Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson PowerPoint

14. • Homework Question: Describe some of the adaptations displayed by plants and animals to survive with low water availability. – Work on bundled homework instead of your journal as we cover them. Copyright © 2010 Ryan P. Murphy

19. • Adaptations of plants to survive with minimal water include. – - – - – -

26. • Water storage tissues.

29. • Deep roots

30. • Deep roots

38. • Body tissue that retain water.

41. • Have really dry feces.

42. • Come out only at night. Nocturnal.

43. • Seek shade, and live underground.

59. • Video Links (Optional) • (Man vs. Wild (Sahara) – Preview before viewing with students. – Covers, dehydration, heat stroke, plants and animals adaptations to the desert and more. Copyright © 2010 Ryan P. Murphy

60. • Man vs. Wild (Sahara) Clips from several episodes. (Optional) Covers animal some animal adaptations, hyperthermia, and life in the desert. • Part I: – http://www.youtube.com/watch?v=KeyHvX5rTpo • Part II: – http://www.youtube.com/watch?v=Cfe2MXBwX_c&feature=results_vi deo&playnext=1&list=PL8D0B13A49A106838 – http://www.youtube.com/watch?v=ufn-Jo4MR5g&feature=related • Part III: – http://www.youtube.com/watch?v=ufn- Jo4MR5g&feature=results_video&playnext=1&list=PL8D0B13A49A1 06838 • Part IV: – http://www.youtube.com/watch?v=c2woVS77Hww&feature=results_vi deo&playnext=1&list=PL8D0B13A49A106838

61. • You can now complete this question on page 3 of your bundled homework.

76. • Observation of Isopods – Make a detailed sketch of an Isopod,and describe it’s behaviors. – Make sketch accurate, count segments, legs, antennae. – Make observations about the Isopods behaviors and how it’s sensing the environment. Copyright © 2010 Ryan P. Murphy

92. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy

95. Observe Collect background information Form a Hypothesis

96. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group.

99. Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy

100. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy

101. Observe Collect background information Form a new Hypothesis Create a new experiment with a control group and experimental group. Collect data Analyze the data Reject hypothesis Copyright © 2010 Ryan P. Murphy

102. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Copyright © 2010 Ryan P. Murphy

103. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy

104. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Copyright © 2010 Ryan P. Murphy

105. Observe Collect background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

106. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Copyright © 2010 Ryan P. Murphy

107. Observe Add to background information Form a new Hypothesis Create an experiment with a control group and experimental group. Collect data Analyze the data Support hypothesis Reject hypothesis Repeat experiment Do something With the findings. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy

109. • Isopod Research Sheet

110. • Isopod Research Sheet

111. • Information / Research Available Sheet.

112. • Information / Research Available Sheet.

113. • Some general questions. – How are isopods connected to abiotic factors. • Moisture, temperature, light, soil, etc. – What is an isopod? – Where do isopods live? – What do they eat? – What is their reproductive cycle? – What is their importance (niche) and how do they impact people? Copyright © 2010 Ryan P. Murphy

114. • Gathering background information on Terrestrial Isopods. – Use the science name for the internet search. – Find general knowledge first, then focus. – Make focus on the pill bug and abiotic factors – Find a source that is at your ability. – Record the website address, title, author, year. Cite sources using APA and Son of Citation Machine. – http://citationmachine.net/index2.php Copyright © 2010 Ryan P. Murphy

115. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables.

117. • Does your grade depend on how much time you spend on your work?

118. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.)

119. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied).

120. • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades.

121. • Variable: Changing quantity of something. – - – - – -

122. • Independent: (Change) The variable you have control over, what you can choose and manipulate.

123. • Independent: (Change) The variable you have control over, what you can choose and manipulate.

124. • Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.

125. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable.

126. • Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable.

127. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.

128. Problem Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Does fertilizer help a plant to grow? Amount of fertilizer (grams) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same.

136. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).

137. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).

138. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).

139. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).

142. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable).

149. • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable).

154. • A student wants to find out if worms help plants grow. The student use four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water,

155. • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water,

158. • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water

167. • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control =

168. • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control =

169. • A student wants to find out if worms help plants grow. The student uses four containers. The first container only contains soil. The remaining containers are given increasing numbers of worms. The same numbers of small plants are placed in each and given the same soil and growing conditions. • Problem? = Do worms help plants grow? • Independent Variable = Worms • Dependent Variable = Fitness of Plants • Control = Same soil, sunlight, water, etc.

171. • A student wants to find out if Sow Bugs prefer a wet environment over a dry one. The student creates a chamber with two rooms and one door. One environment has a moist floor and the other is dry. Pillbugs are placed into the chamber and their location recorded every minute for an extended time period. • Problem? = Do Sow Bugs prefer a moist environment? • Independent Variable = Moisture • Dependent Variable = Number of Sow Bugs in each room. • Control = Same light, chamber, no food etc.

173. • A student wants to find out if Sow Bugs prefer a wet environment over a dry one. The student creates a chamber with two rooms and one door. One environment has a moist floor and the other is dry. Pillbugs are placed into the chamber and their location recorded every minute for an extended time period. • Problem? = Do Sow Bugs prefer a moist environment? • Independent Variable = Mositure • Dependent Variable = Number of Sow Bugs in each room. • Control = Same light, chamber, no food etc.

181. • Isopod Lab Project Requirements A.) This is a partner project. One lab partner, both have to write independent reports. B.) Project needs to be a testable question. C.) Project needs to be quantifiable, that is, collects numerical data. D.) Project needs to be completed in less than a week. E.) Project cannot harm Isopods. F.) Set-up must occur swiftly so data can be collected in class. (5 min set-up daily over week) G.) Project cannot be overly distracting to other groups. H.) Learn more… http://www.biologycorner.com/worksheets/isopod_behavior_lab%28nore port%29.html Copyright © 2010 Ryan P. Murphy

182. • Isopod Investigation Lab Set-up Available Sheet.

