷󰈼: 10% Rul󰈩
10% Energy Rule: Only 10% of the energy available to one trophic level is
transferred to the next higher trophic level
 Yo󰉉r 󰈜󰉊󰈸󰈞
With a partner, talk about how you will answer this
question. What is the answer?

Assume that the producer in a food pyramid obtained

100,000 kJ of energy from the sun. How much energy
would get passed up to the primary consumer?
Secondary consumer? Tertiary consumer?
 Bi󰈡󰇽c󰇹u󰈛󰉉l󰇽󰉃i󰈡󰈞 & B󰈏om󰈀󰈇󰈞󰈏fica󰉃󰈎󰈢󰈞
● Bioaccumulation: The accumulation of toxins, pesticides, etc. in an
organism.
● Biomagnification: an increase in the concentration of a toxin as it
moves up the food chain
 Eco󰈻󰉙s󰉃󰈩󰈛 T󰇵r󰈚󰈼
● Abiotic Factors: nonliving;
Ex: temperature, weather,
rocks, minerals

● Biotic Factors: living; Ex:

Plants, animals, bacteria,
fungi, etc.
 Eco󰈻󰉙s󰉃󰈩󰈛 T󰇵r󰈚󰈼 󰈪t. 2
● Organism- An individual
○ Niche: What an organism eats, where it
lives, what its predators are, its habitat,
and place in the food chain.
○ Ex: Blue Jay
● Population- Group of interbreeding
organisms (same species)
○ Ex: Group of Blue jays
● Community- Populations of different species
interacting in an area (Biotic)
○ Ex: Blue jays, robins, snakes, ants, and
squirrels
● Ecosystem- All living organisms and the
nonliving factors they interact with in an area
(Biotic & Abiotic)
Ene󰈸󰈈y 󰇾󰈘ow 󰈎󰈝 󰇵󰇸os󰉘󰈼t󰈩󰈚󰈼. Whi󰇹󰈋 󰈎s
Whi󰇹󰈋?
The flow of
energy between
autotrophs and
heterotrophs is
shown with a
food chain or
food web!

ONE PATH MANY PATHS

 Fo󰈡d 󰇹󰈋󰇽in 󰈸󰈩󰉐󰈏ew

which way are the arrows facing?

Pla󰈝󰈕t󰈡󰈝 E󰇽󰉄 Pla󰈝󰈕t󰈡󰈝
Fo󰈡d 󰈌󰇵󰇼 󰇴o󰈼t󰈩󰈸
 Pro󰇹󰈩󰇶󰉊re:
Step 1: Color all organisms on the coloring sheet.

Step 2: Read about the organisms to help you determine

which ones might be consumers versus producers (for
consumers, which ones are primary/secondary/tertiary?)
Label these on your posters.

Step 3: Cut out the organisms and arrange them into a

food web on your posters. Make sure your arrows are
facing the right direction

Step 4: Answer the following questions- if time

 RE󰈲󰈾󰈯D󰉈󰈤 󰈧U󰈾Z 1 󰈽󰈠 󰈙u󰈩s󰇷󰇽󰉙!!
Topics:
❏ Characteristics of Life (7)
❏ Scientific Naming
❏ Six Kingdoms of Life
❏ Autotrophs vs. Heterotrophs
❏ 8 levels of taxonomy classification
❏ Did King Phillip came over from great spain?
❏ Order of the scientific method
❏ Dichotomous Keys
❏ Variables
❏ 3 domains: What kingdoms are in each?
Closing Activity: Stand and Share 10 min

1. Take 2 mins: look at your food webs, pick an organism, and

determine its role in the food chain (producers, primary, secondary, or
tertiary consumers). Keep this to yourself for now

2. After everyone has picked their answers, everyone will stand

3. Then, I will ask for volunteers to share (organism and its category).
They will then take a seat, and if someone else thought about the same
thing, they can sit down as well. And we will repeat this until no one else
is standing.
 War󰈚-󰉉󰈦 2/6/7- Qu󰈎z 1 T󰈢󰇷a󰉙
Grass 🡪 Grasshoppers 🡪 Mice 🡪 Hawk
Ecosystem Sun Four Consumers Producers One
The ______________ is the main energy source for living
things. Energy flows through an _______________ from the
sun to organisms in ______________ direction. Two main
groups of organisms in the ecosystem are
__________________ (autotrophs, use sun’s energy to make
their own food) and __________________ (heterotrophs, eat
other living things to get their energy). There are
______________ trophic levels in the above food chain.
 Learning Objectives

