The Gold Standard in Education; The Foundation of Our Community.

GCHS Musketeers
Building Photo20142171779714_image.jpg
Jason Smith, Principal
Craig Wilburn, Assistant Principal
Eric Keeton, Assistant Principal
196 Musketeer Drive
Greenup, KY 41144

Daily Agends

Ecology Agendas

Daily Agendas

* These agendas are subject to change 

9/3/15

·         I CAN define biotic factors and abiotic factors in an environment and recognize examples of both.

·         HOQ- “How can abiotic factors affect biotic factors” “When biotic factors overcome abiotic factors in their environment it satisfies which of the 8 characteristics of life?”

·         Bellwork 5 min

·         Auto vocab- 5 min (None)

·         Notes – 10 to 15 min (None)

·         Activity- 25 to 30 min

o   Vocabulary for Unit

9/4/15

·         I CAN define biotic factors and abiotic factors in an environment and recognize examples of both.

·         I CAN explain how abiotic factors can affect biotic factors.

·         I CAN define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat and niche.

·         HOQ- “How can abiotic factors affect biotic factors?” “I can model how organisms are organized in the biosphere.”

·         Bellwork- What characterizes a biotic factor? (5 min)

·         Auto Vocab- none (5 min)

·         Notes- Guided notes with discussion from powerpoint (10-15 min)

·         Activity

o   Eyes on text- group reading pgs 32-35

o   Guided note with discussion

9/8/15

·         I CAN define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat and niche.

·         I CAN explain how organisms cooperate and compete in ecosystem.

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         I CAN define biotic factors and abiotic factors in an environment and recognize examples of both.

·         Bellwork- “Which term describes the portion of the Earth that is capable of sustaining life?” (5 min)

·         Auto Vocab- 5 terms in 2:30 min (5 min)

·         Notes – none (0 min)

·         Activity

o   Computer lab- introduce and start work on biome project.

9/9/15

·         I CAN Explain how energy flows through and ecosystem, starting with photosynthetic organisms and provide a model of this flow through use of a food web or another form of graphic organizer.

·         HOQ- “In what way does energy move through an ecosystem, in respect to produces and consumers” “How much energy is lost between each step of food chain or food web”

·         Bellwork (5 min)- “Give an example of commensalism”

·         Autovocab- (5 min) 5 vocab words in 2:30

·         Notes (10 to 15 min)

o   Guided notes on the movement of energy through an ecosystem.

·         Activity (25 to 30 min)

o   Eyes on text

o   Guided notes

o   Class discussion

o   Personal foodweb for exit slip

 

9/10/15

·         I can Explain how the amount of life  any environment can support is limited by the available matter and engery and by the ability of eco systems to recycle the residue of dead organic material.

·         HOQ     - “How do bacteria contribute to the overall survial of an ecosystem?”

§ -“In what ways are humans impacting the carbon cycle and what effects could this have on certain ecosystems?”

·          Bellwork- What is the purpose of Detrivores and  bacteria in an ecosystem? (5min)

·         Auto Vocab- 5 vocabuary words (5 min)

·         Notes (10 to 15 min)

Carbon, nitrogen cycles and their effects on the environment.  

·         Activities

o   Eyes on Text

o   Notes

o   Exit slip, draw an example of the carbon cycle and nitrogen cycle as it occurs in Greenup County.

9/11/15

·         I CAN define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat and niche.

·         I CAN explain how organisms cooperate and compete in ecosystem.

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         I CAN define biotic factors and abiotic factors in an environment and recognize examples of both.

·         HOQ- none

·         Bellwork (5 min)- “give an example of symbiosis and an example of parasitism”

·         Auto Vocab (5 min)- 5 vocab words in 2:30

·         Notes (10 to 15 min)

o   None

·         Activity

o   Week end review quiz- covers all major topics discussed for the week, self grade for awareness of content knowledge.

 

 

 

9/14/15

·         I CAN explain how organisms cooperate and compete in ecosystem.

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         HOQ “How can the removal of an organism affect the entire ecosystem in a negative way?” “In the Yellowstone NP ecosystem wolves balance out the population of elk as a keystone predator. What would happen to the Elk in the long term if the wolves were to disappear?”

·         Bellwork (5 min)- In the Yellowstone NP ecosystem wolves balance out the population of elk as a keystone predator. What would happen to the Elk in the long term if the wolves were to disappear?

·         Auto Vocab (5 min)- 5 vocab words in 2:30 seconds

·         Notes (10 to 15 min)

o   Guided notes on the interactions between biotic factors and abiotic factors and the ramifications of these interactions on both factors.

·         Activity (25 to 30 min)

o   Eyes on Text (before notes)

o   Guided notes

o   Class discussion

9/15/15

·         Biome project-see agenda for 9/8/15

 

9/16/15

·         I CAN explain how organisms cooperate and compete in ecosystem.

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         HOQ- “How can two different species benefit from each other, what type of relationship is that?”

·         Bellwork (5 min)- “Where does the total energy input for earth come from?”

·         Auto Vocab (5 min)- 5 vocabulary words in 2:30

·         Notes (10 to 15 min)

o   Guided notes on the interactions between organisms and other organisms

o   Symbiosis, commensalism, predation, parasitism.

·         Activity

o   Eyes on text (before notes)

o   Guided Notes

o   Class discussion

o   Exit Slip- “Create your own definition of for symbiosis and give an example of symbiosis.”

9/17/15

·         I CAN explain and provide a model of the different levels of ecological succession and the communities that result.

·         HOQ- “What steps would the planet take to recover after a severe natural disaster such as a volcanic eruption?”

·         Bellwork (5 min)- When one organism is benefited but the other receives nothing it is what kind of relationship?

·         Autovocab (5 min)- Standup, hand up, pair up.

·         Notes (10 to 15 Min)

o   Notes from power point presentation.

·         Activity

o   Eyes on Text

o   Notes

o   DI

o   Video Supplement

9/18/15

·         I CAN explain and provide a model of the different levels of ecological succession and the communities that result.

·         HOQ-none

·         Bellwork- What is the first type of organism that returns during succession?

·         Notes-none

·         Actvity

o   Formative assessment

9/21/15

·         I CAN explain how organisms cooperate and compete in ecosystem.

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         I CAN explain and provide a model of the different levels of ecological succession and the communities that result.

·         HOQ-none

·         Bellwork- Define Symbiosis

·         Notes none

·         Activity

o   Reteach concepts from the previous week- Symbiosis, Succession

o   Have students work through Fridays Quiz with notes and text

9/22/15

·         See agenda for 9/8/15

9/23/15

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         HOQ “Why is it important to preserve our wetlands?

·         Bellwork (5 min) “ What are the first species to inhabit a new environment known as?”

·         Auto Vocab (5 min)

o   Quiz

·         Notes

o   None

·         Activity

o   Eyes on Tect

o   Video Supplement

o   Direct Instruction.

9/24/15

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         HOQ- “How are estuaries important to marine ecosystems?”

·         Bellwork- From the video what are three important processes that wetlands do?

·         Vocab

·         None

·         Activity

·         Eyes on Text

·         Direct Instruction

·         Video Supplement

9/25/15

·         I CAN model how interrelationships and interdependencies of organisms generate ecosystems that are stable for thousands of years.

·         HOQ-“ How do different levels of saltwater ecosystems affect the levels below them?

·         Bellwork- What is the upper most level of the open ocean called?

·         Vocab

o   None

·         Activity

o   Eyes on Text

o   Direct Instruction

o   Foldable activity

9/28/15

·         I CAN explain the concept of carrying capacity.

·         I CAN describe and model population growth, including the concepts of exponential and logistic growth.

·         HOQ- “What could be a limiting factor to the human population that we, as a species, inflict on ourselves?”

·         Bellwork- “what is the major autotroph in the photic and limnetic zones?”

·         Vocab

o   None

·         Activity

o   Eyes On Text

o   Direct Instruction

o   Notes

 



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