ࡱ> #` bjbj\.\. ">D>D %%%b&& D*(*L2+2+2+0.1)1 ìŬŬŬŬŬŬ$hxt 51/05151 2+2+=E=E=E51 R2+ 2+ì=E51ì=E=Eǡ " S2+* @s4%C<fL$0DlC6S SL=E515151D^515151D51515151 dd     Ecology: Energy Flows Through Ecosystems Level 4 Project Glad Livermore Joint Unified School District Kren Woodward and Anne Rosendin Key Trainers in Training 2006 Project GLAD Livermore Valley Joint Unified School District Ecosystems (4) Idea Pages Unit Theme Energy flow through ecosystems All organisms need energy and matter to live and grow. Living organisms depend on one another and on their environment for survival. Compare ecosystems, the organisms and the role(s) they play within the ecosystem. Cross cultural: - ecosystems have common characteristics around the globe Focus /Motivation Realia: Animal specimens alive and preserved, fungus, mold, worm bin, ant farm, live plants, experiments Big Book Videos and/or movies Field trip(s) Observation Charts Inquiry Chart Picture File Cards Ecologist Awards Team points Closure Process grid Personal exploration Student created poems, songs, and Big Books Student portfolio of individual tasks. Teacher and student generated tests: ecology Team ecosystem project teacher/student made rubric An expository writing piece to prompt Revisits of Inquiry Chart Concepts 4th Grade Standards Science Life Science 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept, students know: a. plants are the primary source of matter and energy entering most food chains. b. producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept, students know: a. ecosystems can be characterized by their living and nonliving components. b. that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. Investigation and Experimentation 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations. c. Formulate and justify predictions based on cause-and-effect relationships. d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. f. Follow a set of written instructions for a scientific investigation. V. Vocabulary ecology biotic abiotic environment organism population community ecosystem biosphere producer consumer herbivore carnivore omnivore scavenger decomposer food chain food web energy pyramid habitat niche limiting factor carrying capacity competition prey predator symbiosis mutualism commensalism parasitism parasite host coevolution adaptation photosynthesis tundra grassland desert temperate forest tropical rain forest mangrove temperate arctic tropical oasis equator Tropic of Cancer Tropic of Capricorn VI. English Language Arts Standards Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Word Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. 1.3 Use knowledge of root words to determine the meaning of unknown words within a passage. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). 1.5 Use a thesaurus to determine related words and concepts. 1.6 Distinguish and interpret words with multiple meanings. 2.0 Reading Comprehension Structural Features of Informational Materials 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. 2.4 Evaluate new information and hypotheses by testing them against known information and ideas. 2.5 Compare and contrast information on the same topic after reading several passages or articles. 2.6 Distinguish between cause and effect and between fact and opinion in expository text. 2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games). 3.0 Literary Response and Analysis Structural Features of Literature 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions. 3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales). 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. Writing 1.0 Writing Strategies Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements. 1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention. 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). Penmanship 1.4 Write fluidly and legibly in cursive or joined italic. Research and Technology 1.5 Quote or paraphrase information sources, citing them appropriately. 1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes). 1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. 1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive). Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. 2.0 Writing Applications (Genres and Their Characteristics) 2.1 Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable. 2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge. 2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources). 2.4 Write summaries that contain the main ideas of the reading selection and the most significant details. Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Use simple and compound sentences in writing and speaking. 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases. Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking. Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions. 1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate. Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. Listening and Speaking 1.0 Listening and Speaking Strategies Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings. 