● SWBAT apply what they have learned about the

scientific method, dichotomous keys, characteristics
of life, kingdoms of life, taxonomy, ecology on todayʼs
quiz

Unit 1, Quiz 1 is Today

 Tak󰈩 10 󰈚󰈏󰈞ut󰈩󰈻 󰉄󰈢
fini󰈻󰈋 y󰈡󰉊󰈸 󰈦os󰉃󰈩󰈹s, 󰈏󰇾
yo󰉉 󰇽󰈸e 󰇶󰈡n󰇵, 󰉘o󰉉 󰇸󰇽n
us󰈩 󰉃󰈋󰈏s 󰉃i󰈛󰈩 t󰈢 󰈻󰉄ud󰉘
fo󰈸 󰉄h󰈩 󰈫󰉊i󰉜
Rev󰈎󰇵󰉒
Gam󰈩
Qu󰈎z #1
Item 7: Symbiotic
Relationships
Sy󰈚󰇻i󰈡t󰈏󰇹 Re󰈘󰈀t󰈏o󰈝󰈼h󰈎󰈥󰈼: 2 s󰈥e󰇸󰈎󰇵s 󰈗i󰉐󰈎n󰈇 󰉄󰈢ge󰉃󰈋󰈩r

Mut󰉉󰇽󰈗i󰈼m Com󰈚󰈩󰈞s󰇽󰈗i󰈼m
Both species benefit One species benefits
and the other species
is neither harmed nor
benefitted
Par󰈀󰈻󰈏󰉄is󰈚 Com󰈥󰈩󰉄󰈏ti󰈡󰈝
One species benefits Species compete for
and the other species the same food
is harmed (the host is resources, habitat,
not usually killed) etc.
Mut󰉉󰇽󰈗i󰈼m
● Cow gets insects removed and
Black-faced Langur (monkey)
gets food.

● Egyptian Plover bird gets food

and Crocodile gets insects
removed

● Bees get nectar from flowers

and flowers get pollinated
 Com󰈚󰈩󰈞s󰇽󰈗i󰈼m

● Cattle egret forages in ● Barnacles get a free

fields among cattle and ride and food by
horses, feeding on attaching to whales,
insects stirred up by the the whale is neither
grazing animals. harmed nor helped
 Par󰈀󰈻󰈏󰉄is󰈚
● Mosquitoes get blood from animals.
● Plasmodium (a protist) uses human blood cells to reproduce (&
causes malaria in humans).
○ Vector: Mosquito
● Tapeworms steal food from their hosts.
 Com󰈥󰈩󰉄󰈏ti󰈡󰈝
● Cheetahs and Lions both
hunt for gazelles.
4 Cor󰈝󰈩󰈹s
Gam󰈩- 󰈏󰇾
ti󰈚󰈩
 Commensalism
Warm-up 2/7/24 Parasitism
Mutualism

1. __________________ example is tapeworms that live in the intestines

of organisms to obtain nutrients and reproduce, but cause disease in their

hosts

2. __________________ one species benefits, and the other species is neither

harmed or benefited

3. __________________ example is ants protect acacia trees by fighting invaders,

acacia trees provide nectar to ants

4. __________________ one organism benefits at the expense of another

5. __________________ example is Spanish moss grows on and hangs from tree limbs,

but does not obtain any nutrients from the tree, nor harm the tree

6. __________________ both species benefit

 Learning Objectives

● We will learn about population ecology, and

● SWBAT summarize adaptive behaviors by completing
the animal behavior webquest
Item 8: Population
Ecology
 Population Ecology
Population ecology is a branch of ecology that focuses on
studying the dynamics, behaviors, and interactions of
populations within ecosystems.

