ecology through my eyes
TRANSCRIPT
Through My Eyes
Essential Question
• Does the Earth have a carrying capacity for humans?
• We study populations to help answer this question
E-2 Ecosystems
Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term stability and change
E2-c - Explain the concept of carrying capacity and list factors that determine the amount of life that any environment can support.
Ecology From A Different Perspective
• Choose an animal from anywhere in the world
• You will examine ecological principles from your animal’s view point
• Each standard has multiple objectives that can be achieved in different ways
• Each objective needs to be addressed in some way to show your understanding
Student Learning Objectives
• Describe a population and factors that determine size
• List and describe biotic and abiotic factors
• Determine limiting factors of a population
• Explain carrying capacity
• Relate human population today with Earth’s carrying capacity
So…How do you learn?
What Learning Style Are You?
MASTERY INTERPERSONAL
LEARNS BEST FROM• Drill• Demonstration• Practice• Hands-on experience
LEARNS BEST FROM• Group experiences & project• Loving attention• Personal expression & encounters• Role playing
UNDERSTANDING SELF-EXPRESSIVE
LEARNS BEST FROM• Lectures• Reading• Logical discussions & debates• Projects of personal interest
LEARNS BEST FROM• Creative and artistic activities• Open-ended discussions of personal &
social values• Activities that enlighten & enhance
So what do you have to do and turn in?
• Objective Tracking Sheet
1. Each time you complete an objective check it off and turn in your work.
2. I’ll look at your work and make any comments on your sheet and I’ll check it off.
3. Each assignment really is just a one-pager – don’t make this more than what it is!
• Final Project
Word Wall
birthmortalityimmigrationemigrationabioticbioticlimiting factordensitydispersalresourcescarrying capacity
http://www.studyblue.com/
fluctuateoscillategeographical barriersgeographical rangefaminehomeostasisequilibriumhabitat
Assigned Reading
• Read pages 30 – 43 in 3 sections30 – 33 : 34 – 37 : 38 - 43
• Choose one of the following activities 1. Cornell Notes2. Read for Meaning 3. Personal Response 4. Picture Connection
• Track your assignment progress on handout provided
Populations
Requirements
Provide the following for your animal
• Scientific and common names
• Number of individuals
• Place and type of habitat
• Date as close as possible
• Four factors that work to determine the size
Styles
• Mastery
Graph and table
• Understanding
List and describe
• Interpersonal
Jeopardy questions
• Self-Expressive
Collage
Biotic & Abiotic Factors
Requirements
• Distinguish between biotic and abiotic
• Identify 3-5 biotic factors for your animal
• Identify 5 or more abiotic factors for your animal
Styles
• MasteryDefine and table
• UnderstandDescribe
• InterpersonalJeopardy questions
• Self-ExpressiveCollage
Limiting Factors
Requirements
• Identify and give 5 factors and examples that determine your animal’s population size
Styles
• MasteryCombine in table with biotic and abiotic factors
• UnderstandArrange the factors by priority
• InterpersonalJeopardy questions
• Self-ExpressiveCollage
Carrying Capacity
Requirements
• Give an expanded explanation of carrying capacity
• Explain population crashes
• Compare the pre and post carrying capacity
• Explain why the new capacity is different from the initial capacity
Styles
• MasteryGraph and explain all points
• UnderstandDescribe the carrying capacity and what might be threatening your species’ capacity
• InterpersonalJeopardy questions
• Self-ExpressivePhoto essay
The Earth’s Carrying Capacity
Requirements
• Identify the current human population and its distribution
• Explain the last 1000 years of man’s population
• What are the major biotic and abiotic factors for man
• What are the limiting factors
• Predict the next century using current trends in population growth and consumption
Styles
• MasteryGraph and table
• UnderstandList and describe
• InterpersonalJeopardy questions
• Self-ExpressivePhoto Essay
Show What You Know
• You may choose to do a written or oral final project
• Each of the 5 objectives must be thoroughly explained including examples
• Revise for content
• Revise for mechanics
• Self assess to the rubric
• Reference page - APA
School-Wide Written RubricWritten Communication Rubric
4 – Exemplary 3 – Acceptable 2 – Developing 1 – Not Acceptable
Content l Thoroughly and effectively
discusses a topic and/or defends
a thesis, demonstrating complete
understanding and critical thinking, using clearly
appropriate examples, reasons,
and/or evidence
l Communication is well organized
and clearly focused, demonstrating clear coherence
and smooth progression of ideas
l Provides properly cited evidence
of valid research
l Sufficiently discusses a
topic and/or defends a
thesis, demonstrating
understanding and critical thinking, using
mostly appropriate
examples, reasons, and/or
evidence.
