Biodiversity
•Describes the variety of life across all levels of ecological organization. •Includes •Genetic diversity •Species diversity •Ecological (Ecosystem)diversity Genetic Diversity •The variation in genes that exists within a species •Organisms with a large gene pool have a greater chance of surviving and flourishing than a population with limited genetic variability. •Ex: resistance to disease, tolerance to cold •Darwin termed this process “natural selection.” Species Diversity •The number of species and abundance of each species that live in a particular location •The hottest spots for species diversity are close to the equator. •Tropical rain forests comprise only 6% of all land on Earth yet are home to nearly 50% of all the species on Earth. Ecological (Ecosystem) Diversity •The variety of ways that species interact with each other and their environment. • •Ex: Coastal plains of the Gulf differ from the plains of central America by the types of species found there, as well as the temperature and rainfall. Benefits of Biodiversity •Boost ecosystem productivity •A larger number of plant species means a greater variety of crops. •Healthy ecosystems can better withstand and recover from a variety of disasters. •Greater species diversity ensures natural sustainability for all life forms. A healthy biodiversity provides a number of natural services (benefits) for everyone. Ecosystem Services •Protection of water resources •Soil formation and protection •Nutrient storage and recycling •Pollution breakdown and absorption •Contribution to climate stability •Maintenance of ecosystems Recovery from unpredictable events Biological Benefits •Food •Medicinal resources and pharmaceutical drugs •Wood products •Ornamental plants •Breeding stocks, population reservoirs •Future resources •Diversity in genes, species and ecosystems Social Benefits •Research, education, and monitoring •Recreation and tourism •Cultural values Key Vocabulary
•Species – a large group of the same organism which reproduce with each other •Traits – a distinguishing characteristic or quality •Organism – an individual animal, plant or single-celled life form. •Adapted – the way an organism looks, behaves, or is built that best suits them for survival •Camouflage – hide or disguise •Mutation – genetic change that causes new and different characteristics •Population– a particular group of organisms living in the same area •Subsequent Populations – coming after, the next generation •Biodiversity – the variety of life in the world, a habitat, or an ecosystem •Abundant – a large quantity •Extinct – having no living members •Tolerance – the range of conditions an organism can withstand Short Term Impact •Occurs quickly •Affects organisms immediately •Behavior of the organism changes •Effects usually lasts five years or less Examples •Droughts •Flooding •Volcanic Eruptions •Pollution •Controlled Forest Fires •Smog •Blizzards Long Term Impact Occurs slowly over time Affects organisms over subsequent generations Causes physical changes in DNA of the organism Can cause extinction of species Examples •Deforestation •Urbanization •Climate Change •Radioactive waste pollution Go to: www.releafmichigan.org/big-tree-hunt.html to learn how you can take part in Michigan's BIG TREE HUNT and win prizes!
STUDY JAMS:
http://studyjams.scholastic.com/studyjams/jams/science/human-body/nervous-system.htm Nervous System •A pathway in which your brain sends and receives information about what is happening in and around the body •Main organs are the brain, spinal cord, and nerves (made up of nerve cells or neurons) •Consists of two systems: 1.Central Nervous System 2.Peripheral Nervous System Central Nervous System •Made up of the brain and spinal cord •The brain is protected by the skull. •The brain controls all body functions by sending and receiving messages up and down the spinal cord through the nerves. Peripheral Nervous System •Carries messages to and from parts of the body to the central nervous system through nerves •Carries out orders from the brain •Made up of two systems: 1.Somatic Nervous System 2.Autonomic Nervous System Somatic Nervous System •Sends information through peripheral nerves to your central nervous system •These messages are coming from all your senses. •Sends messages back to the senses in order to respond •Example: putting your hand on something hot and causing it to pull away Autonomic Nervous System •Makes sure processes in your body work automatically •You don’t have to think about these things. 