6th Science - Natural Cycles and Populations: Relations and Effects

Class:

SCIENCE

Natural Cycles and Populations: Relations and Effects

Date: September 7th

Teacher's notes

Objectives

Vocabulary

Link and Learn

In‐Class Survey Prepared by

2009 1

6th DaVinci ‐ Natural Cycles and Population: Relations and Effects Name

Reward

Name

Carlos A.

Martín

Joaquín

Maylin

Victoria

Carlos R.

Mariana

Isabel

Christopher

Sthefanny

José

Ana Caroline

Santiago

Karen

Joshua

Erick

Héctor

Bryan

Gabriela

Angie

Alexandra

Sandra

Humberto

Arturo

Giosué

Maria Fernanda

Ariana

Daniel

Alessio

Paola

Reward

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6th Rembrandt ‐ Natural Cycles and Population: Relations and Effects Name

Name

Reward

Mariano

Enzo

Miguel

Valeria P.

Melanie

Henry

Alejandro

Gonzalo

Adriana

Sebastian

Fabrizio

Mariano

Felipe

Alondra

Sol

Bruno

Edinson

Camila

Valeria J.

Jimena

Daniela

Rodrigo

Eduardo

María Laura

José F.

Diana

Kimberly

Jesus

Reward

Alexandra

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Let's remember previous learned concepts...

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Natural Cycles • Many materials on earth are used and then reused by living organisms.

• Earth also stores some materials for later use.

When an animal drinks water, it gets some of the materials it needs. Animals also get release materials into the environment in their wastes.

Plants get the materials they need from the soil and from the air. Plants release some materials into the environment during photosynthesis.

• When plants and animals die, their bodies decay. This releases more materials into the environment.

• The cycles continue as new plants and animals use these materials.

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The Nitrogen Cycle • All living organisms need nitrogen. Plants make proteins from nitrogen in the soil.

• Animals get the nitrogen they need to make proteins when they eat plants or other animals that eat plants.

• Earth's atmosphere is 78% nitrogen. But nitrogen cannot be used in this form by most organisms.

So, how does a plant obtain Nitrogen from the environment?

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Nitrogen Fixation • In the Nitrogen cycle, nitrogen gas is fixed, or changed into forms of nitrogen that plants can use. These forms are nitrates and ammonia.

• Bacteria in the soil and in the roots of certain plants fix most of the nitrogen gas, the other part is fixed by lightning.

• Nitrates and ammonia are returned to the soil in two ways: 1st, they are returned through animal wastes (solids); 2nd, when animals and plants die, bacteria release nitrates and ammonia from decaying protein.

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The Carbon‐Oxygen Cycle • All life on Earth is involved in this cycle because carbon and oxygen make up most of the bodies of all living organisms.

• This cycle depends on two processes: Photosynthesis and Cellular Respiration.

• During Photosynthesis, plants and some other organisms take in carbon dioxide (CO2) from the air or the water, and using energy from the sun, the carbon is turned into food, and oxygen is released into the environment.

• This carbon is stored in plants, or passed along to animals that eat plants.

• Cellular Respiration, is the process that releases energy from food. During respiration, oxygen is taken from the air or water, and carbon dioxide is released into the environment.

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Carbon Cycle

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Oxygen Cycle

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Tipping the Balance • For hundreds of millions of years, the carbon‐oxygen cycle stayed in balance, mostly by the process of photosynthesis and respiration.

• However, since the beginning of the Industrial Revolution, about 200 years ago, human activity has started to change the balance.

• During the Industrial Revolution, humans began to use fueled machines and factories that consumed lots of fuels.

• Large areas of forests were cut for timber uses, and the burning of wood and coal put tons of carbon dioxide into the air each year.

• Adding carbon dioxide to the air is a problem, because it is poisonous to animals.

• And cutting trees (plants) decreases the possibility to reduce the amount of carbon dioxide from the environment.

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The Water Cycle • Seas, oceans, and rivers cover about 75% of Earth's surface.

Earth's water moves through the environment in the Water cycle.

• The heat of the sun changes water on Earth's surface into water vapor. This process is called evaporation.

• The temperature of the air high above the Earth is cold. There water vapor changes back into liquid water through a process called condensation.

• Any form of water that falls from clouds is called precipitation.

• Animals and plants also put water back into the environment.

Plants give off water through their stomata, this process is called transpiration.

• Animals give off water vapor from their lungs when they exhale. And most of the urine animals produce is water.

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Humans and the Water Cycle • All the water on Earth today is the same water that was here billions of years ago.

• Yet every year the need for water grows.

• About 97% of all Earth's water is ocean water (salty), and only 3% is freshwater (rivers, lakes, lagoons, etc).

• Less than 1% of the freshwater can be used because most of it is frozen in ice caps and glaciers.

• Yet the limited sources of freshwater are sometimes affected by human activities, such as: chemicals on the ground (wash off), and air (acid rain), etc.

