Course Guide - 9 Ecology

Lessons
Lessons
Big Ideas
I recommend teaching this unit last in the
spring, to make use of the ideas developed in
previous units. This unit will focus on:
 How matter cycles and energy moves
through through systems of life
 The role of photosynthesis and cellular
respiration in cycles of matter
 What happens to those systems when
resources or populations change
 Our scientific techniques for monitoring
populations and resources
Exploring Our
Ecosystem
Instructions
This lesson will take a class and a half,
depending on your discussions.
Materials:
 White paper for photographic background
 meter sticks (teacher should carry to field

location)
 Google sheet for data. Make a copy of this
sheet and give a link to your students that
had editing privileges.
Homework links:
https://www.invasivespeciescentre.ca/invasive-species/what-is-at-risk/climate-change/
http://www.invadingspecies.com/invaders/terrestrial-plants/
Bonus: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1001&context=eco_ed_materials
Group Intro Activity
 Say “hi” and introduce
yourselves!
 Examine the next picture.
 What are we looking at?
 Be prepared to share.
What are we looking at?
Full of Life!
Mysteries of Life
Come up with multiple
“mysteries” or
questions about life on
Earth!
Record on your whiteboard
A1: Why is there more than one
kind of fish?
Today’s Investigation
Our Ecosystem
B1: Our Focus
Group #, Location
1 = open field
2 = open field
3 = open field
4 = under trees
5 = under trees
6 = beside fence
7 = beside fence
Setup Your Quadrat
Four meter sticks, call your teacher to check

Catalog the Plants
Goal: Collect images of each species and
count population.
Photograph the Plants
Tips:
 Use the white background for
photos. Make sure you can clearly
see the leaf (and flower if present)
 Don’t harm the plants!
 Don’t step in your area!

Identify the Plants
https://identify.plantnet.org/
Count the Plants
 Divide up the work. There is lots to
count!
 Don’t count individual leaves! Look for
grouping that represent one plant.
 Grass: hard to count! Make an
estimate: count a 10 cm2 area that
looks typical. Multiply result by 100!
Google Classroom Assignment
Have one person open the assignment. Find your

group’s tab. Create your pie chart.
Biodiversity
Science Reminders
 Complete your learning log
 Research 1: Exploring Our
Ecosystem
 Links on homework page and GC
Ecosystem Interactions
Instructions
This is a shorter lesson.
Materials:
 Whiteboards
 activity cards (from the file: lesson 2 ecosystem

interaction cards.docx)
The homework paragraphs were extracted from:

https://www.ipcc.ch/srccl/
Of Interest: Vulnerability to collapse of coral reef

ecosystems in the Western Indian Ocean
 Say “hi” and introduce
yourselves!
 Examine the next picture.
 What happened here?
 Speaker: be prepared to share.

What Happened? Why?
Before After
Ecosystem Collapse!
Before After
Why did this happen?

How do ecosystems work?
A1: Model of Simple Organism
B1: Model of Simple Ecosystem
Model of Simple Ecosystem
Position the cards and draw the resources on
your whiteboard.
Every turn:
 Each organism (person) moves and performs
an interaction
 If the organism can’t eat, it dies!
Draw end picture in handbook.

B1: The First Ecosystem Model
B1d: The First Model Improved!
B2: The Third Ecosystem Model
B3: The Fourth Ecosystem Model
Scientific Models
Our model of an ecosystem is very
simple. There are basic features of
real ecosystems that our model
does not have!
Scientists always begin with

extremely simple models and slowly
make them better.
Scientific Models
Your job is to try an improvement to our
model and see what happens.
 create a new organism with its own
rules (on the blank card)
 change other rules of our game
(1) Decide on your change.

