Vocabulary:

  • ecology (review unit 1)
  • ecologist (review unit 1)
  • organism (review unit 1)

  • species (review unit 1)
  • environment (review unit 1)
  •  population (review unit 1)
  • community (review unit 1)
  • ecosystem (review unit 1)
  • biome
  • biosphere (review unit 1)
  • observation 
  • data
  • experiment 
  • lab experiment
  • field experiment 
  • surveys
  • direct surveys
  • indirect surveys
  • scientific model
  • scientific method
  • mathematical models
  • computer models

  • biotic (review unit 1)
  • abiotic (review unit 1)
  • biodiversity (review unit 1)
  • hot spots
  • keystone species (review unit 1)
  • foundational species (review unit 1)
  • producer/autotroph (review unit 1)
  • consumer/heterotroph (review unit 1)
  • photosynthesis (review unit 1)
  • photoautotroph (review unit 1)
  • chemosynthesis (review unit 1)
  • chemoautotroph (review unit 1)

  • food chain
  • food web
  • trophic level
  • herbivore (review unit 1)
  • carnivore (review unit 1)
  • omnivore (review unit 1)
  • detritivore (review unit 1)
  • decomposer (review unit 1)
  • specialist
  • generalist
  • primary consumer
  • secondary consumer
  • tertiary consumer

  • system (review unit 1)
  • law of conservation of mass
  • minerals
  • first law of thermodynamics
  • elements
  • chemicals
  • hydrologic cycle
  • atmosphere
  • precipitation
  • ground water
  • surface runoff
  • evaporation
  • transpiration
  • condensation 
  • biogeochemical cycles
  • carbon
  • carbon dioxide 
  • carbon cycle
  • cellular respiration (review unit 1)
  • photosynthesis (review unit 1)
  • humus
  • decomposition
  • deforestation
  • combustion
  • fossil fuels
  • emissions
  • methane
  • carbon sinks

  • oxygen 
  • oxygen cycle

  • nitrogen
  • nitrogen cycle
  • ammonium
  • nitrate
  • nitrite
  • ammonia
  • nitrogen fixation
  • nitrogen fixing bacteria
  • bacteria (review unit 1)
  • cyanobacteria
  • nodules
  • hydrogen ions
  • acidic (acid)
  • nitrifying bacteria
  • nitrification
  • ammonification
  • ammonifying bacteria
  • denitrifying bacteria
  • denitrification
  • atmospheric fixation of nitrogen

  • phosphorus
  • phosphorus cycle
  • leach (leaching)
  • sediment
  • sedimentation
  • phosphate
  • weathering
  • geologic uplifiting
  • sewage/mining/agricultural runoff

  • limiting factor
  • algal blooms
  • energy pyramid
  • biomass
  • total dry mass
  • kilocalorie
  • tier
  • biomass pyramid
  • inverted

Learning Targets: 

  • Demonstrate organizational skills such as keeping a daily calendar of assignments and activities and maintaining a notebook of class work.
    • Keep your binder organized and updated. 
  • Apply strategies before, during, and after reading to increase fluency and comprehension (e.g., adjusting purpose, previewing, scanning, making predictions, comparing, inferring, summarizing, using graphic organizers) with increasingly challenging texts. 
    • Improve understanding of material by outlining material presented in class. 
  • Use a variety of appropriate sources (e.g. Internet, scientific journals) to retrieve relevant information; cite references properly. 
  • Apply active reading, listening, and viewing techniques by taking notes on classroom discussions, lectures, oral and/or video presentations, or assigned at-home reading, and by underlining key passages and writing comments in journals or in margins of texts, where permitted.  
    • Stay on task during class, annotate provided PowerPoint notes and take additional notes during board discussions. 
    • Outline provided materials and assimilate this information into material presented in class. 
  • Apply knowledge of Greek, Latin, and Anglo-Saxon affixes, inflections, and roots to understand unfamiliar words and new subject area vocabulary in increasingly challenging texts.
    • Be able to define and correctly spell all vocabulary words.
  • Actively participate in small-group and large-group discussions, assuming various roles. 
    • Participate in class discussions  and ask questions when needed on a daily basis. 
  • Define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat, and niche.  (habitat and niche will be discussed next unit)
    • Review Hierarchy of Life notes from Unit One
  • Discuss biotic and abiotic factors that affect land and aquatic biomes.
    • Review Hierarchy of Life notes from Unit One
  • Discuss the role of beneficial bacteria (e.g., in the recycling of nutrients)
  • Explain how energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers.
  • Diagram the flow of energy using food webs, food chains, and pyramids (e.g., pyramid of energy, pyramid of biomass, pyramid of numbers). 
  • Revise, refine, and proofread own and others writing, using appropriate tools to find strengths and weaknesses and to seek strategies for improvement (using good writing methods). 
    • State, elaborate, use an example and draw a connection when answering open - ended questions.  
  • Safely use laboratory equipment and techniques when conducting scientific investigations. 
  • Manipulate variables in experiments using appropriate procedures (e.g. controls, multiple trials). 
  • Collect, organize, and analyze data accurately and precisely (e.g. using scientific techniques and mathematics in experiments)
  • Interpret results and draw conclusions, revising hypothesis as necessary and/or formulating additional questions or explanations.
  • Use mathematics to enhance the scientific inquiry process (e.g., choosing appropriate units of measurement, graphing and manipulating experimental data)
  • Distinguish between fact and opinion, basing judgments on evidence and reasoning. 
  • Write and speak effectively to present and explain scientific results, using appropriate terminology and graphics. 
  • Use appropriate essay-test taking and timed-writing strategies that address and analyze the questions.  
  • Demonstrate familiarity with test formats and test administration procedures to increase speed and accuracy. 
    • Complete tests within permitted time limits. 

 

Online Resources:

  • Classzone  Use this site to review the basics of this unit.  Choose high school science, Kentucky and the green biology book for Kentucky.  Although this site does not review all of the required information it does cover much of the basic information.   

Biotic and abiotic factors