Population ecology is crucial for understanding the fundamental

processes that shape ecosystems and drive biodiversity. By
studying populations, we gain insights into how species adapt to
their environment, compete for resources, and respond to
changes in their surroundings.
 Pop󰉉󰈗󰇽󰉄i󰈡n E󰇹󰈢󰈘og󰉘
● Exponential Growth: Unlimited population growth; birth rate and
death rate are constant. “J-curve”
 Pop󰉉󰈗󰇽󰉄i󰈡n E󰇹󰈢󰈘og󰉘 P󰉄. 2
● Logistic Growth: Limited population growth; birth rate and death rate
change depending on the population size and competition for
resources. “S-curve”
● Carrying capacity (K): The number of individuals that can be
supported in an area given the amount of natural resources available
○ As a population approaches carrying capacity, competition for
food, territory, and mates will increase.
 Log󰈎󰈻󰉄󰈏c G󰈸o󰉓t󰈊
Choose the correct letter from the graph:
____: Exponential Growth: unlimited growth
____: Slow growth
____: Equilibrium: When rate of birth equals rate of deaths & population
stays the same size
____: Carrying capacity
 Pop󰉉󰈗󰇽󰉄i󰈡n G󰈸󰈢󰉓t󰈊: T󰉙pe󰈻 󰈡󰇿 L󰈏mi󰉃󰈎󰈞g F󰇽󰇹󰉄or󰈻
● Population Growth Limits-
Factors that slow population
growth
○ Density-Dependent
Factors: Affect large
populations (high density)
more than small
populations.
■ Ex: competition for
food, mates, habitats
○ Density- Independent
Factors: Affect large and
small populations equally.
■ Ex: harsh winters,
flooding
 Pra󰇹󰉄󰈎c󰇵: Fa󰇹󰉄󰈡r󰈻 L󰈏󰈛it󰈎󰈝󰈈 P󰈢pu󰈗󰈀󰉄󰈏on G󰈸󰈡󰉓t󰈊
Density Dependent or Independent?

1. Disease

2. Hurricane

3. Availability of Water

4. Predation

5. Earthquake
 Bir󰉃󰈋 󰈤󰈀t󰇵 a󰈝󰇶 D󰈩󰇽t󰈊 󰈤a󰉄󰈩
1. When is birth rate greater than death rate? ____
2. When is death rate greater than birth rate? ____
3. When are birth and death rates approximately equal? ____
 Wha󰉃 󰇶󰈡󰇵s 󰈊u󰈛󰈀n 󰈥󰈢󰈦ul󰈀󰉃󰈏o󰈞
g󰈸o󰉓t󰈊 󰈘󰈡󰈢k 󰈗i󰈕󰈩?
Type of Growth: logistic or
exponential?

Drastic increase in Human

Population since 1900 due to:
- Better Sanitation
- Improved Medicine
- Agricultural
Improvements
Age S󰉃󰈹󰉉c󰉃󰉊󰈹e 󰈡f H󰉊󰈚a󰈞 󰈪󰈡p󰉊󰈗a󰉄󰈎󰈢n󰈻 a󰈞d
Pop󰉉󰈗󰇽󰉄i󰈡n P󰉘󰈹󰇽mi󰇷󰈼
Age S󰉃󰈹󰉉c󰉃󰉊󰈹e 󰈡f H󰉊󰈚a󰈞 󰈪󰈡p󰉊󰈗a󰉄󰈎󰈢n󰈻 a󰈞d P󰈡󰈥󰉊󰈘at󰈎󰈢󰈝
Py󰈸a󰈛󰈎d󰈻
Label with the change in population size: staying the same, increasing,
decreasing
 Eco󰈗󰈡󰈈󰈏ca󰈗/Car󰇼󰈡󰈞 F󰈢ot󰈥󰈹󰈎n󰉃 󰉐s. Su󰈻󰉄󰈀󰈏na󰇼󰈎󰈘󰈏t󰉘
● Reduce your Carbon footprint by living sustainably (meeting today’s
needs while planning for tomorrow’s needs)
○ Use renewable resources (wind, solar, tidal, geothermal,
hydroelectric, nuclear)
○ Limit use of nonrenewable resources (fossils fuels= coal, oil,
natural gas)
○ Conservation programs (recycling, land management programs
= crop rotation/strip cropping/windbreaks)
○ Composting (fertilizer for home use)
○ Use public transportation or carpool
Item 9: Animal Behavior
 Ani󰈚󰈀󰈘
Beh󰈀󰉏󰈏o󰈹
Web󰈫󰉉󰇵󰈼t
War󰈚-󰉉󰈦 2/8/24

1. Looking at the Pyramid of Energy, why is energy transfer only 10%

efficient?

