Environments

=Environments Overview= All living things depend on the conditions in their environment. The __#|study__ of the relationships between one organism and its environment builds knowledge of all organisms. With this knowledge comes an awareness of limits. Changes in an environment can be hard on organisms. Such knowledge is important because humans can change environments. To do so without awareness of possible consequences can lead to disasters. The **Environments Module** consists of six investigations that introduce __#|students__ to these basic concepts in environmental biology.

=Objectives=
 * Develop an attitude of respect and understanding for life.
 * Gain experience with the major environmental factors in terrestrial and aquatic systems.
 * Conduct controlled experiments with plants to determine ranges of tolerance.
 * Determine an organism's optimum conditions and environmental preferences.
 * Organize and analyze data from experiments and investigations with plants and animals.
 * Observe and describe changes in complex systems over time.
 * Relate laboratory studies to natural systems.
 * __#|apply__ mathematics in the context of science.
 * Acquire vocabulary associated with environmental biology.
 * Exercise language, math, and social studies skills in the context of biology investigations.
 * Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating.



Listen to the stories that we read in class here [|podcast]

Investigation 1
• Terrestrial environments include both living and nonliving factors. || • Observe and describe changes in a terrarium over time. • Organize and communicate observations. ||
 * **TERRESTRIAL ENVIRONMENTS** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students set up terrariums, observe them for 2 weeks, and describe the environmental factors that contribute to the terrarium environment. || • Everything that surrounds an organism makes up the organism’s environment.

Investigation 2
• Isopods prefer moist, dark environments; beetles prefer dry, dark environments. || • Set up and observe animal investigations. • Organize data and communicate results of investigations. • Relate the behavior of an animal to environmental factors. ||
 * **BUGS AND BEETLES** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students construct a runway to investigate how isopods and darkling beetles respond to environmental factors such as water and light, and determine the environmental preferences. || • Each organism has a set of preferred environmental conditions.

Investigation 3
• Optimum conditions are those most favorable to an organism’s survival, growth, and reproduction. || • Conduct a plant experiment to determine range of tolerance. • Organize data and communicate results. • Relate differences in growth to the factor of water. ||
 * **WATER TOLERANCE** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students set up and monitor an experiment to determine the range of water tolerance for early growth of four kinds of plants: corn, pea, barley, and radish. || • Organisms have ranges of tolerance for environmental factors.

Investigation 4
• Carbon dioxide produced by aquatic organisms changes the acidity of the water. • The chain of feeding __relationships__ between a series of organisms is called a food chain. || • Observe and describe changes in an aquarium over time. • Use a chemical indicator to indirectly measure an environmental factor. • Relate differences in acid content to changes in carbon dioxide. ||
 * **AQUATIC ENVIRONMENTS** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students set up freshwater aquariums with fish and plants. They monitor the environmental factors in the systems, testing the acidity of the water using a chemical indicator. || • Aquatic environments include living and nonliving factors.

Investigation 5
• Organize data and compare results. • Relate the hatching of eggs to the factor of salinity. ||
 * **BRINE SHRIMP HATCHING** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students conduct a controlled experiment to determine which of four salt concentrations allow brine shrimp eggs to hatch. They determine range of tolerance and optimum conditions. || • Brine shrimp eggs can hatch in a range of salt concentrations but hatch __best__ under certain optimum salt conditions. || • Experiment to determine the range of tolerance to salinity for brine shrimp eggs.

Investigation 6
• Plants have different tolerances for salt. • In a controlled experiment, one variable is manipulated while all others are kept the same. || • Conduct a plant experiment to determine range of tolerance for salt. • Organize data and describe results. • Compare data from different kinds of plants. • Relate the difference in growth to the factor of salinity. ||
 * **SALT OF THE EARTH** ||
 * [[image:http://lhsfoss.org/navigation/images/orange-suns_10.gif width="36" height="83"]] || Students set up a controlled experiment to test the effect of salinity on four kinds of plants. They monitor growth of the seeds into plants and determine the plants’ tolerance for salt. || • Organisms have ranges of tolerance for environmental factors.