l Is generally organized and focused, demonstrating
some coherence and
progression of ideas
l Provides properly cited
evidence of valid research, with minor
formatting errors
l Discussion of topic and/or
defense of thesis is vague
or seriously limited, and
demonstrates weak critical thinking,
providing inappropriate
or insufficient examples,
reasons, or other
evidence l Is poorly organized and/or
focused, or demonstrates
serious problems with
coherence or progression
of ideas l Provides citied evidence
of valid research, but not
properly formatted
l Develops no discussion of
topic and/or defense of
thesis or provides little or
no evidence to support the topic or thesis
l Is not organized and/or
focused, or has no
coherence or progression
of ideas l Presents little or no
citation of valid research
Language Usage l Communication exhibits skillful
use of language, using a varied,
accurate, and apt vocabulary
l Demonstrates meaningful variety
in sentence structure
l Exhibits adequate but
inconsistent facility in
the use of language,
using generally
appropriate vocabulary l Demonstrates some
variety in sentence
structure
l Displays very little facility
in the use of language,
using very limited
vocabulary or incorrect
word choice l Demonstrates frequent
problems in sentence
structure
l Demonstrates fundamental
errors in vocabulary
l Demonstrates severe flaws
in sentence structure
Grammar/Mechanics l Is free of most errors in grammar,
usage, and mechanics
l Has some errors in
grammar, usage, and
mechanics
l Contains errors in
grammar, usage, and
mechanics so serious that
meaning is somewhat obscured
l Contains pervasive errors
in grammar, usage, or
mechanics that
persistently interfere with meaning
0 – Response is characterized by the following:
It is blank The student response only repeats information in the problem task. An incorrect solution/response is given and no other information is shown
The solution/response and supportive information is totally irrelevant to the problem task
Revised 11/12/10
Written Assessment Options
• Mastery• Write an article for a
scientific journal
• Understanding• Take and defend a position
– Have we reached our carrying capacity?
• Interpersonal• Write a letter to your
grandchildren
• Self-Expressive• Create and write a story
School-Wide Oral RubricOral Presentation Rubric
4 – Exemplary 3 – Acceptable 2 – Developing 1 – Not Acceptable
Language Use and
Delivery
l Effectively uses eye contact
l Speaks clearly, effectively, and
confidently using suitable volume and pace
l Selects rich and varied words for context and uses grammar
l Audience is thoroughly engaged
l Maintains eye contact
l Speaks clearly and uses
suitable volume and pace l Takes steps to engage the
audience l Selects words appropriate
for context and uses correct
grammar
l Some eye contact, but not
maintained
l Speaks clearly and unclearly in different portions
l Occasionally engages audience
l Selects words inappropriate
for context; uses incorrect grammar
l Uses eye contact
ineffectively
l Fails to speak clearly and audibly and uses unsuitable
pace l Does not engage audience
l Selects words inappropriate
for context; uses incorrect grammar
Organization and Preparation
l Introduces the topic clearly and creatively
l Maintains clear focus on the topic
l Effectively includes smooth transitions to connect key points
l Ends with logical, effective, and relevant conclusion
l Effective integration of media, when
required, that enhances the presentation
l Introduces the topic clearly l Maintains focus on the topic
l Include transitions to
connect key points l Ends with coherent
conclusion based on evidence
l Integrates media, when
required, that supports the presentation
l Introduces the topic l Somewhat maintains focus
on the topic
l Includes some transitions to connect key points
l Ends with a conclusion based on evidence
l Media is used, when
required, but not integrated with presentation
l Does not clearly introduce the topic
l Does not establish or
maintain focus on the topic l Uses ineffective transitions
that rarely connect points l Ends without a conclusion
l Ineffective or nonexistent
use of media, when required
Content l Demonstrates a broad and insightful understanding of the topic and/or
defends the thesis and its
significance l Supports the topic and/or defends
the thesis and key findings with an analysis of relevant and accurate
evidence
l Provides properly cited evidence of valid research
l Demonstrates a thorough understanding of the topic
and/or defense of the thesis
l Supports the topic or thesis and key findings with
accurate evidence l Provides properly cited
evidence of valid research,
with minor formatting errors
l Demonstrates some understanding of the topic
and/or defense of the thesis
l Supports the topic or thesis with some evidence
l Provides citied evidence of valid research, but not
properly formatted
l Demonstrates little or no understanding of the topic
and/or defense of the thesis
l Does not support the topic or thesis with evidence
l Presents little or no citation of valid research
0 – Response is characterized by the following: It is blank
The student response only repeats information in the problem task. An incorrect solution/response is given and no other information is shown
The solution/response and supportive information is totally irrelevant to the problem task
Revised 11/12/10
Oral Presentation Options
• Mastery• PowerPoint
• Use graph, tables, maps
• Understanding• PowerPoint
• Take and defend a position on human population and carrying capacity
• Interpersonal• Create a Jeopardy game
using the on line pptskeleton and music
• Self-Expressive• Photo essay in ppt, iMovie
or podcast
Resources
• Animal Corner
http://www.animalcorner.co.uk/
• Populations PowerPoint
https://docs.google.com/a/msad37.org/present/view?id=dfh23k67_2740dzvd74fr&safe=strict
• Demography
https://docs.google.com/a/msad37.org/present/view?id=dfh23k67_274789q8qgdg&safe=strict
Resources Continued
• www.ozline.com/electraguide/thesis.php
• Check Moodle for many links
• Email me your great finds for websites and I will post them
• Remember to keep track of your resources for your final project
Suggested Pacing
• Week 11. Monday, Wednesday, Friday start reading and gathering
data on each objective.2. On long period class will do activities – How to make a
cow, Population crash on Reindeer Island, World Population Counter, Moodle website links
• Week 21. Monday finish data collection2. Wednesday written and oral rubrics with objectives3. Tues/Thur project day4. Friday student conferences5. Set due date next week