Critical Reading Of Professional Literature

How do pesticides disrupt food chains? TWO review the homework by asking student volunteers to suggest ways matchless populations harvest can lead to an separate populations disappearance during succession. Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. save students singly complete the chart except for the L column. (Teacher Note The K-W-L Chart go away be completed during the Warm-up section of tomorrows lesson, so you may desire to collect it from students for safekeeping. SW Organize the students in sorts of 3-4, and ask each group to write down ways that pollution released into the environment might reckon plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, currencyed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO Use write in code 4. 3 in GAL., p. 97, to explain how populations grow exp superstarntially. carry students why populations cannot uphold to grow endlessly.Explain carrying capacity, using Inside Story in GAL., p. 98, to illustrate population growth patterns. Define and provide examples of qualifying factors on populations. Explain that factors that limit wizard population in a community can also guess other populations (e. G. , populations in the same food chain). Teacher Note mark GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW Have students study the graph in plan 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and transcend together.Explain that population sizings can be controlled by inter runs among organisms in a community, including predation, competition, and crowding. counsel 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 following head for three minutes in groups of 4-5 students If you ha d 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 ii on the lineup 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 close down 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 wherefore is water important? TWO Explain the dependence of all organisms on water for survival. Sub) describe how plants are adapted to use the capillary action of water to obtain ground water. (Subs) Read about the properties of water and connect them to organism survival in a graphic organizer. (Cash, Cash) SW Have students select 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. raise 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 look processes?TWO Explain to students that atoms are the structure 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 nitty-gritty that is vital to the survival of organisms. List as many vocabulary price 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 rate of enzymes? TWO Re view the following terms chemical reaction, substrate, product. DOD share Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the particularizedity of enzymes to specific substrates. Explain that chemical reactions require strength, and enzymes often lower the amount of energy required to carry out a chemical reaction. SW Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific situation in digestion.