Terrarium Map ||  || media type="custom" key="12931382" || Notes: Biotic and Abiotic Things ||  ||  || The Martian and the Car Guided Reading: Terrestrial Environments Around the World ||  ||  || Response Sheet Terrestrial Environments Seedlings in a Jar ||  ||  || Teaching Diagram 12A ||  ||  || Venn Diagram ||  ||  || Terrarium Observations ||  ||  || Responding to Light Study Guide ||  ||  || Plant Observation ||  ||  || Observe Plants Math Extension 3 ||  ||  || HW: Response Sheet ||  || || Fish ||  ||  || Review Reading ||  ||   || Hypothesis: Materials: __Variables__ Constant: Independent: Dependent: Procedure: Observations: Conclusion: || HW: Response Sheet ||  || || planner check ||  ||   || HW: Write a letter ||  ||  || HW: Response Sheet - Brine Shrimp ||  ||  || Math Extension ||  || || Study Guide ||  ||  || Study for quiz ||  ||  || Salt of the Earth ||  ||  ||
 * March 9 ||  || Notes: Terrestrial Environments
 * March 12 ||  || Terrarium Observations
 * March 12 ||  || Terrarium Observations
 * March 13-15 ||  || PSSA testing - Each class will meet twice over the next three days
 * March 16 ||  || (Terrarium Observations)
 * March 19 ||  || Notes: Needs of Living Things
 * March 19 ||  || Notes: Needs of Living Things
 * March 20 - 22 ||  || PSSA testing - each section meets twice Beetles and Isopods
 * March 20- 22 ||  || Animal Investigations
 * March 23 ||  || (Terrarium Observations)
 * March 23 ||  || (Terrarium Observations)
 * March 26 ||  || Vocabulary Review ||   ||   ||
 * March 27 ||  || I Check Quiz ||   ||   ||
 * March 28 ||  || Plant Experiment Set Up ||   || [[file:Plant Experiment Set up.pdf]] ||
 * March 29 ||  || Guided Reading: Auntie's Plants ||   || [[file:aunties plants.pdf]] ||
 * March 30 ||  || Create A Creature Project ||   || [[file:Create a Creature Project.docx]] ||
 * April 2 ||  || Project ||   || [[file:creature graphic organizer.docx]] ||
 * April 3 ||  || Project ||   || [[file:Create a Creature Writing Outline.docx]] ||
 * April 4 ||  || Project
 * April 3 ||  || Project ||   || [[file:Create a Creature Writing Outline.docx]] ||
 * April 4 ||  || Project
 * April 5 - 10 ||  || Spring Break ||   ||   ||
 * April 11 ||  || Project due
 * April 11 ||  || Project due
 * April 12 ||  || Response Sheet - Water Tolerance ||   ||   ||
 * April 13 ||  || Plant Profile
 * April 16 ||  || Investigation 4: Aquatic Environments ||   || [[file:Goldfish Observations.docx]] ||
 * April 17 ||  || Aquarium Log
 * April 17 ||  || Aquarium Log
 * April 18 ||  || Guided Reading: Aquatic Environments Around the World ||   || [[file:Aquatic Environments Around the World.docx]] ||
 * April 19 ||  || Aquarium Log
 * April 20 ||  || Acids and Bases ||   || [[file:Acids and Bases.docx]] ||
 * April 23 ||  || Design an Investigation ||   || Problem: What causes acidity to form in an aquarium?
 * April 23 ||  || Design an Investigation ||   || Problem: What causes acidity to form in an aquarium?
 * April 24 ||  || Investigations with BTB
 * April 25 ||  || Math Extension 4 ||   || [[file:math 4.pdf]] ||
 * April 26 ||  || Acid Rain ||   || [[file:acid rain.docx]] ||
 * April 27 ||  || Law Day - No Classes ||   ||   ||
 * April 30 ||  || Study Guide ||   || [[file:1 Study Guide Environments.docx]] ||
 * May 1 ||  || Notebook Test ||   ||   ||
 * May 2 ||  || Part 1 unit test
 * May 2 ||  || Part 1 unit test
 * May 3 ||  || review test ||   ||   ||
 * May 4 ||  || review test ||   ||   ||
 * May 7 ||  || Brine Shrimp Hatching ||   || [[file:Brine Shrimp[1].pptx]][[file:brine shrimp hatching.pdf]] ||
 * May 8 ||  || Observe Brine Shrimp ||   ||   ||
 * May 9 ||  || Observe Brine Shrimp ||   ||   ||
 * May 10 ||  || Brine Shrimp Discussion Questions
 * May 10 ||  || Brine Shrimp Discussion Questions
 * May 11 ||  || Teacher Inservice Day - No School ||   ||   ||
 * May 14 ||  || Determining Viability ||   ||   ||
 * May 15 ||  || No class - 8th grade concert ||   || [[file:The Mono Lake Story.docx]] ||
 * May 16 ||  || Guided Reading: The Mono Lake Story
 * May 16 ||  || Guided Reading: The Mono Lake Story
 * May 17 ||  || Determining Viability Discussion Questions
 * May 18 ||  || Salt of the Earth Investigation 1 ||   ||   ||
 * May 21 ||  || Plant Observation ||   || [[file:Plant obsesrvations.pdf]] ||
 * May 22 ||  || Guided Reading: What if the Ecosystem Changes ||   || [[file:Guided Reading What Happens When Ecosystems Change.docx]] ||
 * May 23 ||  || Plant Observation
 * May 23 ||  || Plant Observation
 * May 24 ||  || Track and Field Days ||   ||   ||
 * May 25 ||  || Track and Field Days ||   ||   ||
 * May 28 ||  || No School ||   ||   ||
 * May 29 ||  || Plant Profile
 * May 29 ||  || Plant Profile
 * May 30 ||  || Quiz
 * May 31 ||  || Cinquain ||   ||   ||
 * June 1 ||  || Endangered Species Projects ||   ||   ||
 * June 4 ||  || Endangered Species Projects ||   ||   ||
 * June 5 ||  || Endangered Species Projects ||   ||   ||
 * June 6 ||  || Endangered Species Projects ||   ||   ||
 * June 7 ||  || Environmental Field Trip ||   ||   ||
 * June 8 ||  ||   ||   ||   ||
 * June 11 ||  || Endangered Species Projects ||   ||   ||
 * June 12 ||  || Endangered Species Projects ||   ||   ||
 * June 13 ||  || Endangered Species Projects ||   ||   ||
 * June 14 ||  || Endangered Species Projects ||   ||   ||
 * June 15 ||  || Last Day of School ||   ||   ||
 * June 14 ||  || Endangered Species Projects ||   ||   ||
 * June 15 ||  || Last Day of School ||   ||   ||