The document discusses an ecology lesson that includes activities on biomes and ocean currents, with students setting bait cards and sticky traps to sample different habitats, as well as assignments on the Pacific garbage patch and a group project on biomes due next week, with a test on chapters 4 and 5 on climate, atmosphere, and biomes.

1. 1.22.13
• Take home test due
• No article review this week
• Weekly reporters
• Reading: Pg. 92-98

2. Chapter 4
Global Climates and Biomes

3. Question
• What if the Earth were not tilted?

4. Objectives
• List in order and describe basic
characteristics of the layers of the
atmosphere
• Describe why the surface of the earth
heats unevenly
• Relate the formation of convection
currents to Hadley Cells

5. Kenya
• Why are poor
countries more
susceptible to
weather changes
than rich countries?

6. Global Processes Determine
Weather
• What is the difference
between climate and
weather?
• Weather - What is
happening now or a
couple days from now
• Climate - average
weather over a long
period of time

7. Global Processes Determine
Weather
• Which has an affect on
what type of animals
live in a biome?
• Weather or Climate?

8. Earth’s Atmosphere
• What keeps the
atmosphere near the
surface of the Earth?
• Do you think the
atmosphere becomes
more or less dense with
altitude?
• Why?
• What is the composition
of the atmosphere?

9. Earth’s Atmosphere
• Troposphere
• First layer
• Most of atmosphere’s
nitrogen, oxygen, and
water vapor
• Weather occurs here
• Air temp decreases
with altitude

10. Earth’s Atmosphere
• Stratosphere
• Less dense than
troposphere
• Temp increases with
height
• Contains UV blocking
O₃ (ozone) layer

11. Earth’s Atmosphere
• Mesosphere
• Thermosphere
• Blocks X-Ray
radiation
• Location of Aurora
• Exosphere
• Each less dense than the
last

12. Group Work
• 1. Draw a diagram illustrating why the equator is so
much warmer than the poles.
• 2. Explain why melting icecaps decreases the albedo of
the arctic and speeds global warming.
• 3. Explain why warm air has a higher saturation point
than cold air.
• 4. Compare and contrast adiabatic cooling and warming.
• 5. Describe how latent heat fuels storms.
• 6. Describe the formation of a Hadley Cell.
• 7. Relate Hadley Cells to the ITCZ

13. Properties of air
• What happens to air as it
warms?
• It becomes less dense
and rises
• Cold air?
• More dense and falls
• Which hold more water?
• Why?

14. properties of air
• Saturation Point: The
maximum amount of
water that air can hold
• Varies with temperature

15. properties of air
• As warm air rises,
pressure is released from
it
• It’s volume increases
• The air cools
• Known as ADIABATIC
COOLING

16. properties of air
• When cool air sinks the
pressure on it increases
• Its volume decreases
• Its temperature rises
• ADIABATIC
WARMING

17. properties of air
• Latent Heat Release
• When water evaporates
it gains energy
• When water condenses
the extra energy is
released
• Causes surrounding air
to be warmed

18. Hadley Cells
• 1. At the equator warm
air rises
• 2. Rising air experiences
adiabatic cooling and
condenses forming rain
• 3. Rain formation
releases heat which
drives air higher

19. Hadley Cells
• 4. Air at the top of the
troposphere is cool and
dry
• 5. Warm air rising from
below displaces it N and
S
• 6. As the air falls it
experiences adiabatic
warming

20. Hadley Cells
• 7. Warmed air forms
deserts where it hits
earth
• 8. Flows back to the
equator to replace rising
air
• CALLED A HADLEY
CELL

21. Hadley Cells
• Intertropical
Convergence Zone
(ITCZ)
• Area that receives most
intense sunlight
• Very stormy
• Varies between 23.5⁰N
and 23.5⁰ S

22. Convection Currents
• Polar cells exist between
60⁰ and 90⁰ N and S
• Work on the same
principles as the Hadley
cell
• Responsible for polar
conditions

24. Activity
• 1. Use google maps to find
a picture of the surface of
the earth
• 2. Make sure that it is the
satellite view
• 3. Predict the latitude
ranges of the Hadley Cells
• 4. Use Google to find the
actual range of Hadley
Cells

25. Activity
• Part 2
• If the Earth’s tilt were
to become 13.5⁰, Which
countries would be
newly formed desert?
• Which countries or
states would be new
jungle?

26. 1.23.13
• Weekly Reporter
• Homework: 4.2

27. Review
• List in order and describe basic
characteristics of the layers of the
atmosphere
• Describe why the surface of the earth
heats unevenly
• Relate the formation of convection
currents to Hadley Cells

28. Question
• How does a rubber ducky travel from
Hawaii to Alaska?

29. Objectives
• Explain the effects of the Coriolis force
on global wind and ocean currents.
• Detail the causes and qualities of major
ocean currents.
• Compare and contrast El Nino and La
Nina.

30. Lab
• We are going to explore Coriolis
• Get into groups of 3
• Each group will need a lab kit
• You have 35 minutes to complete the
first 3 activities.
• Don’t answer the questions yet.

31. Lab
• Talk to me about what
you learned with regard
to the Coriolis force

32. Coriolis
• What does the coriolis
force have to do with
wind and ocean
currents?
• What would global wind
patterns look like if the
earth didn’t spin?