2. If the producers on this pyramid had 10,000 KJ, what amount of

energy would the secondary consumers receive?

3. Looking at the Pyramid of Numbers, why do the numbers decrease

as you go up the pyramid (food chain) to higher trophic levels?
 Learning Objectives
● SWBAT Analyze the flow of energy and cycling of
matter through ecosystems relating the significance of
each to maintaining the health and sustainability of an
ecosystem

★ Unit 1, Quiz 2 in on Tuesday 2/13/24

★ Unit 1 Test is on Thursday 2/15/24

Item 10: Cycles of
Matter
 Eco󰈻󰉙s󰉃󰈩󰈛 f󰇽󰇹󰉄or󰈻
Recall that ecosystems are made up of biotic
and abiotic factors.

We’ve been discussing

our biotic factors. Now,
let’s look at how abiotic
factors influence our
ecosystems!
 Bi󰈡g󰇵o󰇹󰈋󰈩m󰈏󰇹a󰈘 c󰉘󰇸le󰈻
There are many cycles that bring nutrients into
ecosystems. You may be familiar with some of these!

We’ll focus on the nitrogen and carbon cycles!

 The 󰈰󰈎󰉃󰈹󰈢ge󰈝 󰇸y󰇹󰈘e
Nitrogen cycles through the
environment in various chemical
forms

All organisms require nitrogen to

live and grow. It helps in protein
synthesis, amino acids that
influence growth, hormones, brain
functions and the immune system!
 The 󰈝󰈎󰉄r󰈢󰈇e󰈞 c󰉘󰇸le
You may remember from
Earth Science that nitrogen
makes up 78% of the gases in
our atmosphere!

Although we need nitrogen,

atmospheric nitrogen is not
usable to us. It must be
converted into a usable form!
 How 󰈎󰈻 󰈞󰈏t󰈸o󰈈󰈩n 󰇹󰈢󰈞ve󰈸󰉄󰈩d?
Thanks to the help of bacteria,
nitrogen can be converted into a
form we can use!

Nitrogen fixing bacteria are

microorganisms that convert
nitrogen in the atmosphere into
fixed nitrogen in the soil that
plants can use!
 Nit󰈸󰈡󰈈󰇵n fi󰉕a󰉄󰈎󰈢n

This is a mutualistic
relationship! The
bacteria provide
nitrogen for plant
growth, and the plants
provide carbon and
home!
Nitrogen in the
atmosphere is
How 󰇷󰈡󰇵󰈼 it 󰉒󰈡󰈹k? Denitrifying
“fixed” by the bacteria also
bacteria in the work to convert
soil. (And nitrogen back
sometimes into the
lightning!) atmosphere!

Plants can then

When animals
use fixed
eat the plants,
nitrogen, like
they in turn gain
ammonium and
the nitrogen.
nitrate.
Decomposers return
nitrogen back to the soil.
 The 󰉑󰈀󰈸󰇻󰈢n C󰉘󰇸le
Carbon cycles through the
atmosphere and organisms

The Carbon Cycle moves

carbon dioxide from the
atmosphere, through the food
web, and returns to the
atmosphere.
 The 󰉑󰈀󰈸󰇻󰈢n C󰉘󰇸le
Plants take in carbon dioxide
through photosynthesis and
release oxygen; animals inhale
oxygen and exhale CO2
through respiration.

Normally, this cycle is

balanced, but human activities
have influenced our carbon
levels.
Fac󰉃󰈡󰈹s 󰉃󰈋󰇽t i󰈝󰇿l󰉉󰇵󰈝󰇸e c󰈗󰈎󰈛󰇽te
Human causes Natural causes

Volcanic
Burning of
eruptions
fossil fuels
Geological
Deforestation
processes
 Glo󰇼󰈀󰈘 Cl󰈏󰈚a󰉄󰈩 c󰈊󰇽󰈞ge
The Greenhouse Effect is a naturally
occurring process that keeps us warm -
Carbon is part of our atmosphere and is
supposed to be there!

The addition of carbon to the atmosphere

from human activities leads to too much
warmth - we call this Warming, or
Global Climate Change.
 Wha󰉃 󰈀󰇻󰈢ut 󰉃󰈋󰈩 󰈢zo󰈝󰈩 󰈘󰇽ye󰈸?
There is a common
misconception that the ozone
layer is also impacted by CO2
and global warming. This is not
the case!

