Tuesday April 28, 2015
LT: I can identify different types of organisms

Predators: ›Organisms that live by killing and eating other animals. Carnivores!

›Example: bears, wolves, humans

›

*They can be CONSUMERS

›Keystone Predators: A few predators can control the distribution and population of large numbers of prey species.

›Example: A single mountain lion controls hundreds of deer, elk, rabbits, birds, etc. 

 

Producers: Organisms that don’t depend on other organisms for the matter and energy they need.

›They make their own food from the environment. (Sunlight, chemical reactions, etc.) But they too, need food to survive.

›Other organisms depend on them for survival.

›Ex: Trees, flowers, sea weeds

 

Consumers: 

›Organisms that cannot make their own food.

› All the animals, fungi, protists, and bacteria in the world that depend on producers or other consumers for their matter and energy.

›Can be decomposers!!!

 

 Decomposers: 

›Decomposers and scavengers break down dead plants and animals.

›They also break down the waste (poop) of other organisms.

›Decomposers are very important for any ecosystem

›Plants get essential nutrients, and without them, dead matter and waste would pile up.

›Ex: worms, flies, wasps, cockroaches

 

Omnivores: 

›Eats BOTH plants and meat.

›Some omnivores will hunt and eat their food, like carnivores eating herbivores, and other omnivores.

›Some others are scavengers, and will eat dead matter.

›Many will eat eggs from other animals.

›Omnivores eat plants, but not all kinds of plants. Omnivores can't digest some of the substances in grains or other plants that do not produce fruit. They can eat fruits and vegetables, though.

›Ex: Pigs are omnivores, so they would be just as happy eating an apple, or the worm inside the apple.

›Ex: People, bears, chickens, flies, cockroaches 

 

Carnivores: 

›Meat eater. 95 % of its diet.

›An organism that derives its energy and nutrient requirements mostly from a diet of animal tissue, flesh, either through predation or scavenging.  

›Ex: dogs, foxes,, raccoons, cats

 

Herbivores: 

Plant eater, 95 % of its diet.

*An animal that mostly feeds on grass and other plants.

*Many herbivores have special digestive systems that let them digest all kinds of plants, including grasses.

›Herbivores need a lot of energy to stay alive. Many of them, like cows and sheep, eat all day long.

›

› There need to be LOTS of plants in your ecosystem to support your herbivores.

›

›Ex: Cows, rabbits, moose, mice, bee, worms

 

 

 

 

 

Monday April 27, 2015
LT: I can build background knowledge of LTLT#6

Something to Chew On

All living things need food to survive. Amy, Doug, and Caprice are discussing what food actually does for an organism and each of them have a different opinion.

Amy: "Food provides energy of living organisms to do things like move, think, and digest food."

Doug: "Food provides matter so an organism can grow bigger."

Caprice. "Food mostly provides organisms with nutrients to build body parts like bones and teeth."

1. Who do you most agree with and why?

Monday April 27, 2015
LT: I can build background knowledge of LTLT#6

Peach Puzzler
A peach tree produces fruit that human and animals eat for food. Read statements A, B and C below and think about how a peach tree gets its food.

A: A peach tree takes in its water and food through its roots
B: A peach tree's food is made in its fruit.
C: A peach tree gets its food from its leaves.

1. Pick one statement you think is incorrect. Explain why you think it is incorrect. Write at least 3-5 full and complete sentences.
I choose statement ______.
I think this is incorrect because: _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Rewrite your statement so that it is correct.
Write at least 3-5 full and complete sentences.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Monday April 27, 2015
LT: I can build background knowledge of LTLT#6

INPUTS/OUTPUTS

Instructions:

1. Draw a picture of an organism in the box. (It can be anything, remember an organism is something that it ALIVE)

2. INPUTS: Make a list of things that the organism needs (inputs), or “eats”

3. OUTPUTS: Make a list of things that the organism gets rid of (outputs) 

 

INPUTS                                                                                                                        OUTPUTS

Due Monday April 27, 2015

Name ___________________________    Date____________        Class Period: _______

LTLT#6 Vocabulary: Producers & Consumers

Vocabulary Word/Definition In your OWN WORDS	Picture
Producer ______________________________________________ ______________________________________________ ______________________________________________ Example(s):
Consumer _______________________________________________ ______________________________________________ _____________________________________________ Example(s):
Predator _________________________________________ _________________________________________ __________________________________________ Example(s:
Keystone Predator ______________________________________ ______________________________________ Example(s):
Decomposer ______________________________________ ______________________________________________ ______________________________________ Example(s):
Carnivore  ______________________________ __________________________________________ Example(s):
Herbivore _______________________________________ _______________________________________ _______________________________________ Example(s):
Omnivore _________________________________________ _________________________________________ _________________________________________ Example(s):
Omnomnomnivore ***SPECIAL BONUS IF YOU GET THIS ONE! J  _________________________________________ _________________________________________ _________________________________________ Example(s)
Population ______________________________________ ______________________________________ ______________________________________
Food ______________________________________ ______________________________________ ______________________________________
Food Web ______________________________________ ______________________________________ ______________________________________
Tropic Level ______________________________________ ______________________________________ ______________________________________
Photosynthesis ______________________________________ ______________________________________ ______________________________________
Cellular Respiration ______________________________________ ______________________________________ ______________________________________

Monday April 20, 2015

LTLT#6 Assignments

1.Food Web Map with Explanation

Due Friday 4.25.15 Assigned in class on Tuesday 4.8.14

Instructions:

Take a set of our producer, consumer and predator cards. 