33. Coriolis
• As a result of coriolis
and Hadley cells the
earth has characteristic
wind patterns
• Easterlies, Westerlies,
and Polar winds
• Who discovered
prevailing winds?
• What do you remember
about El Nino?

34. Group Work
• In the middle of the Pacific Ocean, North of Hawaii, there
is a patch of garbage the size of Texas. Trash from
America and China flows here and gets stuck. Why?
• How does upwelling benefit the fishing industry of South
America?
• Why does global warming threaten global thermohaline
ocean currents and upwelling?
• What is the role of surface ocean currents in the
movement of energy?
• What would happen to the coriolis force, gyres, and el
Nino if the world were to stop spinning?

35. Ocean Currents
• How does the flow of
ocean currents relate to
coriolis?
• Because tropical regions
get more sun tropical
waters are warmer
• What happens to warm
water?
• It expands

36. Ocean Currents
• What do you think
happens as a result of
thermal expansion at the
equator?
• Water always flows
downhill

37. Ocean Currents
• What effect do you think
prevailing winds have
on ocean currents?
• Currents follow the
winds
• Combined with Coriolis,
GYRES are formed

38. Ocean Currents
• Gyres form in a circular
pattern based on
Hemisphere
• Distribute Cool water
from N pole to West
coasts
• Warm water from
Equator to East coasts

39. Ocean Currents
• Upwelling
• At the west coast of
most continents,
surface currents split
from deep currents
• Deep, cold water rises
to replace the warm
water
• Very nutrient rich

40. Ocean Currents
• Thermohaline
Circulation
• Why do you think water
at the poles might
become more salty?
• Cold salty water sinks
• Travels towards the
poles to replace warm,
rising water

41. Ocean Currents
• El Nino
• Every 3-7 years the
prevailing winds in
the Pacific change
directions
• What do you think is
the effect on ocean
currents

42. Ocean Currents
• El Nino
• Warm water from the
Western Pacific flows
towards South
America
• Depresses upwelling
• What do you think is
the effect on fishing
production? Why?

43. Ocean Currents
• El Nino
• Called the El-Nino
Souther Oscillation
(ENSO)
• La Nina is the normal
pattern

44. Ocean Currents
• El Nino - Globally
• Cooler and wetter
conditions in the
Southeast
• Dry weather in Southern
Africa and Southeast
Asia

45. 1.24.13
• No article review this week
• Test next Tuesday
• Intro to Biomes Project

46. Review
• Explain the effects of the Coriolis force
on global wind and ocean currents.
• Detail the causes and qualities of major
ocean currents.
• Compare and contrast El Nino and La
Nina.

47. Schedule
• Intro to activities 2-3
• 1. Choose habitat to sample, label cards, gather
supplies, go outside.
• 2. Set bait cards (Record where you set them)
• 3. Return to tables
• 4. Prepare and set sticky traps in assigned area.
• 5. Return to first traps and take photos (If 20
minutes have elapsed)
• 6. Return to class

48. Activity 2
• Attracting ants with sugar and meat.
• Take 3 minutes with your group and
brainstorm 4 different habitats that you
would like to sample.
• Each habitat will receive two sugar
cards and two meat cards.

49. Activity 3
• Use gloves
• Know which trap numbers you have.
• Know where your traps are going.
• Get your clips.
• Be ready to go.

50. Pacific Garbage Patch
• Due Monday
• Research the Pacific
Garbage Patch and the
Plastiki Expedition
• Create a PowerPoint,
Keynote, Prezi, etc.
that could be used in a
public service
campaign to raise
awareness of the patch

51. 1st Quarter Project
• Read over intro to the project
• Talk about requirements and rubrics
• Choose teams of 3
• You have the class period to work on your
project

52. 1.24.13
• No article review this week
• Homework: Read 5.1
• Chapter 4 and 5 test on Tuesday

53. Objectives
• Describe the processes that create a rain
shadow
• On a map identify regions of the globe
that are affected by rain shadows
• Explain how abiotic conditions
determine the characteristics of a biome

54. Objectives
• Why is Arctic Tundra found in South
Africa

55. Rain Shadow Effect
• From the video, give me a
quick recap of rain
shadow ...
• Where could you apply
the terms
• Adiabatic cooling
• Adiabatic warming
• Tell me on the map
where the rain shadows
are

57. Factors that determine
Vegetation
• Why do similar climates
have similar plants and
animals?
• All of the organisms
needed similar
adaptations to survive

58. Factors that determine
Vegetation
• Plant communities in the
same biome on different
continents might look the
same
• However, are genetically
very different
• Same for animals

59. Factors that determine
Vegetation
• Distinctive precipitation
patterns and temps create
conditions that benefit
some plants and not
others
• Why is it that plants are
the organisms that dictate
what lives in a biome?

60. Factors that determine
Vegetation
• As temperature rises 10
degrees C, plants need 20
mm of additional
precipitation

61. Factors that determine
Vegetation
• In general, what happens
to climate as you travel N
or S of the equator?
• What if you travel up in
elevation?

62. Factors that determine
Vegetation
• Climate diagrams can be
produced showing
relationships between
• Temperature and
precipitation
• Latitude and altitude

63. Factors that determine
Vegetation
• Groups of 4
• Group 1: Produce all graphs and answer all questions.
• Group 2: Choose 4 of the unknowns and answer questions
1-6