(2) Try out the game.
(3) Call your teacher over to explain the
result. Is the model improved?
B4: What Makes an
Ecosystem Work?
 Input of energy
 Cycling of resources
 Biodiversity!
Science Reminders
 Homework 2: Ecosystem
Interactions
Biodiversity and Owl
Pellets
Instructions
This lesson will take two classes. The first class focuses on the
dissection and the second class focuses on the analysis.
Safety tips: https://www.carolina.com/teacher-resources/Interactive/owl-
pellets-in-the-classroom-safety-guidelines/tr11086.tr
Materials:
 Dissection needles
 Tweezers
 Magnifiers
 Rulers
 Gloves
 Digital balance
 dissection guide pages, laminated (One set per group)
 blank white paper for dissection surface
 owl pellets!
Forest Edge
Development,
Ajax
Threatened Forest Ecosystem
Your Job:
Study ecological health of forest
What small
mammals live
in the forest?
How to
measure their
populations?
Your Measurement Tool!
Next Step!
How to Dissect the Pellet
B4: Class Data
Analyse Prey Populations
Chart instructions: questions 3, 4a, 4b, 4c
4c: Prey Species Populations
Analyse Owl Diet
Science Reminders
 Always do that learning log!
 Homework 3: Biodiversity and Owl
Pellets
Population Dynamics
Instructions
Simulation Link:
https://www.learner.org/wp-
content/interactive/envsci/ecology/ecology.html
Homework Link:
https://ourworldindata.org/grapher/birth-rate-vs-death-
rate
A1+2: World Population
B1: Ecosystem Simulation
Ecosystem 3
 Plant A and Rabbit
Ecosystem 4: Disruption
Around day 50, wolves are introduced

What Happens Next?
Science Reminders
 Homework 4: Population
Dynamics
https://ourworldindata.org/grapher/birth-rate-vs-death-rate
Instructions
Materials:
 Yellowstone Species Data: print one set
per group
Data from:
Can the number of wolves
affect the number of trees in a
forest?
 Say “hi”, introduce yourselves
 Discuss
Yellowstone National Park
Watch until 4:01

Problem
The forest cover of Yellowstone
was disappearing. The
ecosystem is not stable.
Solution?
Plant trees?
Add wolves!
Question
What happened to the trees (and
the rest of the ecosystem) with
the reintroduction of the wolves?
You (Ecologist):
How do we answer a question
like this?
Population Counts
Elk Wolves
Beaver Bison
Population Counts
Aspen Cottonwood
Willow
Your Job:
Analyze the data the field
ecologists collected
Your Job:
Analyze the data the field
ecologists collected
Instructions
 Each group member gets a data page
with two graphs
 Read your page quietly for 3 minutes –
no discussion yet
 Take turns describing the ideas in your
graphs, then discuss each graph
Get Started!
Manager: Follow instructions carefully!
Data: Elk
Data: Wolves
Data: Aspen Browsing
Aspen Height
Elk
browsing
2006 2010
Data: Aspen Height
Data: Bison
Data: Cottonwood
Data: Willow
Willows
Willows
Willows
Data: Beaver
B1: Elk and Aspen
B2: Elk and Wolves
B3: Bison and Elk
B4: Bison and Wolves
B5: Willow and Beaver
Who is Eating Who?
Willow
Aspen
Cottonwood
Wolf
Create a Food Web
Arrows show
flow of food
energy
Elk
Willow Aspen Cottonwood

B9: Elk Carrying Capacity
Yellowstone National Park
Science Reminders
 Homework 4b: Ecosystem Disruption
 Learning log: add “Skill: Food Web”
UN Biodiversity Report
Instructions
 I assign the readings to students based on their
reading abilities.
 Print out, cut out, and laminate sections for future
use
 File with report sections:
https://docs.google.com/document/d/1pkQGb8388M
OnDiC1W4d3QYwZtigXaYbV?rtpof=true&authuser=c
hristopher.meyer%40tdsb.on.ca&usp=drive_fs
 I often spend three classes on this lesson
 At the start of each class is a good time to reinforce
our learning habits (get your improvements in) and
learning lessons
You’re Hired!
Job:
Policy Analyst for Provincial Government
Responsibilities:
 Read scientific reports
 Summarize the ideas for government

officials who are not scientists
 Explain ideas to the public
Group Intro Task
The presenter in the video was explaining
the basic ideas behind the UN report.
How well did he communicate?
Was it clear to you?
Were there examples to support the ideas?
Did he use words you are unsure about?
 Say “hi” and introduce yourselves.
 Discuss these questions.