Create a tropic pyramid using the organisms found in this system.

Create this on a separate piece of paper. You can paste the cards onto your paper.

Use arrows, lines, etc to connect the cards.

Write explanations between each connection. 

 **If a connection goes 2 ways, then clearly label this with a double arrow. Then explain BOTH connections.

HINT: Tropic Level= the position an organism has on the food chain. There can be multiple organisms on each tropic level

Exemplary	Accomplished	Developing/Accomplished	Developing	Beginning
*Creates a tropic pyramid using all the cards. *Contains all the levels *Show multiple forms of energy flow *Has multiple individual animals at each level	*Creates a tropic pyramid using all the cards. *Contains all levels. *Does not have more than one organism at each level.	*Creates a tropic pyramid that shows energy flow, but does not have all levels.	*Creates a tropic pyramid but is missing more than one level. --or--- *Create the pyramid in an incorrect order.	*Does not create a tropic pyramid, and shows little understanding of the animals that fall in each category.

Tuesday March 7, 2015

LT: I can investigate and analyze the internal and external structures of organisms to better understand human body systems.

Name:___________________   Date: ____________________        Class Period:_________

Organism Dissection Pre-Lab

Purpose: Today your job is to prepare yourself for dissection spread across 3 days, during which time you will perform a complete dissection of an organism. On the first day you will locate and identify various muscles. On the second and third days you will cut the organism open to locate and identify the internal organs.

Part 1: Review of Classroom Rules and Member Roles

Classroom Rules:

1. Absolutely no food or drink allowed in lab (due to health and sanitation reasons).
2. Follow directions the first time they are given.
3. Perform only authorized dissections.
4. Wash and dry the equipment you use during dissection.
5. Wash and dry your desk/lab station at the end of the hour.
6. Bring your copy of this Pre-Lab and your Dissection Packet to class on each dissection day.

Violation of these rules, the rules in the original safety contract, failure to participate or unsafe behavior will result in loss of points. THERE WILL BE NO WARNINGS!

I agree to the above rules and understand the consequences of my failure to follow these rules:

Group Member #1 Signature: ______________________________________________     Date: _________

Group Member #2 Signature: _______________________________________________ Date: _________

Group Member #3 Signature: _______________________________________________Date: _________

Group Member #4 Signature: ________________________________________________Date: _________

Member Roles:

Talk with your group members today to delegate the following duties. You may also agree to rotate roles after the first day.

Reader/Director (1): _______________________________

ü  Reads the lab procedure.

ü  Makes sure group members are following along and on task.

ü  Narrates and video documents group project.

Equipment Manager (1): _________________________________

ü  Gets the equipment from the supply area.

ü  Inventories and inspects the lab equipment.

ü  Washes and dries the lab equipment at the end of the lab period.

Dissectors (1-3): ___________________________________

ü  Performs the actual dissection.

ü  Must wear gloves.

ü  Prepares the mink for storage.

 Part 2: Background Research

Work with your lab group to research your organism online and answer the following questions:

My organism is: ____________________________________________________________

1. What are the physical characteristics of your organism? What does it look like? Describe it. (Slimy, green does it have a tail)

___________________________________________________________________________________

2. What family of animals does your organism belong to? _______________________________________

____________________________________________________________________________________

3. What animals are closely related to your organism?  __________________________________________

____________________________________________________________________________________

4. Where and in what type of environment does your organism generally live? _______________________

____________________________________________________________________________________

5. What does your organism  generally eat? ____________________________________________________

_____________________________________________________________________________________

6. What animals eat your organism?___________________________________________________________

          _______________________________________________________________________________________

Part 3: Dissection Vocabulary

Use your book or an online source to define the location and function of the following body parts:

Trachea = ____________________________________________________________________________________

Esophagus = ____________________________________________________________________________________

Heart = ____________________________________________________________________________________

Lungs = ____________________________________________________________________________________

Diaphragm = ____________________________________________________________________________________

Liver = ____________________________________________________________________________________

Stomach = ____________________________________________________________________________________

Intestines = ____________________________________________________________________________________

Pancreas = ____________________________________________________________________________________

Spleen = ____________________________________________________________________________________

Ventricle = ____________________________________________________________________________________

Part 4: Dissection Vocabulary

Draw a detailed and labeled diagram of your organism. Use the vocabulary words to help. See the example below.

Kidneys = ____________________________________________________________________________________

Urinary Bladder = ____________________________________________________________________________________

Ovaries = ____________________________________________________________________________________

Testes = ____________________________________________________________________________________

Penis = ____________________________________________________________________________________

Example:

Cranial/Anterior = Toward the head/front

Dorsal =Toward the back

Proximal = Toward the point of attachment

Lateral = Away from midline

Medial = Toward the midline

Caudal/Posterior = Toward the tail/back

Ventral = Toward the belly

Distal = Away from point of attachment

Part 4: Preparing Your Dissection Kit

1. Select a tray and a pad from the supply area.
2. Use the following guide to make sure the kit contains the appropriate tools for your dissection.
3. This is the kit you will use each day for your dissection.
4. Using a piece of tape, write your group member names on the tray and your supplies

(In Addition of a tray and a pad)

Required Tools for Mink Dissection:

ü  1 pair scissors

ü  1 pair tweezers (with teeth)

ü  1 sharp probe

ü  1 scalpel

**When you have completed all parts of this pre-lab, show this packet to your teacher. This packet must be completed and approved by your teacher before you can begin dissection.***