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Populations: Relations and Effects

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Competition for Limited Resources • Food is a resource animals must have to survive.

Because most ecosystems have limited supplies of food and other resources, there may be Competition, or contest, among organisms for these resources.

• Camouflage, for example, help animals compete for limited food resources. Animals also compete for water, shelter and mating.

• Every organisms has adaptations that help it compete for resources, because if an organism competes successfully for resources, it is more likely to survive and reproduce.

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Types of relationships among living things • SYMBIOSIS, is a type of long‐term relationship between different kinds of organisms, that may benefit both organisms, or only one organisms but not the other.

• When both organisms benefit, it is called Mutualism.

• PARASITISM, is the type of relationship when one organism benefits and the other gets hurt or damaged.

PARASITISM SYMBIOSIS 31

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Instinct and Learned Behaviors • Some behaviors are inherited and some are learned.

• An instinct is a behavior that an organism inherits, or that is born with. An instinct is not unique to an individual, instead, it is shared by the entire population.

• Many animals show learned behaviors, which are behaviors that have been learned from parents or by observing other organisms.

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Population Decline • Most declines in populations are caused by human activity. In some places, hunting exotic animals to sell them is one of the main causes of declines in populations of certain animals.

• Natural events that change the environment, such as floods, fires, or droughts, also cause populations to decline. However, most natural changes are temporary, and healthy populations usually survive.

• But that is often not the case eith changes caused by human activity.

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Extinction is Forever • A population of organisms can only survive if there are enough individuals to produce healthy offspring.

• As a result, some organisms become extinct. That is, the last individual in the population dies, and the organism is gone forever.

• A number of natural processes cause extinction: such as climatic disasters (ice ages, severe droughts), or other factors (diseases, asteroids).

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On the Road to Extinction • Organisms listed as endangered have populations so small that they are likely to become extinct if steps to save them aren't taken right away.

• Organisms listed as threatened are likely to become endangered if they are not protected.

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ASSIGNMENT

Work in Class ‐ Da Vinci Gather up with your group, read individually and prepare an Infography with: • Analysis (One comment per member of the group), • Conclusions (One per member of the group), • Contributions (One per member of the group).

An Earth without People Arturo, Ana Caroline, Alexandra, Joshua

Antarctica warms, which threatens penguins Victoria, Joaquin, Giosue, Jose

Springing Forward Bryan, Maria Fernanda, Ariana, Angie

A grim future for some Killer Whales Gabriela, Mariana, Carlos R., Stheffany

The Solar System's biggest junkyard Martin, Erick, Santiago, Carlos A.

Science Loses out when ice caps melt Hector, Humberto, Alessio, Karen, Sandra

Food Web Woes Paola, Daniel, Isabel, Maylin, Christopher.

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ASSIGNMENT

Work in Class ‐ Rembrandt Gather up with your group, read individually and prepare an Infography with: • Analysis (One comment per member of the group), • Conclusions (One per member of the group), • Contributions (One per member of the group).

An Earth without People Fabrizio, Valeria J., Henry, Melanie.

Antarctica warms, which threatens penguins Eduardo, Maria Laura, Kimberly, Enzo.

Springing Forward Gonzalo, Valeria P., Camila, Jesus.

A grim future for some Killer Whales Adriana, Felipe, Jose F., Alexandra.

The Solar System's biggest junkyard Martin, Erick, Santiago, Carlos A.

Science Loses out when ice caps melt Mariano R., Jimena, Rodrigo, Edinson.

Food Web Woes Mariano A., Diana, Bruno, Alondra.

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K­W­L Chart What I KNOW about this topic

What I WANT to know about this topic

What I LERANED about this topic

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SURVEY If you want to contribute in improving your Science class, click in the survey link:

Term III ‐ 6th Da Vinci ‐ Classes 3,4 Term III ‐ 6th Rembrandt ‐ Classes 3,4

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Resources Used Slide (Group)

