Ecology Abiotic Factors, Light, Animals and Plants Lesson PowerPoint

11. • The Concepts in Ecology – Please pay attention to the next slide as you will need to learn and demonstrate an understanding of these big concepts. – Everything Is Changing. – There’s No Such Thing As A Free Lunch. Copyright © 2010 Ryan P. Murphy

12. • We can also associate the word balance to organisms trying maintain a homeostasis (balance) with their environment in order to survive. be the sun or artificial.

13. • We can also associate the word balance to organisms trying maintain a homeostasis (balance) with their environment in order to survive. be the sun or artificial.

14. • We can also associate the word balance to organisms trying maintain a homeostasis (balance) with their environment in order to survive.be the sun or artificial.

17. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold

18. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold

19. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected.

20. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected.

21. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world.

22. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world.

23. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world. Matter and energy cycle through the living and nonliving world. Organisms rely on this matter and energy cycling to survive.

24. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world. Matter and energy cycle through the living and nonliving world. Organisms rely on this matter and energy cycling to survive.

25. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world. Matter and energy cycle through the living and nonliving world. Organisms rely on this matter and energy cycling to survive. Animals are interconnected in a complex web of life. Changes on one part of the web have will effect other parts of the web and the stability of the entire ecosystem.

26. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world. Matter and energy cycle through the living and nonliving world. Organisms rely on this matter and energy cycling to survive. Animals are interconnected in a complex web of life. Changes on one part of the web have will effect other parts of the web and the stability of the entire ecosystem. Ecosystems have a way to balance changes so that up and down fluctuations are part of the natural balance of the whole.

47. Copyright © 2010 Ryan P. Murphy Organisms need energy to survive. Energy from the sun flows into and out systems. This energy drives our world and the organisms in it. Energy is lost “not destroyed” when it changes form. Flows Hot to Cold Ecological systems are organized within each other. The effects on one system will effect them all. All systems are interconnected. All organisms are in a constant state of change over time with the environment. Some organisms will change with another and will develop special interactions. Others with the nonliving world. Matter and energy cycle through the living and nonliving world. Organisms rely on this matter and energy cycling to survive. Ecosystems have a way to balance changes so that up and down fluctuations are part of the natural balance of the whole.

60. • Making your bio-dome / Terrarium – 1st Thin layer of pebbles. – 2nd Thin layer of sand on top of that. – 3rd Thin layer of soil (brown) – 4th Thicker layer of dark organic soil. – 5th Add small pieces of various moss – 6th Add a piece of lichen – 7th Add some small plants – 8th Add some small sticks with a mushroom on it. – 9th Add a few organisms • Just a few, no vertebrates allowed, do not over populate. • Don’t forget to lightly water it before closing the lid. Copyright © 2010 Ryan P. Murphy

64. • Give your bio-dome plenty of light (energy source) and monitor the moisture content. – Light can be the sun or artificial.

65. • Give your bio-dome plenty of light (energy source) and monitor the moisture content. – Light can be the sun or artificial. Some information on making a terrarium… http://www.wikihow.com/Make-a-Terrarium

68. • Ecology Abiotic Factors Available Sheet.

95. • Activity! Place either a square or a circle below. Square = Abiotic Circle = Biotic Air Water Light Soil Soil has some living components

103. • Activity! Place either a square or a circle below. Square = Abiotic Circle = Biotic Air Water Light Soil Soil has some living components Gravity Pressure pH SPACE Copyright © 2010 Ryan P. Murphy

104. • You can now complete the first question on page 1 of your bundled homework.

105. • You can now complete the first question on page 1 of your bundled homework.

130. • Other non-living factors, gravity, pH, substrate, oxygen levels, exposure, sound.

131. • Activity! If the class gets any of the next three question incorrect… – You will be forced to watch the most annoying video about biotic and abiotic factors ever created. – http://www.youtube.com/watch?v=4u5Lo979Rkc

132. • Which of the abiotic factors discussed is missing from the list below? – A.) Light – B.) Temperature – C.) Moisture – D.) Wind – E.) Nutrients – F.) ________ – G.) Cycles / SPONCH

133. • Which of the abiotic factors discussed is missing from the list below? – A.) Light – B.) Temperature – C.) Moisture – D.) Wind – E.) Nutrients – F.) Soil – G.) Cycles / SPONCH

135. • Which of the abiotic factors discussed is missing from the list below? – A.) Light – B.) Temperature – C.) _________ – D.) Wind – E.) Nutrients – F.) Soil – G.) Cycles / SPONCH

136. • Which of the abiotic factors discussed is missing from the list below? – A.) Light – B.) Temperature – C.) Moisture – D.) Wind – E.) Nutrients – F.) Soil – G.) Cycles / SPONCH

138. • Which of the abiotic factors below effects an organism? – A.) Light – B.) Temperature – C.) Moisture – D.) Wind – E.) Nutrients – F.) Soil – G.) Cycles / SPONCH – H.) All of the above.

139. • Which of the abiotic factors below effects an organism? – A.) Light – B.) Temperature – C.) Moisture – D.) Wind – E.) Nutrients – F.) Soil – G.) Cycles / SPONCH – H.) All of the above.

140. • How did you do? – http://www.youtube.com/watch?v=4u5Lo979Rkc

147. • Activity Demonstration! Range of Tolerance. – What range of tolerance to brine shrimp for salt water? – Fill four clear containers ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix eggs. – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

148. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill four clear containers ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix eggs. – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

149. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. (10 oz) – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix eggs. – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

150. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix eggs. – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy No Salt 30 ml 60 ml 90 ml 120 ml

153. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix eggs. – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

154. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

155. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is their range of tolerance. Copyright © 2010 Ryan P. Murphy

156. • Activity Demonstration! Range of Tolerance. – What range of tolerance do brine shrimp have for salt water? – Fill five clear cups ¾ full with water. – Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters, 120 milliliters. (1 tablespoon = 14.78 ml) – Add correct amount of salt to each container. – Use a popsicle stick or small spoon to add roughly the same amount of eggs to each container. Swirl water to mix – Cover each container with plastic wrap and secure with elastic band. – Place in undisturbed area for three days. – Observe each container to determine what salt level is within the optimal range of tolerance for brine shrimp. Copyright © 2010 Ryan P. Murphy

158. • Video Link! (Optional) Biotic and Abiotic Components in an ecosystem. (10 min) – http://www.youtube.com/watch?v=rNfmew9C508

165. • Light can be a form of pollution.

167. “Please turn off the lights.” “I can’t take it anymore.”

177. • Activity! Let’s play with the lightning in this room. – Does switching the types of light effect your mood?

178. • Activity! Let’s play with the lightning in this room. – Does switching the types of light effect your mood?

183. Photosynthesis: Is a process that converts carbon dioxide into organic compounds, especially sugars, using the energy from sunlight. Copyright © 2010 Ryan P. Murphy Sunlight Carbon Dioxide Water Oxygen Sugar

190. • Video! 24 hour time lapse from the arctic – http://www.youtube.com/watch?v=9t1KIWRP9ig

198. • A treefall gap is an opening in the forest canopy.

199. • A treefall gap is an opening in the forest canopy. – Gaps are formed after large trees die and fall which allows the regrowth trees and other plants as more light now hits the forest floor.

208. • Video Link! Plants searching for light. • http://www.youtube.com/watch?v=H9MV5 CgPgIQ

227. • Video Link! Cuttlefish Again. • http://www.youtube.com/watch?v=WqMNj Up6UeA

228. • You can now complete page 1 of your bundled homework package.

241. • Many insects, including bees see the world and flower in UV (ultra-violet). – Note the red bulls eye / target in UV. Copyright © 2010 Ryan P. Murphy Target makes it easier to see and then pollinate. Easy identification. (Fast Food)

245. • Can you see the mouse below?

246. • Can you see the mouse below? – Too bad you can’t see using infrared?

247. • Can you see the mouse below? – Too bad you can’t see using infrared?

248. • Can you see the mouse below? – Too bad you can’t see using infrared? “I can see using Infrared” “This mouse didn’t stand a chance.”

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. • “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

255. • “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

256. • 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

258. 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

264. • 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.

265. • 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

266. 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

267. • 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

268. • 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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