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. 1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures. 1.4 Give precise directions and instructions. Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence. 1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question). 1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts. 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information. 1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning. Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues. 2.0 Speaking Applications (Genres and Their Characteristics) 2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable. 2.2 Make informational presentations: a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports). 2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details. 2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing. VII. ELD Standards - 3rd -5th grades LISTENING AND SPEAKING Comprehension B Speak with few words/sentences Answer simple questions with one/two word response Retell familiar stories/participate in short conversations/using gestures EI Ask/answer questions using phrases/simple sentences Restate/execute multi step oral directions I Ask/answer questions using support elements Identify key details from stories/information EA Identify main points/support details from content areas A Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately Comprehension, Organization & Delivery of Oral Communication B Uses common social greetings EI Identify main points of simple conversations/stories (read aloud) Communicate basic needs Recite rhymes/songs/simple stories I Speak with standard English grammatical forms/sounds Participate in social conversations by asking/answering questions Retell stories/share school activities using vocabulary, descriptive words/paraphrasing EA Retell stories including characters, setting, plot, summary, analysis Use standard English grammatical forms/sounds/intonation/pitch Initiate social conversations by asking & answering questions/restating & soliciting information Appropriate speaking based on purpose, audience, subject matter Ask/answer instructional questions Use figurative language & idiomatic expressions A Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch Reading - Word Analysis (Grades 3-5 ELD Standards) Concepts about Print, Phonemic Awareness, Decoding & Word Recognition B Recognize familiar phonemes Recognize sound/symbol relationships in own writing EI Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentences I Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent reading EA Use knowledge of morphemes to derive meaning from literature/texts in content areas A Use roots & affixes to derive meaning Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD Standards) Vocabulary & Concept Development B Read aloud simple words in stories/games Respond to social & academic interactions (simple questions/answers) Demonstrate comprehension of simple vocabulary with action Retell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs EI Use content vocabulary in discussions/reading Read simple vocabulary, phrases & sentences independently Use morphemes, phonics, syntax to decode & comprehend words Recognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expression I Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expression Use content vocabulary in discussions/reading Recognize common roots & affixes EA Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixes Use standard dictionary to find meanings Recognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent reading Use idioms in discussions & reading Read complex narrative & expository texts aloud with pacing, intonation, and expression. A Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning words Apply academic & social vocabulary to achieve independent read. Use idioms, analogies & metaphors in discussion & reading Use standard dictionary to find meanings Read narrative & expository text aloud with pacing, intonation Reading Comprehension B Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step directions Sequence events from stories read aloud using key words/phrase Identify main idea using key words/phrases Identify text features: title/table of contents/chapter headings EA Use simple sentences to give details from simple stories Connect text to personal experience Follow simple two-step directions Identify sequence of text using simple sentences Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students I Orally respond to comprehension questions about written text Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes Identify main idea to make predictions & support details Orally describe connections between text & personal experience Follow multi-step directions for classroom activities Identify examples of fact/opinion & cause/effect in literature/content texts EA Give main idea with supporting detail from grade level text Generate & respond to