Grassland and agriculture activity
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The document instructs the reader to create a presentation about grasslands and the effects of agriculture. It provides directions to make branches from a central grassland concept covering animals, plants, climate, and interesting facts. Photos should be included where appropriate. The reader is asked to research grasslands and link concepts to categories, and investigate the causes and effects of deforestation, monoculture, fertilizer and pesticide use in agriculture, linking these concepts to grasslands in Argentina. Resources for research are provided.
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The organism "RIFA" and important document to use the information for presentation from is uploaded here now.
---------------------------------------------------------
Instructions:
In this step of the course project you will observe your organism and document its ecology using the multimedia format you chose in your
Week One Forum
. Ecology is the interaction of a living organism with the biotic (living) and abiotic (non-living) factors in the environment. You will document how your organism lives, works (gains energy), and generally interacts with the environment. Potential methods of documentation include photography, video, and audio recording. You should attempt to collect as much original media (photos, videos) on your organism as possible and then supplement with resources found on the web.
Please remember your research is about observing your organism, not interacting with it! Please use common sense and do not put yourself in a potentially dangerous environment or trespass when making your observations
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MICROORGANISMS:
I.
Organism Introduction
: your presentation must contain:
a. The common and scientific names of your organism
b. Where you observed your organism (e.g. country, state, park, zoo).
c. A discussion on why you selected this organism
d. If possible, a picture of you observing your organism
safely
in the field.
II.
Energy Ecology
: your presentation must address how does the organism obtains its energy. For example: what are its food sources, types of food, amount of food and/or the temporal pattern of feeding?
III.
Reproductive Ecology
: your presentation must address the reproductive strategies of your organism. For example, discuss how your microbe undergoes asexual reproduction.
IV.
Habitat
: your presentation must discuss where your organism lives. This does not refer to a city or state; rather it is the natural environment in which your organism lives. Some factors to consider when discussing habitat include abiotic factors like soil or water as well as biotic factors like predators, prey or hosts.
V.
Responses to the Environment
: your presentation must address if your organism responses to physical factors such as light, substrate texture or density.
.
ENBE Project 1
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
enbe brief
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also produce individual booklets describing their experiences and findings at the site in more detail.
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- A niche describes an organism's role and interactions within an ecosystem. A habitat is the specific place where an organism lives.
- Food chains and food webs show how energy and matter move through an ecosystem. Organisms are arranged into trophic levels.
- Ecological pyramids graphically represent quantitative differences between trophic levels, with numbers, biomass, and productivity generally decreasing upwards. This reflects the loss of energy at each transfer between trophic levels.
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- Primary productivity refers to the production of organic compounds by primary producers like plants through photosynthesis. It is measured as the energy or biomass produced per unit area and time.
- Gross primary productivity is the total amount of organic compounds produced by primary producers before accounting for their respiration. Net primary productivity is the amount remaining after respiration.
- Secondary productivity refers to the production of new biomass by heterotrophs at the consumer trophic levels through consumption and digestion of primary producers and other organisms.
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1. Temperature - Use a thermometer or temperature probe to measure water temperature at various depths. Thermometers provide an instant reading while probes can record temperature over time to monitor fluctuations.
2. Salinity - Use a refractometer or salinometer to measure the amount of dissolved salts in seawater. Refractometers pass a light beam through a water sample; salinity is read based on how much the beam bends. Salinometers use electrical conductivity.
3. Light - Use a light meter or underwater quantum sensor to measure photosynthetically active radiation (PAR) at different depths. PAR is the wavelength of light used by plants for
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This document discusses measuring biodiversity in different areas around a school. It defines important ecological terms and describes how to use quadrats to record species abundance and richness. The results show the railway fence had the most species while the area under the smokers' tree had the least. Possible reasons for differences in biodiversity between areas include toxicity, trampling, shade, soil fertility and leaf litter. The biodiversity in the school likely differs from natural areas due to human traffic and management. Increasing biodiversity could involve planting trees and reducing trampling, littering and logging.
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2) Producers, which include photosynthetic plants, algae, and bacteria, occupy the first trophic level and support all other levels by harnessing solar or chemical energy.
3) Consumers are organisms that feed on producers or other consumers and are ranked according to the trophic level they occupy, such as herbivores on the first level or carnivores on higher levels.
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The document discusses different types of species interactions including predation, mimicry, plant-herbivore interactions, parasitism, competition, mutualism, and commensalism. It also covers topics like producers and consumers, trophic levels, food chains, and food webs. Producers like plants generate their own food through photosynthesis while consumers obtain energy by eating other organisms. Food chains show single pathways of energy transfer and food webs illustrate the complex interconnections between multiple food chains in an ecosystem.
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Idea on how to present the topic of Conditions Supporting Life using online resources and how to deal with certain misconceptions that might arise.
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1) A biome is a specific area characterized by its climate, plants, animals, soil, and location. Biomes include forests, grasslands, deserts, and aquatic ecosystems.
