St. George's College
Subject: 7th BIOLOGY Teacher's notes
Class: Ecology
Objectives
Vocabulary
Date:
Link and Learn
September 14th
2009
In‐Class Survey
Prepared by
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7th Beethoven ‐ Ecology Name
Name
Reward
Ariana
Luis
Gabriel
Andrea
Andrea
Sebastián
Abraham
Ivanna
Giacomo
Camila
Fabiana
Carlos
Sinead
Aarón
Liliam
Paola
Francesca
Enrique
Rodrigo C.
Alessandra
Andres
Irma
Stefano
Sophia
Jean Pierre
Naomi
Diego
Kiara
Rodrigo H.
Christopher
Reward
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7th Mozart ‐ Ecology Name
Reward
Name
Nicole
Roberto M.
Luis
Giancarlo
Luciana
Fiorella
Antonella
Gabriela
Valeria Ch.
Steffano
Valeria C.
Javier
Sylvana
Roberto R.
Analucía
Diego
Camila
Luis Fernando
Franco
Sebastián
Ramiro
Julio
Sara
Sherley
Alicia
César
José Luis
Vilma
Sergio
Alessandra V.
Reward
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Let's remember previous learned concepts...
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New knowledge beginning.......
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The Water Cycle • About 70% of the Earth's surface is covered with water. • Water moves above, across, and through Earth's crust and ecosystems in a process known as the water cycle, which is driven by the energy from the Sun. • Most of Earth's water can be found in the oceans. As the Sun heats the surface of the ocean, it causes water to evaporate. • Evaporation is the process of liquid water changing into water vapor, joining theother gases in the atmosphere. As it rises high into the air, the water vapor cools to condense. • Condensation is the process in which water vapor changes into liquid water in the atmosphere, forming clouds. Drops of condensed water in the clouds collide, groeing larger, when they are too heavy to be suspended by air currents, they fall as precipitation. • Precipitation is solid or liquid water that fall from the air to earth. Rain, snow, sleet, and hail are forms of precipitation. Most precipitation falls back into the oceans, but if it lands on the ground it can run off the surface into rivers and lakes, or it can soak into the ground. • Groundwater is water located within the gaps and pores in rocks below Earth's surface. It can collect in inderground lakes or aquifers.
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Sources of Fresh Water • The human body is made up of 60 to 75% water. Water is vital to human health. • Water is necessary for growing plants (food). • People as many other living things need freshwater to survive. • Only 3% of all the water on Earth is freshwater. The other 97% is saltwater. • Water is our most important natural resource. • Much of Earth's water is already polluted with oil, pesticides, plastics, and other things. • For these reasons, water must be treated before people can use it, passing through water treatment plants before entering the public water system.
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1. Rímac river 2. Dosifier of polymers 3. Sand removers
4. Prechloration 5. Tank regulators 6. Dosifier of coagulants
7. Decantation 8. Recirculating plant 9. Filtration 10. Chloration 11. Reservoir 12
Lesson 2: What are the characteristics of the Ocean? 13
The Ocean Floor • The ocean floor is just as varied as the land above water. • There are towering mountains, deep valleys, wide plains, and other features. • The ocean floors across the world can be divided into three major regions. • The first region is the continental shelf, a gradually sloping portion of the ocean floor that is made of continental crust. It extends into the ocean as little as 30 km from the coast. • At the end of the continental shelf is the continental slope, found at the border between continental crust and oceanic crust. The average depth of the ocean is 3720 m, however there are some areas that are much deeper. • At the end of the continental slope is the abyssal plain, which is the vast floor of the deep ocean. This part covers almost half of all earth's surface. • A layer of thick sediment covers the abyssal plain. The abyssal plain is broken up by deep trenches, ridges, and mountains. • Many of these landforms are found along along the mid‐ocean ridges. here the tectonic plates of earth's crust are being split apart.
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How Oceans Affect Climate • Oceans, covering 75% of Earth's surface, have important effects on Earth's climate. Without oceans, Earth's climate would be too harsh to support life. • Because water takes longer to heat up, it helps keep land cooler during the summer. And because water takes longer to cool down, it helps keep land warmer during the winter. This is why seasons are more extreme in the middle of continents. • The difference in water and land temperatures also cause winds to form. DAY: • Land T° ↑ faster than Water T°. As air warms, it becomes ↓ dense. • Denser cooler air over the ocean moves to land and warm air moves ↑ = Sea breezes form. • Land air stays cooler during the day because of the sea breeze. NIGHT: • Land T° ↓ faster than Water T°. As air cools, it becomes ↑ dense. • Lighter warmer air over the ocean moves ↑ and the cooler air over land moves in to take its place = Land breeze.
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Currents • Oceans also affect climate in another way. The ocean waters flow in steady, streamlike movements known as currents. They are caused by many factors: wind, gravity, heating from the Sun, and Earth's rotation. • Surface currents, are produced by global winds that move in fairly regular patterns and so do surface currents, which makes them predictable. • Warm‐water currents being in tropical regions, such as the Gulf Stream, carrying warm water across the North Atlantic toward Europe. During the winter, the warm Gulf Stream helps keep Europe's climate mild. • Currents can also cause warm climates to cool down. Cool‐water currents, such as the California current, form near the poles and flow toward the equator.