text-related comprehension questions Describe relationships between text & personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions & make inferences using text resources Find examples of fact, opinion, inference, & cause/effect in text Identify organizational patterns in text: sequence, chronology A Make inferences/generalizations, draw conclusions from grade level text Describe main ideas with support detail from text Identify patterns in text: compare/contrast, sequence/ cause/effect Writing Strategies and Applications (Grade 3-5 ELD Standards) Penmanship, Organization & Focus B Write alphabet Label key parts of common object Create simple sentences/phrases Write brief narratives/stories using few standard grammatical forms EI Write narratives that include setting and character Respond to literature using simple sentences, drawings, lists, charts Write paragraphs of at least four sentences Write words/simple sentences in content areas Write friendly letter Produce independent writing I Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areas Write a letter with detailed sentences EA Write detailed summary of story Arrange compositions with organizational patterns Independently write responses to literature Use complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidence Write multi-paragraph narrative & expository essay for content areas A Write short narrative for all content areas Write persuasive composition Write narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process Writing Conventions B Begin own name and sentences with capital letter Use period at end of sentence EI Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventions I Produce independent writing Use standard word order EA Produce independent writing with correct capitals, punctuation, spelling Edit for basic conventions Use standard word order A Use complete sentences and correct order Use correct parts of speech Edit for punctuation, capitalization, spelling Produce writing with command of standard conventions Reading Literary Response and Analysis (Grades 3-5 ELD Standards) Narrative Analysis of Grade-Level Appropriate Text B One/two-word oral responses to factual comprehension questions Word/phrase oral response identifying characters and settings Distinguish between fiction & non-fiction Identify fairy tales, folk tale, myth, legend using lists, charts, tables EI Orally answer factual questions using simple sentences Orally identify main events in plot Recite simple poems Orally describe setting of literature piece Orally distinguish among poetry, drama, short story Orally describe character of a selection I Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning from text EA Describe figurative language (simile, metaphor, personification) Distinguish literary connotations from culture to culture Identify motives of characters Describe themes stated directly Identify speaker/narrator in text Identify main problem of plot and how it is resolved Recognize first & third person in literary text A Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author's use of techniques to influence reader Describe directly stated & implied themes Compare & contrast motives of characters in work of fiction Resources and Materials Teacher Hands on Nature; Jenepher Lingelbach, Editor Project Wild Project Wild Aquatic Harcourt Science 4th grade, California edition Holt Earth Science Environmental Science, 6th Edition; G. Tyler Miller Ranger Ricks Nature Scope series, National Wildlife Federation Resources And Materials Non-Fiction/Expository Various Field Guides Environmental Science, 6th Edition; G.Tyler Miller Harcourt Science 4th grade, California edition (Resources And Materials Non-Fiction/Expository cont.) Visual Factfinder: Planet Earth. Neil Curtis and Michael Allaby Oil Spill!, Melvin Berger Series: One Day in the . . . Jean Craighead George Ecosystems Library Series, Thompson Gale, Publisher Ecosystems Series, Chelsea House Publishers Ecosystems, Greg Reid Ecosystems, Jim Pipe Who Eats What?: food chains and Food Webs, Patricia Lauber Aliens from earth: When Animals and Plants Invade Other Ecosystems, Mary Batten Desert Giant: The World of the Saguaro Cactus, Barbara Bash Eyewitness Books Series, DK Publishing Science of Ecosystems: Species, Spaces, and Relationships, Gillian Richardson War in Your Backyard: Life in an Ecosystem, Louise and Richard Spilsbury Cactus Caf:A Story of the Sonoran Desert, Kathleen Weidner Salamander Rain, Kristin Joy Pratt-Serefini Rain Forests: A Nonfiction Companion to Afternoon in the Amazon (Magic Tree House Research Guide Series), Mary Pope Osborne Pass the Energy, Please!, Barbara Shaw McKinney Tree of Life: The World of the African Baobab, Barbara Bash Endangered Planet, David Burnie Exploring Land Habitats, Margaret Yatsevitch Phinney Resources And Materials Fiction/Narrative The Big Book For Our Planet, Ann Durell ed. The Sea, the Storm, and the Mangrove Tangle, Lynne Cherry A River Ran Wild, Lynne Cherry The Armadillo from Amarillo, Lynne Cherry