Your Report Section
 Each person gets a different paragraph
 Main ideas are in BOLD. Supporting
information follows.
Part A is
individual!
Part A: Nature and its ability to support
people are deteriorating worldwide.
Part B: Loss of biodiversity has
accelerated during the past 50 years
Part C: Current conservation goals will
not be met.
Part D: Nature can be conserved,
restored and used sustainably while
meeting people’s needs.
Headline Example
“B3: Many types of pollution, as well as
invasive alien species, are increasing,
with negative impacts for nature.”
 Pollution has negative impacts
 Increasing pollution harming nature
 Pollution harms nature

How Creativity Works
Multiple idea
generation
Criticize and
evaluate
Beaty, Roger E., et al. "Robust
prediction of individual creative
ability from brain functional
connectivity." Proceedings of the
National Academy of Sciences
(2018): 201713532.
Nekovarova, Tereza, et al. "Bridging disparate symptoms of schizophrenia:
a triple network dysfunction theory." Frontiers in behavioral neuroscience 8
(2014): 171.
Instructions
For their infographics:
 Paper
 Markers, pencil crayons
 Rulers
At the start of each class is a good time

to reinforce our learning habits (get your
improvements in!) and learning lessons
Challenge
 Watch the video
 Follow the instructions
 Please don’t say anything

out loud.
Challenge
Pause when they leave at 40 s.

Challenge
How many times was the
ball passed?
Did you see the gorilla?

Did You See the Gorilla?
Attention: signals cycle back
and forth
Phones
Demand your
attention because:
 Billions of dollars
 Millions of brilliant
people
 Research on brain
 Target our social

insecurities
New signals not received
Gorilla = classroom learning!
Learning is Repelled!
Question
During a typical class, how often
do you check or use your
phone?
(A) 10+ times
(B) 3 - 9 times
(C) 1 or 2 times
(D) I don’t usually check
Our Phone Strategy
 Turn phones off

 Place them face
down on top of your
table
Our Phone Strategy
 OK to use for
science!
 Phones cannot be
used during a test
or quiz
Result?
You learn more (brain gets stronger).
You use your phone responsibly.
Today’s Goals
 Complete your investigation
 Must call me to check your designs
 Work on your infographic – all done by
hand
Today’s Goals
 Hand in your infographic!
Biosphere One and Two
Instructions
 The video is designed with frequent
breaks for discussion
 I often don’t get to the salt-water
farming example.
Homework:
https://youtu.be/fJ0o2E4d8Ts?t=16
What do people
need to survive?
 Say“hi” etc.
 Come up with many ideas!
A2: Challenge!
Design a sealed container (no
matter can move in or out) that
will keep people alive for a long
period of time (at least one year).
It can’t contain enough
resources for a whole year!
Ideas: How to provide enough
food, water, and oxygen?
Has anyone ever lived in a
sealed container for at least
one year ?
International Space Station:
 New supplies and people are brought
on board every few months!
Antarctic Research Station:
 People and supplies are regularly go in
and out!
Anyone?
Biosphere 2 Project
B1: Biosphere 2 Video
Biosphere 2 Carbon Cycle
Come up with lots of ideas:
What happens to the
carbon in the sweet
potatoes?
Shrimp Farms Fish
Salt
Water
Salicornia Crop
Air
Mangrove Trees
Seawater Irrigation
Science Reminders
 Homework 6: Biosphere One and
Two
https://youtu.be/fJ0o2E4d8Ts?t=16
Biological Processes
and Life
A: The Life of Plants
 Cabomba (aquatic plant @ https://bigals.ca/ )
 Plastic cabomba plant as a control
 One bunch should produce 8 – 10 sprigs, enough
to cover a class. The pieces should be viable for a
full day of work but consider buying a second
bunch just in case!
Materials:
Output Chemical / Energy Test: Teacher demo
 1-L Beaker, plant, baking soda solution (5 g/L),
glass funnel, test tube, light source, glowing splint
Input Chemical Test: One setup per group
 8-10 cm piece of cabomba
 1 plastic piece of aquarium cabomba
 2 test tubes and holder
 Plastic weighboat, sodium bicarbonate, scoopula