The ozone layer hole was actually

caused by CFCs, a common
pollutant found in aerosol cans and refrigerants. Since the
Montreal Protocol in 1987, the ozone layer has actually improved!

This is just one example of human impact on the environmentt.

Well talk about more later!
Plants absorb
How 󰇷󰈡󰇵󰈼 it 󰉒󰈡󰈹k?
carbon dioxide Humans release
through the carbon dioxide
process of through the
photosynthesis. burning of fossil
fuels.

Animals release
Excess carbon
carbon dioxide
dioxide in the
as a byproduct
atmosphere
of respiration.
leads to global
warming.
Fossil fuels were stored
underground for millions of years.
Car󰇼󰈡󰈞 Cy󰇹󰈘e
Gizmos
Car󰇼󰈡󰈞 󰇽n󰇷 Ni󰉄r󰈡󰈇󰇵󰈞 Cy󰇹󰈘e 󰉗l󰈡󰈢󰈔e󰉄
Item 11: Human Impacts
We’ve talked a lot about ecosystems this unit!
Healthy ecosystems are biodiverse, meaning
they have a variety of living organisms!

In a healthy ecosystem, organisms have a niche

(role) and competition is low.
 The 󰈎󰈚󰈦󰈢r󰉃a󰈞c󰈩 󰈢󰇾 󰇻i󰈡d󰈏󰉏e󰈹s󰈎󰉃󰉙
Biodiversity is extremely important - not just to keep
ecosystems healthy, but for humans, too! Biodiversity
of ecosystems gives humans many things, including:

oxygen Diverse diets materials medicines

 Habitat loss is the #1

Hum󰈀󰈝 󰈏󰈛pa󰇹󰉄
threat to biodiversity!

Unfortunately, humans have

had some negative impacts on
biodiversity. Through
population growth,
technology, consumption of
resources, and waste
production, there are several
environmental problems that
humans have influenced.
 Def󰈡󰈸󰇵󰈼ta󰉃󰈎󰈢󰈞
The mass removal of trees can
take away habitats for species and
contribute to climate change.
 Vid󰈩󰈢
Click the image of the
tree to view the video:
What is
Deforestation?
 Bi󰈡󰇽c󰇹u󰈛󰉉l󰇽󰉃i󰈡󰈞
Pollutants can concentrate as they
move through a food chain,
impacting the biodiversity of food
webs and organism health.
 Vid󰈩󰈢
Click the image of the
tuna to view the
Amoeba Sisters video
Biomagnification and
the Trouble with Toxins
 Hab󰈎󰉃󰇽󰉄 lo󰈻󰈼
Habitat loss from deforestation,
pollution, development, and
climate change can cause
populations to decline.
 Aci󰇷 R󰈀󰈏󰈞
Pollution reactions in the
atmosphere can lead to acid rain,
which harm plant life.
 Ur󰇼a󰈞󰈎z󰇽󰉃i󰈡󰈞
Urban development leads to
habitat destruction and increased
pollution, like air and water
pollution.
 Be󰈀c󰈊 E󰈹󰈢si󰈡󰈝
In coastal towns, development can
lead to erosion, which may cause
flooding or structural issues.
 Was󰉃󰈩 󰈘󰇽go󰈡󰈝󰈼
Here in NC, hog farm waste can
contaminate streams and drinking
water.
 In󰉏a󰈼󰈎v󰇵 󰈻󰈦ec󰈎󰇵󰈻
Nonnative species are introduced
to an ecosystem to which they did
not evolve, outcompeting native
species for resources.
 Pro󰉃󰈩󰇸t󰈏󰈝󰈈 Bi󰈡d󰈏󰉏e󰈹s󰈎󰉃󰉙
As humans, it’s our job to
protect our planet and do
our part!

There are lots of ways we

can conserve biodiversity!
How 󰇹󰈀󰈞 w󰇵 󰈊e󰈘p?
Environmental Laws
Be mindful of environmental
laws, like catch limits and exotic
pet regulations.

Recycling
Do your best to reuse and recycle
in your day to day life.