187. • Activity! Isopods and Temperature. – This is one is a bit different. On one day the containers are placed upon ice sitting in a tray to chill the entire environment. – The number of Isopods that cross into a new room is recorded using a check system for a 30 minute period. Copyright © 2010 Ryan P. Murphy Moist and cold temperatures Day 1 Moist and cold temperatures Day 1

188. • Activity! Isopods and Temperature. – This is one is a bit different. On one day the containers are placed upon ice sitting in a tray to chill the entire environment. – The number of Isopods that cross into a new room is recorded using a check system for a 30 minute period. – The next day is conducted at room temp. Copyright © 2010 Ryan P. Murphy Moist and warm temperatures Day 2 Room Temp Moist and warm temperatures Day 2 Room Temp

203. Light Dark Dave Smith Isopod Movement Light and Dark 1/16/12

204. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12

205. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Place ten Isopods into the two roomed container. Count the number of Isopods in each room at the 1 minute mark for 30 minutes. Make observations throughout study and record in the spaces.

206. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Total at the end. The total must = 300 as 30 minutes x 10 = 300.

207. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Total at the end. The total must = 300 as 30 minutes x 10 = 300. 25 275????

208. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Total at the end. The total must = 300 as 30 minutes x 10 = 300. 25 275

209. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Total at the end. The total must = 300 as 30 minutes x 10 = 300. 165 ????

210. Moist Dry Dave Smith Isopod Movement Moist and Dry 1/16/12 Total at the end. The total must = 300 as 30 minutes x 10 = 300. 165 135

212. Please record the number of Isopods that cross into a new room for thirty minutes. Use the check system. = 5

214. • Please complete the four terms below as they relate to the project you have selected. – Problem: – Independent Variable: – Dependent Variable: – Control: – What will you need from me? – What can you supply? – What problems do you foresee? – Can you create a spreadsheet to organize your data? – Can you sketch out the containers / how they will be organized?

215. • The set-up of your experiment. 1.) Have everything be the same if your study uses more than one environment except for the one thing you are testing. (independent variable). 2.) Collect data with location every minute, or how often an Isopod does something, or amount of food eaten etc. 3.) Organize data neatly on the spreadsheet that is provided. Copyright © 2010 Ryan P. Murphy

217. • Video Link! (Optional) Isopod Lab Info and Set-up – Ignore the minute about fruit flies and mating which teacher should view prior. • http://www.youtube.com/watch?v=jSKkecFzD50

219. • Please complete the following in your journal. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy

220. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. (Example) • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy

221. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy

222. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260

223. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40

224. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30

225. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30 40/30

226. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30 40/30

227. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30 40/30 Dark Average = 8.66

228. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30 40/30 Dark Average = 8.66 Light Average = 1.33

229. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Total Dark = 260 Total Light = 40 260/30 40/30 Dark Average = 8.66 Light Average = 1.33

233. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Create a column graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy 0 1 2 3 4 5 6 7 8 9 10 Isopods in Dark Isopods in Light

234. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Or create a pie graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy

235. • Please complete the following in your journal / Sheet. – Add the total number of Isopods in the light and the dark and find the average. • Total number of that group divided by time (30). – Or create a pie graph comparing averages. – Was phototaxis observed in the Isopods? Did they prefer a particular environment? • Base your answer on your data, include in response. What does the data tell you? – How could we improve this study? Copyright © 2010 Ryan P. Murphy Isopods in Dark Isopods in Light

236. • Isopods: Writing a lab report available sheet.

237. • Isopod lab report example available sheet.

242. • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit. Copyright © 2011 www.sciencepowerpoint.com LLC.

243. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet

244. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst

245. • This PowerPoint is one small part of my Ecology Abiotic Factors Unit. This unit includes… • A 4 Part 2,400+ Slide PowerPoint • 14 page bundled homework packaged that chronologically follows PowerPoint, + modified version • 16 pages of unit notes with visuals • 2 PowerPoint review games • Rubrics, Answer Keys, games, and much more. • http://sciencepowerpoint.com/Ecology_Abiotic_F actors_Unit.html

247. Areas of Focus within The Ecology: Abiotic Factors Unit Abiotic Factors, Biotic Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance, Light, How light affects Organisms, Photosynthesis, Factors in the Environment that Affect the Amount of Light, How Organisms Movements are affected by light, Bioluminescence, How temperature affects organisms, Thermoregulation, Physiological Regulation, Behavioral Regulation, Adaptation, Hypothermia, Hyperthermia, Warm- Bloodedness (endothermy), Cold-Bloodedness, Hibernation / Torpor, Advantages of Warm- Bloodedness, Disadvantages of Warm-Bloodedness, Advantages of Cold- Bloodedness, Disadvantages of Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations of Plants and Water, Adaptations of Animals and Water, Wind, Positives and Negatives of Wind to Organisms, How animals use Wind, How Plants use Wind, Wind Dispersal, Water Dispersal, McArthur-Wilson Island Biogeography Theory, Animal Seed Dispersal, Fire Ecology, Fire Dependence, Biogeochemical Cycles, Water Cycle, Carbon Cycle, Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance, Nitrogen Cycle, Phosphorus Cycle, Importance of Phosphorus, Nutrients, Nutrient Pollution and Aquatic Systems, Eutrophification. Full Unit can be found at… http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

253. • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit. Copyright © 2011 www.sciencepowerpoint.com LLC.

254. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

255. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

256. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

257. • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • ryemurf@gmail.com

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Ecology Abiotic Factors, Moisture, Animals and Plants, Isopod Lab Lesson PowerPoint