1.Breathing 2.Digesting 3.Heart beating Brain •Part of the central nervous system •Soft spongy mass of nerve cells and supportive tissue •3 main parts that work together but have special functions 1.Cerebrum (red, green, yellow, blue) 2.Cerebellum (purple) 3.Brain Stem (gray) Cerebrum •Largest part of the brain •Uses information from our senses to tell us what is going on and how to respond •Divided into four lobes – 1. Frontal – reasoning, planning 2. Parietal –movement, balance 3. Occipital – visual processing 4. Temporal – auditory, memory Brainstem •Connects brain to spinal cord •Controls hunger and thirst •Also, the most basic body functions, such as body temperature, blood pressure and breathing Spinal Cord •Important structure between the brain and the body •40-50cm long, 1-1.5cm wide •Forms 31 pairs of spinal nerves •Contains motor and sensory nerve fibers sending information to and from all parts of the body Neurons (Nerve Cells) •Specialized cells that carry messages through an electrochemical process •Brain has 100 billion neurons •Messages are carried to and from the central and peripheral nervous systems through nerves (a bundle of neurons). Anatomy of a Neuron •Soma or cell body •Dendrites – brings electrical signals towards the soma •Axon – takes information away from the soma •Myelin Sheath - covers the axon and works like an insulator to keep the signal inside the cell Synapse •A gap that separates the axon of one neuron and the dendrite of the next neuron •The message carried by neurons is called a nerve impulse. •Neurons communicate through an electrochemical process. Sensory Neuron (A) •Nerve that carries impulses to the brain or spinal cord to a muscle or gland Interneuron (B) •Connector Motor Neuron (C) •A nerve that carries impulses from the brain or spinal cord to a muscle or gland Reflex •An involuntary response to something, which happens quickly •Protects your body from harm, like putting your hand on a hot stove •Sneezing and blinking •The doctor might check your knee jerk reaction for reflex health. Neurological Disorders •Multiple sclerosis •Alzheimer’s disease •Parkinson’s disease •Epilepsy •Stroke •Dementia •Head Trauma All can affect memory and ability to perform daily activities.
WEBSITE: TYPES OF BONE IN THE BODY: https://www.visiblebody.com/learn/skeleton/types-of-bones
TYPES OF SKELTETONS: Exoskeletons •External skeletal systems made up of chitin and calcium carbonate that provides protection to creatures such as insects and crustacea Endoskeletons •Internal skeleton of an animal (vertebrates), which is comprised of bone and cartilage Skeletal System •The primary function is to form a solid framework of bones and connective tissues to support the body. •Protects the body tissues and internal organs •Anchors the skeletal muscles •The main organs are bones and joints. 5 Main Functions of the Skeletal System •Support and Protect – Supports the softer tissues, provides points of attachment for most skeletal muscles, and provides protection for many of the body’s internal organs •Movement – The skeleton works with the muscular system to allow for movement. •Production of Blood cells – Red bone marrow inside some larger bones produces blood cells as well as many other types of cells. •Storage – The interior of the bone can store minerals (calcium, phosphorus)and chemical energy (fatty acids). •Homeostasis – Bones are able to absorb or release calcium into the blood to maintain a stable environment in the body. Human Body’s Bones •The adult human skeleton is made up of 206 bones •Classified as •Long bones •Short bones •Irregular bones •Flat bones •Sesamoid bones Parts of the Skeletal System Two main divisions: •Appendicular – 126 bones of the appendages (arms and legs)and the girdles (shoulder and pelvic) that connect them with the axial skeleton and provide support and flexibility •Axial – 80 bones along the axis of the body, which protect the internal organs Bone Tissues •Compact bone – makes up the dense outer layer of bone •Spongy bone – found inside bones and is lighter and less dense than compact bone because it is porous •Bone marrow – soft connective tissue that produces blood cells, found inside the pores of spongy bone •Periosteum – tough, fibrous membrane that covers and protects the outer surface of bone Joints Holds the skeleton together and supports movement Classified by: 1.Function – range of motion (synovial) 2.Structure – material that holds the bones and joints together The skeletal system and muscular system work in conjunction to allow our body to move. •Muscles are attached to bones with tendons and ligaments. •When the muscle is contracted, the skeletal system can move. Connective Tissue Dense layered collagen fibers Ligaments •Attach bone to bone (A) Tendons •Attach muscle to bone (B) Diseases of the Skeletal System •Osteoporosis – loss of bone tissue particularly in elderly (A) •Osteomalacia – softening of bones associated with vit. D deficiency (B) •Arthritis – inflammatory disease that damages joints and surrounding tissue (C) •Scoliosis – side to side curve in the spine, becomes evident during adolescence •Bone cancers – 1% of all cancers are found in the bone •Breaks, strains, and fractures – takes 10 -6 lbs. of pressure to break an average bone
Water Cycle Review