Conservation
There are lots of ways humans
can conserve resources daily!
 Met󰈊󰈡󰇶s 󰈢󰇾 󰇸on󰈻󰈩󰈹v󰇽󰉃i󰈡󰈞

Shop locally Support sanctuaries Save water

Shop from local Support nature Conserve water when
farmers and eat reserves or state parks you shower or brush
organically grown food that protect wildlife your teeth

Respect habitats carpool Cut back

Be respectful of nature Use public Cut back on one-use
by cleaning up and transportation or share items whenever
picking up trash a ride if you can possible
 Nor󰉃󰈋 󰉑󰈀r󰈢󰈗i󰈞󰈀
Eco󰈗󰈡󰈈󰈏ca󰈗 I󰈼s󰉉󰇵󰈻
Pro󰈑󰈩󰇸t
Com󰈥󰈘󰈩t󰇵 󰉘o󰉉󰈹
Da󰈎l󰉘 󰈺󰈢u󰈹n󰈀󰈗
 12
Nor󰉃󰈋 󰉑󰈀r󰈢󰈗i󰈞󰈀
Eco󰈗󰈡󰈈󰈏ca󰈗 I󰈼s󰉉󰇵󰈻
 Wha󰉃 󰈀󰈹󰇵 yo󰉉 󰇷󰈢i󰈞g 󰉃󰈡󰇶󰇽y?
❏ Today you should be working on completing your research and
making the presentation for your North Carolina Ecological Issues
❏ If you finish early,
❏ Go to Canvas, click on Modules, download the Unit 1 Study Guide
and start working on this
❏ Your first test is next week on Tuesday 9/19!
Com󰈥󰈘󰈩t󰇵 󰉘o󰉉󰈹
Da󰈎l󰉘 󰈺󰈢u󰈹n󰈀󰈗
 13
Nor󰉃󰈋 󰉑󰈀r󰈢󰈗i󰈞󰈀
Eco󰈗󰈡󰈈󰈏ca󰈗 I󰈼s󰉉󰇵󰈻
Rev󰈎󰇵󰉒 Ga󰈛󰈩
Qu󰈎z #2
Cod󰈩:
 A󰈃er 󰉘󰈡󰉊󰈹 Qu󰈎z….
1. Finish and turn in your project with your group
a. Make sure your research document and presentation are on the
setting “Anyone with the Link”
b. Fill out this form for your project peer review
https://forms.gle/d27ThusJC4nbCZXS8
(Also posted in announcements)

c. Work on the Unit 1 Study Guide

d. Finish any missing work you may have:
i. Check Powerschool for Week 1 and 2 Classwork
ii. Make sure you turned in your “Create your own Dichotomous
Key” and “Animal Behavior Webquest on Canvas

Keep up the great work!!!

Com󰈥󰈘󰈩t󰇵 󰉘o󰉉󰈹
Da󰈎l󰉘 󰈺󰈢u󰈹n󰈀󰈗
 14
Stu󰇷󰉙 󰉂󰉉󰈏de
Rev󰈎󰇵󰉒 S󰉄at󰈎󰈢󰈝󰈼
Com󰈥󰈘󰈩t󰇵 󰉘o󰉉󰈹
Da󰈎l󰉘 󰈺󰈢u󰈹n󰈀󰈗
 15
Uni󰉃 #1 Tes󰉃
Com󰈥󰈘󰈩t󰇵 󰉘o󰉉󰈹
Da󰈎l󰉘 󰈺󰈢u󰈹n󰈀󰈗
 Uni󰉃 #1 Tes󰉃
Code:
A󰈃er 󰉃󰈩󰈼t󰈏󰈝󰈈… Ple󰈀󰈻󰇵 󰈛ak󰈩 󰈻󰉊󰈹e y󰈡󰉊 󰈊a󰉐󰈩 c󰈢󰈚󰈦le󰉃󰈩󰇶
an󰇷 󰉄󰉉r󰈝󰇵󰇶 in 󰉃󰈋󰈩 f󰈢󰈗󰈘ow󰈎󰈝󰈈
❏ Unit #1 Warm ups
❏ All Unit #1 Classwork:
❏ Kingdoms of Life Chart
❏ Graphing assignment
❏ Alien Dichotomous Key
❏ Create your own Dichotomous Key (2nd and 3rd period)
❏ Animal Behavior Webquest
❏ NC Ecological Issues Project
Item 11: North Carolina
Ecological Issues