2) Key factors like latitude and altitude determine different biomes across Earth. Areas near the equator tend to be tropical rainforests, while higher latitudes support temperate forests, grasslands, and tundra ecosystems.
3) Biomes are classified as terrestrial, freshwater, or marine based on whether they are found on land, in freshwater, or in oceans. Examples of different biomes like tropical rainforests, grasslands, and wetlands are described.
2.2. Communities and ecosystems
Communities and ecosystems are defined. A community is a group of populations living and interacting in a common habitat, while an ecosystem includes both the community and its physical environment. Photosynthesis and respiration play key roles in energy flow, with photosynthesis converting light energy to chemical energy in producers and respiration releasing energy through the breakdown of organic matter. These processes can be represented by word equations and involve inputs, outputs and transformations of energy and matter.
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Similar to Grassland and agriculture activity
As you have been working on creating the profile organism, the descr.docx
As you have been working on creating the profile organism, the description and all related info about the organism, now is the time to create the presentation from the documents prepared. The presentation would be in powerpoint and I will further upload this in screenshots.
The organism "RIFA" and important document to use the information for presentation from is uploaded here now.
---------------------------------------------------------
Instructions:
In this step of the course project you will observe your organism and document its ecology using the multimedia format you chose in your
Week One Forum
. Ecology is the interaction of a living organism with the biotic (living) and abiotic (non-living) factors in the environment. You will document how your organism lives, works (gains energy), and generally interacts with the environment. Potential methods of documentation include photography, video, and audio recording. You should attempt to collect as much original media (photos, videos) on your organism as possible and then supplement with resources found on the web.
Please remember your research is about observing your organism, not interacting with it! Please use common sense and do not put yourself in a potentially dangerous environment or trespass when making your observations
.
MICROORGANISMS:
I.
Organism Introduction
: your presentation must contain:
a. The common and scientific names of your organism
b. Where you observed your organism (e.g. country, state, park, zoo).
c. A discussion on why you selected this organism
d. If possible, a picture of you observing your organism
safely
in the field.
II.
Energy Ecology
: your presentation must address how does the organism obtains its energy. For example: what are its food sources, types of food, amount of food and/or the temporal pattern of feeding?
III.
Reproductive Ecology
: your presentation must address the reproductive strategies of your organism. For example, discuss how your microbe undergoes asexual reproduction.
IV.
Habitat
: your presentation must discuss where your organism lives. This does not refer to a city or state; rather it is the natural environment in which your organism lives. Some factors to consider when discussing habitat include abiotic factors like soil or water as well as biotic factors like predators, prey or hosts.
V.
Responses to the Environment
: your presentation must address if your organism responses to physical factors such as light, substrate texture or density.
.
ENBE Project 1
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
enbe brief
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also produce individual booklets describing their experiences and findings at the site in more detail.
ENBE PROJECT 1
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also individually write a 6-page booklet describing their experiences and focusing on one plant and one animal species.
ENBE PROJECT 1 BRIEF
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
Enbe 1
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
enbeproject1brief
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
Enbe one jan 2015 rev_a
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
C44f583e8c8d49efe13e2dba0ed541b4
1. This document outlines the tasks and requirements for Project 1 of the Elements of Natural Built Environment course.
2. Students will visit a natural site in groups to observe and document the ecosystem through their senses and recording elements.
3. Using the information collected, students must create an interactive infographic pop-up poster with their group and an individual scrapbook journal of 6 pages or less to share their experiences and understanding of the natural environment.
Enbe project1 brief
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
Enbe brief
1. This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course, which involves students experiencing and documenting nature.
2. In groups, students will visit an assigned natural site and collect information about the ecosystem through their senses and observations. They will then create an interactive info graphic pop-up poster summarizing their findings.
3. Individually, students must also produce a scrapbook journal describing their personal experiences and insights from the site visit, including illustrations of a plant and animal species.
Project 1 nature mac 2015
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and focusing on one plant and animal species.
C44f583e8c8d49efe13e2dba0ed541b4
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
Project 1 brief.pdf
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
Project 1 brief enbe mac 2015
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
Enbe project 1 brief
1. This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course, which involves students experiencing and documenting nature.
2. In groups, students will visit an assigned natural site and collect information about the ecosystem through their senses and observations. They will then create an interactive infographic pop-up poster summarizing their findings.
3. Individually, students must also produce a scrapbook journal describing their personal experiences and insights from the site visit, including illustrations of a plant and animal species.
Enbe project 1 brief
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
Enbe brief one042015
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic pop-up poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
C44f583e8c8d49efe13e2dba0ed541b4
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a 6-page scrapbook journal describing their understanding of the site and observations of one plant and animal species.
C44f583e8c8d49efe13e2dba0ed541b4
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a 6-page scrapbook journal describing their understanding of the site and observations of one plant and animal species.
Similar to Grassland and agriculture activity (20)
As you have been working on creating the profile organism, the descr.docx
As you have been working on creating the profile organism, the descr.docx
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Grassland and agriculture activity
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