Homework: For your notebook, to be checked on MONday, September 22nd. Make a drawing showing the difference between El Niño and La Niña phenomena, how they are caused and what is the projected frequency of each one in the next 25 years.
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School
Science
Home distant足living relative
Religion
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Ocean Resources • Although people don't drink saltwater, they use many saltwater resources. • Desalination plants, turn to the water to obtain freshwater by removing the salt from the saltwater, which can also be used for consuming. • Seafood is a major source of food and derivatives for people all over the world. • The oceans can be mined for other resources, such as: petroleum, sand, etc.
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Lesson 3: What lives in the Ocean?
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Ocean Zones • Ocean zones are determined by the depth of the water. As depth increases, there is less light. • The intertidal zone is the area of the ocean between the levels of high tide and low tide, this environment is always changing. Organisms have access to sunlight, plankton takes it and produces food, which starts the food chain. • Moving past the intertidal zone, is the near‐shore zone, which includes most of the ocean over the continental shelf, where the water gets no deeper than about 200 m. This zone still receives a great deal of sunlight. It is a much more stable ecosystem than the intertidal zone. • Farther out to sea, past the continental shelf, you enter the open‐ocean zone, which includes most of the water over the continental slope and abyssal plain. Most of the animals in the open‐ocean zone live near the surface. • Because of the depth of the deep‐ocean zone, food is limited to water near the surface.
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Coral Reefs • Corals are small animals that live in shallow, sun‐lit, near‐shore ocean waters, that form coral reefs, which are some of the largest structures on Earth built by living organisms. • Despite the large size, coral reefs are very delicate and easily damaged. • The corals that make up reefs use minerals dissolved in ocean water to form hard outer skeletons. • The living corals attach themselves to the skeletons of dead corals. Very slowly a reef forms.
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Deep‐Ocean Vents • On some parts of the ocean floor, such as the abyssal zone and along mid‐ocean ridges, volcanic vents spew water heated to around 350°C. The water contains sulfur‐ and iron‐based chemicals.
Homework: For your notebook, to be checked on Friday, September 19th. Find out the food chain of the abyssal plains, or deep ocean waters where the sunlight doesn't reach. 28
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How Evolution Happens YouTube Video http://tinyurl.com/nptfhe
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SURVEY If you want to contribute in improving your Biology class, click in the survey link:
Term III ‐ 7th Beethoven ‐ Biology ‐ Class 1
Term III ‐ 7th Mozart ‐ Biology ‐ Class 1
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K-W-L 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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Resources Used Slide Resource (Group)
Description
Origin
G1 ‐ 2 Image
Beethoven
http://bit.ly/Q7ggk
G1 ‐ 3 Image
Mozart
http://bit.ly/18LkW6
G1 ‐ 6 Image
Kingdoms of Life
Unknown
G1 ‐ 7 Animation Good Idea
Notebook Gallery
G1 ‐ 9 Images
Simples Vertebrates Spine
Unknown Unknown
G1 ‐ 10 Image
Vertebrates' Classes
Unknown
G1 ‐ 12 Images
Agnatha 1 Agnatha 2 Agnatha 3
http://tinyurl.com/mjc4oa http://tinyurl.com/2cao55 http://tinyurl.com/mxmrnt
G1 ‐ 14 Image
Chondrichthyes
http://tinyurl.com/mxgf33
G1 ‐ 15 Image
Osteichthyes
http://tinyurl.com/komdtf
G1 ‐ 17 Images
Amphibians Salamander Eggs Caecilian
http://tinyurl.com/ncr26l http://tinyurl.com/nylj2p http://tinyurl.com/nu3shm
G1 ‐ 19 Image
Reptiles
http://tinyurl.com/mfj2na
G1 ‐ 20 Image
Dinosaurs Snake Eggs
http://tinyurl.com/mvcwfb http://tinyurl.com/momsl6
G1 ‐ 22 Images
Birds Ostrich Birds' Eggs
http://tinyurl.com/ngdv62 http://tinyurl.com/koqsj6 http://tinyurl.com/lwnbpb
G1 ‐ 24 Image
Mammals
http://tinyurl.com/ofyvst
G1 ‐ 25 Image
Mammals Collage
Unknown
G1 ‐ 26 Video
How Evolution Happens http://tinyurl.com/nptfhe
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Teacher's Notes This class has been designed to cover the topics of Ecology from Monday, September 14th till Friday, September 18th. For further knowledge about this topic: 1. Conduct a thorough search under the topic: Ecology on the Web, books and magazines. 2. If findings are not specific, ask your teacher for suggestions.
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Objectives • Identify, describe and understand the composition and changes suffered by our planet’s biosphere along the last 5 centuries. • Interpret the effects of biotic and abiotic factors over ecosystems, habitats and living organisms. • Identify and evaluate the factors participating in ecosystems.
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.
BACK
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Vocabulary • • • • • •
Ecology: Biotic factor: Abiotic factor: Niche: Habitat: Ecosystem:
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://science‐learning2009.wikispaces.com • http://learningandscience.blogspot.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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Term III Class 3 Ecology
Grade: Subject: Date:
7th Grade Biology Beethoven September 14th, 2009
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1
What was your UNDERSTANDING of the topic: "Vertebrates"
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
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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
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Term III Class 3 Vertebrates
Grade: Subject: Date:
7th Grade Biology Mozart August 31st, 2009
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1
What was your UNDERSTANDING of the topic: "Vertebrates"
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
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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
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