Working with Cabomba
I am a physicist and I am doing my best here, but working with
plants is a bit confounding! I prefer carts on a track…
Nevertheless, here is what I have figured out:
 Storage. Store the cabomba in conditioned aquarium water. It
will be less happy in tap water. You probably have a bit of
aquarium water in the bag the cabomba arrived in.
 Healthy cabomba has a nice light green colour when in the
water in its leaves spread out. Older, unhappy cabomba looks
deeper green as it starts to turn to mush (?)
 Cut off a 10-centimeter segment for students to use (it needs to
easily fit into a test tube). Store these in aquarium water. If you
are reusing a sprig, make a fresh cut on the stem to allow gas
to escape.
 Getting bubbles. In aquarium water you will not likely notice
many bubbles. If you add a bit of baking soda to the water, you
will start to notice bubbles fairly soon. Even a small amount of
baking soda seems to get it going but larger amounts produce
very noticeable results. Bubbles will appear on the leaves but
come out most vigorously from the cut end of the stem. Place
the segments stem up for easy bubble viewing!
 Baking soda solution. A nice, fairly saturated solution of baking
soda will get the cabomba bubbling vigorously almost right
away. If you watch the bubbles for a few minutes, you will
notice the bubble speed gradually decreases. You might need
to recharge the solution with baking soda. Once your
observations are finished, return the cabomba to its original
aquarium water.
 Collecting gas. The experiments students perform
last only 5 or 10 minutes. Collecting a small test tube
of gas took me roughly 2 hours, so it can't easily be
done in class time. I recommend setting up the gas
collection equipment so students can observe the
method used and then showing the video result of
the gas collection and test. Of course, if you start
your own collection in advance you can certainly try
your own test!
A1: Observe
A2: What’s Going On Here?
A3: What’s Going On Here?
What experiments or tests
could we perform to verify the
identity of each resource and
energy source?
A6: Add Baking Soda to Water
A9: Cabomba
Instructions
A:10 Tests and Observations
Add baking soda to

Carbon increase the carbon
dioxide dioxide.
light Change the amount of

light.
oxygen
A10: The Input Test
A12: The Output Test
A12: Energy Source Test
B1: The Processes of Life
Photosynthesis:
water + carbon dioxide gas + light energy
 glucose + oxygen gas
Why do they produce glucose?

B2: The Processes of Life
Photosynthesis:
Cellular Respiration:
glucose + oxygen gas
 energy + carbon dioxide gas + water
Powers the organism!
Science Reminders
 tobe continued!
 No Learning Log or homework
yet!
Biological Processes
and Life
Instructions
Materials: teacher demo
 Warm water, yeast, sugar, 4 Containers, 4
Carbon dioxide sensors
 Container 1: water
 Container 2: water, yeast
 Container 3: water, yeast, glucose
 Container 4: water, yeast, light source
I collect 10 minutes of data. If you don’t

have a CO2 sensor, you can compare
qualitatively the amount of bubbles or foam.
The temperature of your water has a large
effect on the results! Use warm water.
Mystery Organism
By Bob Blaylock - Own work, CC BY-SA 3.0,

https://commons.wikimedia.org/w/index.php?curid=11456513
C1: The Mystery Organism!
Mystery
Process
Add to water,
bubbles
happen!
C2: Which Could Produce Bubbles?
Photosynthesis:
C5: Our Tool
= Carbon Dioxide Measurements
C7: Observation Descriptions
 Increase or
decrease?
 Is it a larger
change?
C7: Practice Prediction
Experiment 2: Water + Organism
Hypothesis A:
Photosynthesis is responsible.
Prediction A: If photosynthesis is
responsible for the bubbles, the amount
of carbon dioxide will …
C7: Practice Prediction
Experiment 2: Water + Organism
Hypothesis B:
Cellular respiration is responsible.
Prediction B: If cellular respiration is
responsible for the bubbles, the amount
of carbon dioxide will …
C7: Use Hypotheses to Make
Predictions
Decrease Increase
Decrease Large
increase
Large Increase
decrease
C8: Observations
Water Only Water and Organism
Organism + Light Organism + Sugar

