Nov.

17-26
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LS.6 The student will investigate and understand that

organisms within an ecosystem are dependent on one
another and on nonliving components of the environment.
Key concepts include
a) the carbon, water, and nitrogen cycles;

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Students shared and discussed cycle posters that they had

created in groups. Students tried to draw the cycles
(taking notes) as the other groups presented.

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Notes

LS.6 The student will investigate and understand that

RCAM - Substitute
organisms within an ecosystem are dependent on one
another and on nonliving components of the environment.
Key concepts include
b) interactions resulting in a flow of energy and matter
throughout the system;
c) complex relationships within terrestrial, freshwater, and
marine ecosystems;
LS.8 The student will investigate and understand
interactions among populations in a biological community.
Key concepts include
b) the relationship between predators and prey;
c) competition and cooperation;
d) symbiotic relationships; and
e) niches.
Students read the section "Interactions Among Living
Things" and worked on handouts on this section-Students
defined key words such as predator, competition, and
symbiosis. p. 424-433

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Same as above and LS 6

d) energy flow in food webs and energy pyramids.

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Students read "Energy Flow in Ecosystems" and worked on

handouts in which they interpreted food webs. Students
identified consumers, producers, and decomposers and
also looked at differences in carnivores, herbivores, and
omnivores. p. 448-455

RCAM - Substitute

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LS.9 The student will investigate and understand how

organisms adapt to biotic and abiotic factors in an
ecosystem. Key concepts include
b) characteristics of land, marine, and freshwater
ecosystems; and
c) adaptations that enable organisms to survive within a
specific ecosystem.

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Students read the section about "Aquatic Ecosystems" and
answered questions about this specific ecosystem. p. 474477

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LS.6 The student will investigate and understand that

organisms within an ecosystem are dependent on one
another and on nonliving components of the environment.
Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter
throughout the system;
c) complex relationships within terrestrial, freshwater, and
marine ecosystems; and
d) energy flow in food webs and energy pyramids.
Computer project for next week was explained. Students
will complete a food web project in which they have at
least 5 food chains linked (showing producer, consumer,
and secondary consumer). They will create this using
Microsoft Word (pictures, text boxes, and arrows) next
week in the computer lab either alone or in partners.
**Played Nitrogen game where students were given a
game sheet and went to various posters in the room where
they were redirected when they rolled the die to a new
location as part of the Nitrogen cycle. They could see how
Nitrogen moved between water, organisms, the
atmosphere as they each had a unique trip as a Nitrogen
atom freely moving and changing forms.

RCAM - Substitute

Nov. 24-28
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LS.6 The student will investigate and understand that organisms within an ecosystem
are dependent on one another and on nonliving components of the environment.
Key concepts include
b) interactions resulting in a flow of energy and matter throughout the system;
c) complex relationships within terrestrial, freshwater, and marine ecosystems; and
d) energy flow in food webs and energy pyramids.

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Computer Food Web Project- Students create a web linking 5 food chains and
showing 1st, 2nd, and 3rd level consumers when possible and labeling
animals/plants. They will complete this in Microsoft Word using clipart, text boxes,
and arrows. They may work alone or in partners.
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Same as above.

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