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Ecology Through My Eyes
- 2. Essential Question • Does the Earth have a carrying capacity for humans? • We study populations to help answer this question
- 3. 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.
- 4. 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
- 5. 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
- 6. So…How do you learn?
- 7. 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
- 8. 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
- 10. Word Wall birth mortality immigration emigration abiotic biotic limiting factor density dispersal resources carrying capacity http://www.studyblue.com/ fluctuate oscillate geographical barriers geographical range famine homeostasis equilibrium habitat
- 11. Assigned Reading • Read pages 30 – 43 in 3 sections 30 – 33 : 34 – 37 : 38 - 43 • Choose one of the following activities 1. Cornell Notes 2. Read for Meaning 3. Personal Response 4. Picture Connection • Track your assignment progress on handout provided
- 12. 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
- 13. 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 • Mastery Define and table • Understand Describe • Interpersonal Jeopardy questions • Self-Expressive Collage
- 14. Limiting Factors Requirements • Identify and give 5 factors and examples that determine your animal’s population size Styles • Mastery Combine in table with biotic and abiotic factors • Understand Arrange the factors by priority • Interpersonal Jeopardy questions • Self-Expressive Collage
- 15. 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 • Mastery Graph and explain all points • Understand Describe the carrying capacity and what might be threatening your species’ capacity • Interpersonal Jeopardy questions • Self-Expressive Photo essay
- 16. 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 • Mastery Graph and table • Understand List and describe • Interpersonal Jeopardy questions • Self-Expressive Photo Essay
- 17. 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
- 18. School-Wide Written Rubric Written 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
- 19. 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
- 20. School-Wide Oral Rubric Oral 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
- 21. 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 ppt skeleton and music • Self-Expressive • Photo essay in ppt, iMovie or podcast
- 22. Resources • Animal Corner http://www.animalcorner.co.uk/ • Populations PowerPoint https://docs.google.com/a/msad37.org/present/vie w?id=dfh23k67_2740dzvd74fr&safe=strict • Demography https://docs.google.com/a/msad37.org/present/v iew?id=dfh23k67_274789q8qgdg&safe=strict
- 23. 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
- 24. Suggested Pacing • Week 1 1. 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 2 1. Monday finish data collection 2. Wednesday written and oral rubrics with objectives 3. Tues/Thur project day 4. Friday student conferences 5. Set due date next week
Editor's Notes
- Humans share the planet with millions of different species of life. Too often we see the world through our eyes only and forget we are part of a much larger picture. We share the planet and are interdependent with all species of life. So…ask yourself “What is your responsibility to protect and preserve the planet?”.
- The big idea in studying animal populations is to be able to understand the human population better. Overpopulation of the planet – 7 BILLION PEOPLE – is a major if not the most important issue facing us today. As a final piece in this unit you will be responding to this essential question and supporting your position using concepts you learned here.
- The state of Maine has developed standards that teachers are entrusted to teach all students. We don’t actually just teach what ever we feel important…The workplace tells the colleges and universities what they need graduates to know and be able to do and they in turn tell the high schools what their graduates need to know and be able to do. A lot of thought has gone into these standards.
- I would like you to choose an animal that you find fascinating! And through their eyes learn the concepts about populations. Choose wisely and thoughtfully – your choice will be with you for several units. We will be adding many layers to this opening unit. There may be times we work in small groups or work individually. Information can be obtained from different means and products to demonstrate learning can be chosen. Beginning entry may be a local mammal while advanced entry may be an endangered butterfly with multiple habitats.
- These five objectives are to support the final objective (essential question). The next six slides are about learning styles, requirements, vocabulary and reading. The following five slides are dedicated to each objective and explain the requirements for meeting the objective as well as four different tasks in style that you may choose from. You may stay in one style for all objectives OR you may choose different styles depending on the objective.
- Ever think about this question? We are all unique individuals and we learn in our own way. Throughout this unit each assignment has a choice of four activities in a different style – What style do you prefer? Mastery ask the who, what, when and where questions. Understanding ask how and why. Interpersonal ask who and why…and self-expressive ask what if.
- All of you took the Learning Style Assessment last year as a freshmen and have been exposed to these learning styles coming up through grade school. I have a list from last year’s results - if you can’t remember – or you can take it again this year. Any new students I can set you up with this during study hall or whenever we can connect – before/after school – homeroom, activity period, advisor/advisee period.
- Remember notebooks are part of your overall grade and keeping a notebook is a valued student skill. You can use a 3 ring binder or you may choose to keep an electronic notebook in Noteshare.
- This would probably not be in the PowerPoint – but would be a handout to the students. My thought is that while students are working on their objectives this would give me the opportunity to check in with each student for a mini-conference – say 1-3 minutes….ish.
- Science vocabulary can be the biggest obstacle to overcome. Here are the top words that need to be incorporated into your work in a meaningful way! I will NEVER ask you to define a list of words – that is brain-dead work – There are different ways to increase your science vocabulary – concept maps, frayer models, graphic organizers and more – but…see it, speak it, write it, use it, hear it, ….repeat, repeat, repeat – use the vocabulary. Complete the Knowledge Rating Guide – this will be your word wall. Study Blue Flashcards!!
- Each objective is listed and has a box to check it off when you are ready to have it scored. I can make comments in the space provided to help guide you as needed and a second box to be checked if there are any revisions. 1. Mastery 2. Understanding 3. Interpersonal 4. Self-Expressive
- Four pieces of information are needed to define a population. Use the resources provided or your own. Please be sure to note your source(s). Note that an exact number will probably not be available – Look for estimations and/or density numbers.
- These factors should be specific to your animal and its habitat.
- Some factors are more critical than others – be sure to identify the “must haves” for your animal.
- A dictionary definition is a concise and sometimes vague explanation of a word. An expanded explanation really fleshes out the bones of a dictionary definition. A Frayer Model graphic organizer might be helpful here.
- Our essential question can now be thought about in a more meaningful way…..other questions we can think about are how many children should we have? What about Octomom? Is it ever okay to restrict the number of children a person can have?
- Split the class into two groups for the final part - written and oral. Explain the rubric and how it is scored. (Think about assigning points for accurate self assessment to make it valuable to the students)
- Scoring – how to look at each criteria and to self score
- Be sure to use your rubric and hit all the objectives.
- scoring – how to look at each criteria and to self score
- Be sure to use your rubric and hit all the objectives.
- Updated resources to be added
- Remind students that the Owl ppt on APA style is on Moodle
- This is a two and a half week unit – check points are made on Mon, Tues, and Wed manage your time wisely – always ask for help and direction when you feel the need