Carrie Schultz

10th Grade Biology

Date: October 10 & 11, 2017 Period(s): 1st, 2nd, 3rd, 6th
Materials:
Teachers will need: Students will need:
Chapter 1&3 completed tests Ecological relationship POGIL worksheet
Chapter 4 pretest Chapter 4 pretest
Chapter 4 I Can statement sheet Chapter 4 I Can statement sheets
Interactive Notes 4.1 Interactive Notes 4.1
Ecological Relationships POGIL worksheets
for students and pulled up on computer
Standards:
B3.5B Explain the influences that affect population growth.
B3.5C Predict the consequences of an invading organism on the survival of other organisms.
B3.4d Describe the greenhouse effect and list possible causes.
B3.4e List the possible causes and consequences of global warming.
B3.4C Examine the negative impact of human activities.
L3.p2A Describe common relationships among organisms and provide examples of
producer/consumer, predator/prey, or parasite/host relationship.
Objectives:
1. I can define symbiosis
2. I can define niche
3. I can describe types of ecological relationships
4. I can distinguish between types of ecological relationships
Overview: The class will start with interactive notes 4.1 and then the students will work on the
Ecological Relationships POGIL.
Introduction/Hook:
1. 10th & 11th Start with Good Things
Instructions for the lesson:
October 10th
1. Have the students get out interactive notes for 4.1 and put the interactive notes on the board
2. Ask students, By a show of hands, who believes that climate and weather are two different
things?
3. After they write down the definitions to weather and climate give examples of climate and
briefly discuss microclimate:
a. Climate is usually not uniform in a region and can vary over short distances. This creates
smaller climates within a climate called microclimates.
a. A microclimate can occur when you are driving in the rain during the winter and go up a
hill and it is snowing or you live in the country and you drive into the city and notice it is
hotterthis is because of the asphalt that gets hot under the sun making the city
warmer.
4. Discuss factors that affect climate:
b. Solar Energy and the Greenhouse Effect
i. Solar energy arrives as sunlight and strikes the Earths surface. Some solar
energy is absorbed by Earths surface while some is reflected back into space.
Some of the energy is reradiated (radiated again) as heat. Some of the heat is
 lost to space and some is reradiated back to Earth and absorbed or retained in
the atmosphere.
ii. The balance between heat that stays in the biosphere and heat lost to space
determines Earths average temperature. The gases allow solar radiation/energy
into the atmosphere but are slow the loss of the reradiated heat. The major
gases that control this are carbon dioxide, methane, and water vapor. These are
called greenhouse gases. Do those gases sound familiar?? Where have we heard
about these before?? Answer: in the nutrient cycles
iii. What greenhouse gases do is function like the glass in a greenhouse. It allows
visible light to enter but traps the heat.
1. What gases are greenhouse gases? If they need a hint say, think
ecological cycles. They are.
2. Water vapor. The most abundant greenhouse gas, but importantly, it
acts as a feedback to the climate. Water vapor increases as the Earth's
atmosphere warms, but so does the possibility of clouds and
precipitation, making these some of the most important feedback
mechanisms to the greenhouse effect.
3. Carbon dioxide (CO2). A minor but very important component of the
atmosphere, carbon dioxide is released through natural processes such
as respiration and volcano eruptions and through human activities such
as deforestation, land use changes, and burning fossil fuels. Humans
have increased atmospheric CO2 concentration by more than a third
since the Industrial Revolution began. This is the most important long-
lived "forcing" of climate change.
4. Methane. A hydrocarbon gas produced both through natural sources
and human activities, including the decomposition of wastes in landfills,
agriculture, and especially rice cultivation, as well as ruminant digestion
and manure management associated with domestic livestock. On a
molecule-for-molecule basis, methane is a far more active greenhouse
gas than carbon dioxide, but also one which is much less abundant in
the atmosphere.
5. Nitrous oxide. A powerful greenhouse gas produced by soil cultivation
practices, especially the use of commercial and organic fertilizers, fossil
fuel combustion, nitric acid production, and biomass burning.
6. Chlorofluorocarbons (CFCs). Synthetic compounds entirely of industrial
origin used in a number of applications, but now largely regulated in
production and release to the atmosphere by international agreement
for their ability to contribute to destruction of the ozone layer. They are
also greenhouse gases. CFCs are in aerosol sprays, in the blowing agent
for foams, solvents, and refrigerants.
iv. The more of the gases that are in the atmospherethe more heat is held
in.the warmer the Earth gets.WHAT IS THIS CALLED???? Wait for them to
answer.global warming.
v. Ask what do you think happens if the level of greenhouse gases drops? The
temperature of the Earth drops!
vi. Can you think of any ways we could help keep the greenhouse gases down?
Negatives: deforestation, land use changes, burning fossil fuels, decomposition
of wastes in landfills, agriculture, and especially rice cultivation, manure from
 domestic livestock, fertilizers, fossil fuel combustion, nitric acid production,
biomass burning.
Positives: increase forests/trees, use more renewable energysolar/wind
power, burn less fuels, more energy efficient vehicles and products.
5. Are greenhouse gases completely bad? No, without them the world would be frozen..with too
many we will burnup. It is all about balance!
6. Have students get the Ecological Relationships POGIL worksheets they are allowed to work
alone or with a partner. If working with a partner they will share one POGIL worksheet.
7. This will be done in coffee shop mode.
October 11th Students will work on their POGIL the entire class period. It is to be turned in at the end
of the period. If they finish early they may work on worksheet 4.1.
Closure Activity/Wrap-up:
October 10th Ask students to respond to these questions using the thumbs up/down technique unless
otherwise noted:
1. Climate is day to day conditions? No
2. Solar energy can be reflected back into space, absorbed by the Earths surface, or retained in the
atmosphere? Yes
3. What are the gases called that get trapped in the atmosphere? (have them raise hands to
answer)
Homework:
Due Wednesday at the end of class: Ecological Relationships POGIL
Due Thursday: Worksheet 4.1
Assessment (Summative and Formative):
The questions posed during the lesson and the wrap-up serve as a formative assessment.
Technology:

Differentiation:
What will I differentiate: Content Process Product
How will I differentiate: For Readiness By Interest Learning Profiles
Specific Group/Student: Students will be allowed to choose to work with a partner or alone. This will
allow them to work at their readiness level and give assistance to students who are at a lower readiness
level.
Accommodation:
Specific Group/Student: There are several students whom have difficulty staying on quiet and on task
for an extended length of time. They also have difficulty controlling impulses. These students will be
given kind reminders to keep their attention. Such as: saying eyes up here to the whole class, saying
their name while you are speaking to the class, etc. If it becomes more distracting they may need to be
moved to a different seat.

One student has a soft ball to squeeze when needed. The same student also has a yellow card that can
be placed on their table when a break is needed; this allows them to walk to the office at any time.

Another student is allowed to go to the cooling off area in the office if they are getting frustrated.
Modification:
Specific Group/Student: