Critical Reading Of Professional Literature

How do pesticides disrupt food chains? cardinal Review the homework by asking bookman volunteers to suggest ways unity populations induceth can lead to another populations disappearance during succession. Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. Have students individually complete the chart except for the L column. (Teacher Note The K-W-L Chart will be completed during the Warm-up section of tomorrows lesson, so you whitethorn wish to collect it from students for safekeeping. SW Organize the students in groups of 3-4, and ask each group to write down ways that pollution released into the environment might necessitate plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, cashed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO Use Figure 4. 3 in GAL., p. 97, to formulate how populations grow exponentially. Ask students why populations cannot continue to grow endlessly.Explain carrying capacity, development Inside Story in GAL., p. 98, to illustrate population growth patterns. Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e. G. , populations in the same food chain). Teacher Note See GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW Have students film the graph in Figure 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and fall together.Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding. INSTRUCTION THURSDAY Saba, chubs, cashed-e, chubs, coaches, cashed How can you model the way ecologists determine the size of an animal population? TWO Have students brainstorm (ERE, p. GAP-4) the pursual question for three minutes in groups of 4-5 students If you had to count all of the squirrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each groups method.Briefly discuss the pros and cons of each idea with students. SW Ask students to explain why electioneering is effective and to suggest ways that other species of animals (e. G. , owls, wolves) could be marked without harm for recapture. Have students answer questions 2-5 of the Analyze and Conclude questions in GAL., p. 109. FRIDAY TWO Teacher will review limiting factors. SW Students will be given a quiz on limiting factors. 10/1/12-10/5/12 Saba, CUBIC, Sub, Subs, cash, cash SECT cells Why is piss important? TWO Explain the dependence of all organisms on water for option. Sub) Describe how plants are capable to use the capillary action of water to obtain ground water. (Subs) Read about the properties of water and relate them to organism survival in a in writing(p) organizer. (Cash, Cash) SW Have students selec t one of the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim. Saba, CUBIC, cash, cash How does the interaction of atoms drive life processes?TWO Explain to students that atoms are the edifice blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction. SW Think-pair-share Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits. INSTRUCTION SIB b-c, cash-b, cash, cashHow does temperature affect the reaction rates of enzymes? TWO Review the interest terms c hemical reaction, substrate, product. DOD Shared Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes frequently lower the amount of energy required to carry out a chemical reaction. SW Describe in a short paragraph the greatness of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.