If you were out Monday

Invasive species have affected our waterways after they were introduced. How do these invasive species affect the ecosystem? Choose one invasive aquatic plant and one invasive aquatic animal. Choose three of the four topics below to write about (define each, describe how these species affect the topic, give ¬real examples with real names of organisms affected from the in class research). There is a minimum of 3 sentences per topic or a 9 sentence minimum for each organism (2 pages). I. role in the ecosystem II. Flow of energy III. Abiotic factors IV. food chain/web

Thur friday in class work

With respect to Abiotic factors, biotic factors(community/biodiversity), trophic pyramids, flow of energy in the ecosystem, how do these invasive species (Zebra and Quagga mussels) affect the Great Lakes? I D E E format

Test on Wednesday on fish

fish presentation due Friday

You will present your fish on Friday. Be prepared to answer questions. Make sure you have everything that is mentioned in the expetations.

I am out on a professional day. Start your fish research project. The instructions and rubric are on the student resources on the blog. Research a freshwater fish species Choose any fish but not one someone else is doing. plce your name on the board and the fish you are choosing. These are fish with interesting life histories. They have many adaptations that allow them to live in a world that is so different than ours. They endure low oxygen and a high pressure environment, that exerts pressure on their body all the time. They deal with the resistance of the water, changes in temperature throughout the year, and must complete many tasks without the use of any hands. No copy and paste, you must put it all into your own words and cite the URL after each paragraph. Example…The carpet shark lives on the bottom and has a downturned mouth (www. Carpetsharks4you.com) Support with pictures that show the activity or topic. You will make a keynote presentation about a species of fish that explains the following information: • The name of the fish species • The class it is in • Average size and maximum size • Color/markings • Habitat-mud, rocks, surface and Water conditions-calm or running water, tolerance to pollution, seasonal migrations • Life cycle • Reproductive information-timing, spawning, courtship behavior, external or internal fertilization, number of young (fundicity) • What it eats, and a discussion of its place on the trophic pyramid. • How it eats-describe the adaptations it has to eat with • Special adaptations

In class work Wednesday

Study for the watershed test tomorrow.

Tests on watersheds tomorrow, will include stuff on ecology as well.

start reviewing notes for a test this week.

Review for a test at the end of the week on watersheds, ways that water gets into a body of water, impervious surface, mitigation techniques.

Friday in class work

Go through the Powerpoints on the blog: green river topography and watersheds, take notes. Green River is a tutorial. Monday you will have to determine where the watershed is on a map. How do you know where the watershed is by looking at a topographic map? Keep that in mind!

Mon hw

Quiz on vocabulary in powerpoint for Tuesday first thing.

Tue hw

What are the differences in the terms: species; populations; community; ecosystem; biosphere? How can populations mix, or stay separate?

Great job at the river!

prepare to go into the river tomorow

quiz on macroinvertebrate ID, BIV, taxa and %EPT Thursday

Quiz on knowing macroinvertebrates that we found in Emerson Brook. Look at the two powerpoints on macroinvertebrates and know names by sight alone.

Prepare to go in the river tomorrow. Check to see if the second powerpoint is functional, start to learn the bugs by sight.

wed hw

Look over the macroinvertebrate ppt in the student resources.