C8: The Four Experiments
C9: Use Observations to Evaluate
Hypotheses
No change The setup

works
properly!
Decrease Increase Increase Refute A

Support B
Decrease Large Large Refute A

increase Increase Support B
Large Increase increase Refute A

Decrease Support B
Saccharomyces cerevisiae
= Baker’s Yeast
By Mogana Das Murtey and Patchamuthu Ramasamy - [1], CC BY-SA 3.0,

C11: Final Prediction
What will happen to the
temperature of the water?
Make your prediction!
C12: Temperature Prediction
Science Reminders
 Homework 7: Biological Processes
and Life
Water and Ecosystems
Instructions
Depending on the class discussions you
generate, this lesson can take 1.5 or 2 classes.
Links for the homework:

https://soaer.ca/
https://soaer.ca/about/#acknowledgements
https://soaer.ca/about/#introduction
https://soaer.ca/about/#methodology
Where did this cup
of water come
from?
Keep following the water!
Come up with ideas!
Cycles of Matter
Biosphere:
 Closed to matter, open to
energy
Limited supplies of atoms!

 Atoms and molecules cycled
through ecosystems
The Water Cycle
people
https://pogil.org/educators/become-a-pogil-practitioner/curricular-materials/biology
Transpiration
Global Water Vapour
Using Groundwater
Groundwater Supplies
Groundwater Supplies
Measuring the Water Cycle?
How can scientists figure out how much
water follows each process in the cycle?
Measuring the Water Cycle
A Water Cycle Disaster
A Water Cycle Disaster
1970
Aral
Sea
2014
Water and Ecosystems
Is this a healthy ecosystem?
By Felix Andrews (Floybix) - Own work, CC BY-SA 3.0,

 Windsor
By Jesse Allen and Robert Simmon - NASA Earth Observatory, Public Domain,
Taken from orbit in October 2011, the worst algae bloom that Lake
Erie has experienced in decades. Record torrential spring rains
washed fertilizer into the lake, promoting the growth of
microcystin producing cyanobacteria blooms.
How are these processes involved?
Photosynthesis:
Predict
 What will happen to the population
of fish as a result of the
decomposers consuming dead
algae?
A fish washed ashore on Pelee Island in 2011,
when the algae bloom was at its largest.
Image credit: Tom Archer/ Michigan Sea Grant/ flickr.com

“Lack of oxygen killed Lake Erie fish, tests show” By Richard J. Brennan,
National Affairs Writer, Sept. 7, 2012
Algae Bloom
Science Reminders
 Homework 8: Water and
Ecosystems
 Links for the homework:
https://soaer.ca/
https://soaer.ca/about/#acknowledgements
https://soaer.ca/about/#introduction
https://soaer.ca/about/#methodology
Measuring Water Quality
Tips
There are two goals for this lesson:
 Practice reading technical results
 Understanding the idea of “safe levels”

of chemicals in the environment. Those
chemicals are always there, but in
small enough concentrations they pose
no risk.
You are a water safety
expert working for the city.
Toronto Drinking Water
https://www.toronto.ca/services-payments/water-environment/tap-water-in-toronto/tap-water-
quality-system-reports/
Escherichia Coli Bacteria
By Photo by Eric Erbe, digital colorization by Christopher Pooley, both of USDA, ARS, EMU. -
This image was released by the Agricultural Research Service, the research agency of the
United States Department of Agriculture, with the ID K11077-1 (next)., Public Domain,
Grassy Narrows First Nation
Grassy Narrows First Nation
Feb 20, 2018