•Also called the hydrologic cycle •The journey water takes as it circulates from the land to the air and back again. •Involves evaporation, condensation, and precipitation. •Repeats as a never-ending cycle Natural Resource •Naturally occurring substances such a mineral, forest, water, and land that are used by humans. Renewable Resource •A resource that can be used repeatedly because it is replaced naturally (cycle). •Water fits both these criteria. Watershed •Basin-like land formation defined by highpoints and divides that descends into lower elevations. •Carries water from the land after rainfall or snow melts. •Drains all the water into a common outlet such as a stream channel, a reservoir, or bay Fresh Water •Very low amounts of dissolved salt – less than 1% •Examples: •Ponds and Lakes •Streams and Rivers •Wetlands •Makes up 3% of Earth’s water resources, including ice caps and glaciers Salt Water •High concentrations of salt •3.5% of the weight of seawater comes from dissolved salt (salinity) •Examples: •Oceans •Seas •Makes up 97% of Earth’s water resources Surface Water •Water on the surface of the planet •Examples: •Ponds and Lakes •Streams and Rivers •Wetlands •Oceans •Replenished by precipitation and groundwater •More prone to pollution than groundwater Groundwater •Water found underground in cracks and spaces in soil, sand, and rock. •Stored in and moves slowly through aquifers •More than 50% of the people in the U.S. get their drinking water from groundwater. •Largest use is irrigating crops •Less prone to pollution Groundwater Vocabulary •Permeable – rock layers or sediments that transmit groundwater freely a.Must include spaces (pores) throughout the rock layer b.Pores must be connected •Impermeable – few or no connected pore spaces, such as clay Groundwater Vocabulary •Zone of Aeration – region between the earth’s surface and the water table •Water Table – the upper surface of the Zone of Saturation (can move up or down depending on rainfall) •Zone of Saturation – region in the ground in which the pore spaces are filled with water Aquifers •Found underground •Made of gravel, sand, sandstone, or limestone •Water can move through these materials because they have large connected spaces (pores) that make them permeable. •The flow of water depends on the size of the spaces and how well they are connected. Well •An excavation or structure created in the ground by digging, which accesses groundwater in an aquifer. •The well water is drawn by a pump that is raised mechanically or by hand. •How is the well depth determined? What might make a well “go dry?” •Replenished by precipitation Artesian Well •A place in the ground where water flows up to the surface because of natural pressure without being pumped. •Water comes directly from the aquifer or porous rock layer. •Gravity creates the natural pressure. Water Pollution •Contamination of bodies of water, often by human activity, which affects watersheds •Occurs when pollutants are discharged directly or indirectly into the water. •Along with air pollution, water pollution is the second biggest environmental concern. Point Source Pollution When the pollutants come from a single location such as dumping chemicals into a river. Nonpoint Source Pollution When pollutants are introduced into the environment over a large, widespread area such as agricultural runoff. Types of Water Pollution •Surface water •Oil spillage •Chemical •Groundwater •Thermal •Agricultural Surface Water Pollution •Hazardous substances coming into contact with surface water •Dissolves or mixes physically with the water •Examples: Humans dumping trash into the waterways, especially objects that are swept down storm drains. •Also, sewage Oil Pollution •Release of liquid petroleum hydrocarbons (oil) into the water •Especially harmful to marine and other wildlife •Usually localized, but can spread Examples: oil spills Chemical Water Pollution •Chemicals from industries and farmers that run off into the waterways. •Examples: metals and solvents from industries •Also, chemicals that control weeds, insects, and pests Groundwater Pollution •Pesticides and chemicals wash deep into the ground by rain water •Can get into the aquifers, thus polluting the groundwater •Anything on the surface can eventually work its way down to the groundwater. Groundwater Pollution (continued) •Plume – the area of groundwater affected by the contamination •Look at the diagram and observe the amount of contamination in relationship to the point pollution. Thermal Water Pollution •The rise or fall in the temperature of a natural body of water. •Changes the physical properties of water, particularly the amount of dissolved oxygen in the water. •Decreases fish population and increases death to wildlife Agricultural Pollution •Sediments washing off fields are the largest source of agricultural pollution in the U.S. •Sediments increase the cost of treating drinking water and can also clog fish gills, reducing their resistance to disease. Overuse and Waste •Irrigation uses 30% of all freshwater in the U.S. •Swimming pools and water parks •Golf courses •Washing cars •Watering the lawn What other ways do you overuse or waste water where you live? Land Subsidence •Withdrawing groundwater causing the land to sink •Causes flooding problems •Causes a shift in the foundations of buildings, which can lead to their destruction CAN YOU?...... compare fresh and salt water, including examples? identify the differences between surface and groundwater, including examples? draw and label the parts of an aquifer? recall six different types of water pollution? generate ideas for reducing water pollution?