Description

Resource

Origin

G1 ‐ 2

Image

Da Vinci

http://bit.ly/N0Btd

G1 ‐ 3

Image

Rembrandt

http://bit.ly/X5hOY

G1 ‐ 4 Image

Nutrition Matters

http://bit.ly/xLK2f

G1 ‐ 5 Image

Cycles in Nature 1

http://tinyurl.com/lagzas

G1 ‐ 6 Images

Animal drinking water

http://tinyurl.com/nq57fr

G1 ‐ 7

Image

Economic & Natural Systems Unknown

G1 ‐ 8

Image

Cycles in Nature 2

G1 ‐ 10

Animation Nitrogen Cycle 1

http://tinyurl.com/lagzas Unknown

G1 ‐ 11 Image

Nitrogen Fixation

http://tinyurl.com/lv2hq6

G1 ‐ 12 Imagen

Nitrogen Cycle 2

http://tinyurl.com/krfrjr

G1 ‐ 13 Image

Mitochondrion & Chloroplast Unknown

G1 ‐ 14 Image

Carbon Cycle 1

http://tinyurl.com/l76tmz

G1 ‐ 15 Animation Carbon Cycle 2

Unknown

G1 ‐ 16 Image

Oxygen Cycle

http://tinyurl.com/ppgkwe

G1 ‐ 17 Image

Carbon‐Oxygen Cycle

Pearson Publishing

G1 ‐ 19 Image

Greenhouse effect 1

http://tinyurl.com/lqb77v

G1 ‐ 20 Animation Greenhouse effect 2

http://tinyurl.com/mlx2ln

G1 ‐ 21 Animation Greenhouse effect 3

www.msnbc.com

G1 ‐ 22 Image

http://tinyurl.com/mfmypz

Water Cycle 1

G1 ‐ 24 Animation Water Cycle 2

Unknown

G1 ‐ 26 Image

http://tinyurl.com/nrt8yf

Global Water Distribution 1

G1 ‐ 27 Animation Global Water Distribution 2

Unknown

G1 ‐ 28 Image

Populations

http://tinyurl.com/2seqar

30,32,33 Images

Relations

Unknown

35,37,39 Images

Endangered Animals 1

Unknown

41,42

Endangered Animals 2

Unknown

Images

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Teacher's Notes This class has been designed to cover the topic of Natural Cycles and Populations from Monday, September 7th till Friday September 11th.

For further knowledge about this topic: 1. Conduct a thorough search under the topic: Natural Cycles and Populations on the Web, books and magazines.

2. If findings are not specific, ask your teacher for suggestions.

BACK 48

Objectives • Identify and explain the importance of natural cycles and nutrients in ecosystems.

• Identify and explain the effects of energy flow and population growth over the stability of the environment.

Note: All, or most, of the objectives will be covered during class time, however the student must be responsible for those objectives not covered or concluded.

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Vocabulary • • • • • • • • •

Energy Food Chain Food Web Cycle Nitrogen Oxygen Carbon Population Pollution

Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded.

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Link and Learn You can visit the following websites to improve your understanding on the present topic: • • • • • • • •

http://tinyurl.com/lagzas http://www.kidsplanet.org/wol/page_1.html http://bit.ly/1asM6e http://www.gould.edu.au/foodwebs/kids_web.htm http://science‐learning2009.wikispaces.com http://learningandscience.blogspot.com http://linkandlearn.wikispaces.com http://libraryatstgeorge.blogspot.com

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Prepared by

Gerardo LAZARO Science Lead Teacher Email: glazaro@sanjorge.edu.pe Wiki: http://science‐learning2009.wikispaces.com Blog: http://learningandscience.blogspot.com Twitter: http://twitter.com/glazaro

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1

What was your UNDERSTANDING of the topic: "Natural Cycles and Population: Relations and Effects"

A

I understood 25% of the whole topic

B

I understood 50% of the whole topic

C

I understood 75% of the whole topic

D

I understood 100% of the whole topic

E

I didn't understand the class

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2

What was your level of EFFORT to understand the topic?

A

My effort level was 25%

B

My effort level was 50%

C

My effort level was 75%

D

My effort level was 100%

E

I didn't put any effort

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3

What RESOURCES helped you understand the topic?

A

Text

B

Images

C

Animations

D

Videos

E

Teacher's Speech

F

None

G

Other

55

4

How does the SMART Board help you understand the topic?

A

It helps me visualize concepts

B

It helps understand difficult concepts

C

Touching things helps me learn

D

Interacting with the information makes it easier to understand

E

I prefer less effects or audiovisual resources

F

It doesn't really help much

G

I don't like it

56

1

What was your UNDERSTANDING of the topic: "Natural Cycles and Population: Relations and Effects"

A

I understood 25% of the whole topic

B

I understood 50% of the whole topic

C

I understood 75% of the whole topic

D

I understood 100% of the whole topic

E

I didn't understand the class

57

2

What was your level of EFFORT to understand the topic?

A

My effort level was 25%

B

My effort level was 50%

C

My effort level was 75%

D

My effort level was 100%

E

I didn't put any effort

58

3

What RESOURCES helped you understand the topic?

A

Text

B

Images

C

Animations

D

Videos

E

Teacher's Speech

F

None

G

Other

59

4

How does the SMART Board help you understand the topic?

A

It helps me visualize concepts

B

It helps understand difficult concepts

C

Touching things helps me learn

D

Interacting with the information makes it easier to understand

E

I prefer less effects or audiovisual resources

F

It doesn't really help much

G

I don't like it

60

Adjuntos

An Earth withouth people­SciAm­2007.pdf 6th Grade ­ Springing Forward.pdf 6th Grade ­ Science loses out when ice caps melt.pdf 6th Grade ­ The Solar System's biggest junkyard.pdf 6th Grade ­ Food Web Woes.pdf