Recent News
Active Reading
Science Reminders
Complete your learning log.
 Idea: Bioaccumulation
 Skill: Active Reading
Finish your reading summaries

Read the three pages of the next
investigation.
Testing Water Quality
Instructions
I briefly introduce this activity at the end of the previous lesson. We can finish up
all the observations in one class and many groups will finish their analysis.
Materials:
 Per group: 4 test tubes + rack
 Bottles of “water samples” with dropper
 Humber River (orange) = Iron chloride + sodium chloride
 Red Rock Lake (clear) = tap water
 Hamilton Harbour (green) = Iron chloride + sodium chloride + lead nitrate +

copper chloride
 Dropper bottles of indicators
 Sodium Hydroxide
 Potassium Thiocyanate
 Potassium Iodide
 Silver Nitrate
 Disposal beaker
 Goggles
Positive Results
C B A
FeCl3 FeCl3 H2O
NaCl NaCl
Pb(NO3)2
CuCl2
Positive Fe match:
Fe(SCN)3 creates blood red liquid
Positive Ag match:
AgCl creates white precipitate
Positive Pb match:
PbI2 creates yellow precipitate. Visible at
first, but masked by brown sol once settled
Positive Cu match:
Cu(OH)2 creates dark brown (coffee)
color) precipitate.
Preparing Baseline
Fe Cl Pb Cu
KSCN + FeCl3 AgNO3 + NaCl KI + Pb(NO3)2 CuCl2 + NaOH
Want dark red Want white Want yellow Want coffee
liquid precipitate precipitate brown precipitate
Fe(SCN)3 AgCl PbI2 Cu(OH)2
Get Ready!
 Clear off your table space
 You only need a pencil and the
three pages of the investigation
 Give your water bottle to your
teacher for storage
Hamilton Harbour
Hamilton Harbour
oSample
Red Rock Lake
oSample
Red Rock Lake
Humber River, Toronto
Humber River, Toronto
oSample
Three Water Samples
Your challenge: determine which water

sample came from which location
Four Water Tests
 Sodium Hydroxide  Potassium Iodide

 Potassium Thiocyanate  Silver Nitrate
Test Tube Samples
Safety Procedures
Goggles: must wear while your
group has chemicals
Test tubes: carry in their rack
Spills: wipe up with paper towel,
wipe down with wet paper towel
Chemical on Hands: wipe with paper
towel, wash with soap at end of
class
Broken Glass: call teacher over
Positive Test Results
Fe Cl Pb Cu
dark red white yellow coffee brown
liquid precipitate precipitate precipitate
Can’t see what’s in your spot plate?
Gently mix with stir stick – clean stick each time!
When you finish part A
1) All group members show me the
complete part
2) Get goggles – wear them until
done with chemicals
3) Get spot plate, water samples, and
chemical indicator bottles
Clean-Up
 All chemicals go
in the disposal
beaker
 use the rinse
bottles to clean
test tubes into
disposal beaker
 wash test tubes
in sink with brush
Science Reminders
Finish both water quality
investigations.
Carbon and Ecosystems
The solid material that plants are
made from comes from:
(A) the air
(B) the ground
Think on your own.
Discuss with your group.
Carbon and Ecosystems
The Carbon Cycle
https://www.ipcc.ch/report/ar5/wg1/carbon-and-other-biogeochemical-cycles/
https://www.ipcc.ch/report/ar5/wg1/carbon-and-other-biogeochemical-cycles/
The Biomass of Life
The amount of carbon
in living things
The Biomass of Life
The Biomass of Life
The Biomass of Life
The Biomass of Life
The Biomass of Life
The Biomass of Life
Dissolved CO2
Carbon dioxide gas + water carbonic acid
CO2 (aq) + H2O CO32− + 2 H+
Ocean Acidification
Estimated change in sea water pH caused by human created CO2 between the 1700s and the
1990s, from the Global Ocean Data Analysis Project (GLODAP) and the World Ocean Atlas
Science Reminders
 Homework 11: Carbon and
Ecosystems
Friendly Fungi!
Introducing Zara Hussan
Young Science
Writer of the year
2022, Zara Hussan,
14, is from Plashet
School, East Ham,
London.
The ABSW Young Science Writer of the
Year award invites students aged 14-
16 years, to submit an 800-word essay.
The competition, supported by BBC
News, is designed to get young people
writing and thinking about the big
questions in science, technology,
engineering and/or mathematics.
Award Winning Essay
Fungal networks help trees “talk”
The Carbon Cycle
Fungi help trees
A mesh of underground fungi plays an
important role in energy and nutrient
recycling
Biofertilizers with fungi
Exploring Underground Networks
Science Reminders
 Learning log
 Homework 12: Carbon and
Ecosystems part 2
 Quiz!
Instructions
 This is a mini lesson that can be
included at different points in the
ecology unit
 I use it on one of the UN biodiversity
report days
Seven Generations Teaching
Seven Generations
Teaching
Make decisions that account
for the generations before us
and the generations after us.
Reflect
How might your life in Toronto
be different if this was our
guiding principle?
Think quietly about the things we
do each day and the resources
we use.
Group Discussion
How might your life in Toronto
be different if this was our
guiding principle?
 Discuss with your group.
 Come up with many ideas.

Our Responsibility
as thoughtful humans:
 Learn about and learn from
people who might be different
from ourselves
 Leave the world a bit better
than we found it
What is engagement?
 Performing your role in group
work
 Sharing your thoughts with
your group
 Careful writing
 Avoiding distractions!
 Being nice!
What was your level of
engagement in today’s
science class?
(A) High = I satisfied all the criteria
(B) Medium = I missed one criteria
(C) Low = I missed more than one
criteria and will improve for next time

Course Guide - 9 Ecology

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Course Guide - 9 Ecology

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Lessons

 meter sticks (teacher should carry to field

 What are we looking at?

Four meter sticks, call your teacher to check

 Don’t step in your area!

Have one person open the assignment. Find your

 activity cards (from the file: lesson 2 ecosystem

The homework paragraphs were extracted from:

Of Interest: Vulnerability to collapse of coral reef

 What happened here?

 Speaker: be prepared to share.

Why did this happen?

Draw end picture in handbook.

Scientists always begin with

(1) Decide on your change.

 dissection guide pages, laminated (One set per group)

 blank white paper for dissection surface

Around day 50, wolves are introduced

Watch until 4:01

Willow Aspen Cottonwood

 Summarize the ideas for government

 Discuss these questions.

 Increasing pollution harming nature

 Pollution harms nature

 Markers, pencil crayons

At the start of each class is a good time

 Please don’t say anything

Pause when they leave at 40 s.

Did you see the gorilla?

 Target our social

 Turn phones off

 1 plastic piece of aquarium cabomba

 2 test tubes and holder

 Plastic weighboat, sodium bicarbonate, scoopula

Add baking soda to

light Change the amount of

Why do they produce glucose?

 Container 2: water, yeast

 Container 3: water, yeast, glucose

 Container 4: water, yeast, light source

I collect 10 minutes of data. If you don’t

By Bob Blaylock - Own work, CC BY-SA 3.0,

Organism + Light Organism + Sugar

No change The setup

Decrease Increase Increase Refute A

Decrease Large Large Refute A

Large Increase increase Refute A

By Mogana Das Murtey and Patchamuthu Ramasamy - [1], CC BY-SA 3.0,

Links for the homework:

Limited supplies of atoms!

By Felix Andrews (Floybix) - Own work, CC BY-SA 3.0,

Image credit: Tom Archer/ Michigan Sea Grant/ flickr.com

 Understanding the idea of “safe levels”

Feb 20, 2018

 Skill: Active Reading

Finish your reading summaries

 Red Rock Lake (clear) = tap water

 Hamilton Harbour (green) = Iron chloride + sodium chloride + lead nitrate +

Your challenge: determine which water

 Sodium Hydroxide  Potassium Iodide

 Come up with many ideas.

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