Read the pdf document above and answer the questions on a seperate piece of paper.
MARBLE RUN COMPETITION:
https://littlebinsforlittlehands.com/cardboard-tube-marble-run-building-activity-for-kids/ SummaryIn this lab students will learn the steps of the scientific method by identifying each step and applying each through a fun activity that compares variables between 2 types of bubble gum. Students will be asked to hypothesize, collect and organize data, use scientific measurement, and differentiate between qualitative and quantitative data. Learning GoalsStudents will be able to use the scientific method to solve problems and collect data-based observations. In doing the investigation students will know how to use SI units and differentiate qualitative and quantitative data. Context for UseThis lab is an inexpensive yet fun way to learn the scientific method instead of just doing notes. We do this lab in our Introduction unit because students are making data tables and understanding the scientific method at the same time. Description and Teaching MaterialsAt the beginning of the scientific method unit I use the lab to introduce and cover the process...instead of using lecture. Scientific Method Lab 1. The purpose of this lab is to use the Scientific Method to solve a problem. A) Observe and ask questions that lead to a problem B) Form a hypothesis C) Test the hypothesis with a controlled experiment my making observations and gathering data. D) Analyze gathered data E) Reject or Accept your hypothesis F) Form a conclusion 2. Materials 2 small pieces of wax paper 1 meter long piece of string 1 meter stick 2 different pieces of bubble gun labeled A and B 3. READ directions carefully before starting the lab. Each group will need one piece of gum labeled A and one labeled B. Make 3 observations about each brand of gum. Observations Gum A Gum B 1.____________________________ 1.__________________________ 2.____________________________ 2.___________________________ 3.____________________________ 3.___________________________ Problem: Which piece of bubble gum blows the biggest bubble? Hypothesis: Predict which piece of gum will blow the biggest bubble and why. ______________________________________________________________________________ ______________________________________________________________________________ Procedure: 1. The person with brand A will chew their piece of gum for 3 minutes. The person with brand B does not begin chewing until all the tests on brand A are completed. 2. Blow a bubble. 3. Using a string, your partner will measure the diameter (distance across) the bubble. Put the string on the meter stick to measure the distance in centimeters (cm). 4. Record the measurement in a data table. Repeat the process for trials 2 and 3. 5. Find the average bubble size for brand A (add all the distances up and divide by 3) and put in the data chart. 6. Repeat steps 1-5 with brand B gum. Data Table: Design a data collection table to fit the data you will be investigating Conclusion: Forming a theory What brand of gum is the best at blowing bubbles and why? Support your answer with observations and your data. ______________________________________________________________________________ PART 2 Combine with another group to complete this part of the lab. Problem: How does gum strechability relate to bubble size? Hypothesis: Make an educated guess that would answer the above question. ______________________________________________________________________________ Procedure: 1. The person with brand A will roll their gum into a ball. 2. Hold the gum (brand A) by using the piece of wax paper. Another person in the group would hold the same piece of gum with another piece of wax paper. Hold the gum near your chest, begin to walk slowly backwards. 3. The third person in the group should hold the meter stick and measure the distance in centimeters the gum stretched before breaking. 4. Record the measurement in the data chart. ONLY DO ONE TRIAL 5. Repeat #1-4 for brand B gum. Data Table: Create a data table to fit the data you will be gathering Conclusion: COMPARE DATA FROM BOTH GROUPS IN PART 1 AND PART 2 How does gum stretchability relate to bubble size? ______________________________________________________________________________ ______________________________________________________________________________ With your lab partner, list 5 variables that may affect the outcome of this experiment. 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ 5. ____________________________________________________________________________ Explain how the data you collected can be described as both qualitative and quantitative ____________________________________________________________________________________________________________________________________________________________ |
Erik E. Mason
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