Flutes Journey, Lynne Cherry The Great Kapok Tree, Lynne Cherry The Shamans Apprentice, Lynne Cherry and Mark J. Plotkin Water Dance, Thomas Locker Magic School Bus Gets Eaten: A Book about Food Chains, Scholastic Books Inc. Afternoon in the Amazon (Magic Tree House), Mary Pope Osborne Everglades, Jean Graighead George One Day in the Prairie, Jean Graighead George Resources And Materials Big Book The Important Book of Ecosystems Resources And Materials Poetry 101 Science Poems and Songs for Young Learners, Meish Goldfish Student poetry booklet (Energy through ecosystem) teacher made People/ Community East Bay Regional Park District Naturalist Programs Livermore Area Recreation And Park District Oakland Museum Project Learning Tree, State Dept. of Education, Jay Antunez (916) 323-2498 Project Wild, State Dept. of Education, Elena Scofield (916) 455 7613 Project Wet, State Dept. of Education, Elena Scofield (916) 455 7613 Bay Nature magazine Web Sites http://www.fi.edu/tfi/units/life/habitat/habitat.html http://www.enchantedlearning.com/support/ http://library.thinkquest.org/11353/ecosystems.htm http://members.aol.com/bowermanb/ecosystems.htm http://sps.k12.ar.us/massengale/ecology_notes_bi.htm Project GLAD Livermore Valley Joint Unified School District Ecosystems (4) Planning Pages I. FOCUS AND MOTIVATION Big Book Observation Charts Picture File Cards Cognitive Content Dictionary Inquiry Chart Realia: Animal specimens alive and preserved, fungus, mold, worm bin, ant farm, live plants Ecologist Awards T-Graph Poetry/Chants Read Aloud: anything by Lynne Cherry Science Experiments Videos Field Trip(s) II. INPUT Graphic organizer - Levels of Organization of Matter Graphic organizer World map with major climate bands/zones of the world Narrative - From Island to Island or A River Ran Wild by Lynne Cherry Pictorial - Tundra Ecosystem Read Aloud III. GUIDED ORAL PRACTICE Sentence Patterning Chart (aka Farmer-in-the-Dell) T-graph for social skills: Cooperation Poetry/Chants, Raps, Songs Home/School Connection On-going oral processing of charts Exploration Report Team evaluation IV. READING AND WRITING Total Class Process Grid Group Poetry Frame - (Flip Chant) Co-Operative Strip Paragraph - topic sentence (comp and contrast) Big Book Chants/poems Found Poetry Small Group Expert Groups Ear to Ear reading Flexible reading groups Team Tasks Sentence Patterning Chart, Pictorials, Poetry Frame, Group Big Books, CCD, Chart labeling Readers Theater ELD story retell Write a paragraph using the process grid Individual Activities - Portfolio Interactive Journal Learning logs Mind mapping Individual practice and choice of all team tasks Reading and Writing in students own language Silent Sustained Reading Silent Sustained Writing Reading and Writing to all genres and domains Reading the walls Writers Workshop Mini Lesson Writing/Planning Conferencing Authors Chair V. EXTENSIONS: Slide shows Field Trip to local parks, open space, museums Games (Project Wild) Experiments VI. CLOSURE/EVALUATION: Process grid Personal exploration/ research project Student created poems, songs, and Big Books Student portfolio of individual tasks. Teacher and student generated tests: ecology Team ecosystem project teacher/student made rubric A expository writing piece to prompt Reprocess of all Charts Learning Logs Adopted Science Curriculum assessments Sharing of student generated work Project GLAD Livermore Valley Joint Unified School District Ecosystems (4) Sample Daily Lesson Plans (5-day) DAY 1: FOCUS AND MOTIVATION: Realia: Animal specimens alive and preserved (fungus, mold, worm bin, ant farm, live plants) 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- ecologist Observation Charts Inquiry Chart: What do we know about ecology? What do we want to know? Big Book INPUT: Graphic Organizer World map World map with major climate bands/zones 10/2 with primary language Learning Log/ELD review/retell GUIDED ORAL PRACTICE: Poetry/Chants T- graph Exploration Report INPUT: Narrative Input From Island to Island by Lynne Cherry (Personal Narrative) READING AND WRITING: Interactive Journal GUIDED ORAL PRACTICE: Poetry/Chants CLOSURE: Process Inquiry chart Home/School Connection DAY 2: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- producer GUIDED ORAL PRACTICE: Process Home /School Connection Review Graphic organizer Input- World Map- with word cards Learning Log Review Narrative input with word cards INPUT: Pictorial Input of an Ecosystem (Tundra) Learning Log GUIDED ORAL PRACTICE: Poetry/Chants Review Pictorial input with word cards READING AND WRITING: Mind map of Pictorial input GUIDED ORAL PRACTICE: Team Tasks world map, pictorial input, mind map Expert Groups 1/2 (highlight and sketch) Team Evaluations READING AND WRITING: Interactive Journal CLOSURE/EVALUATION: Reprocess Charts/poems Home/School Connection DAY 3: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- student selected GUIDED ORAL PRACTICE: Process Home /School connection Team tasks all of yesterdays and Sentence Patterning chart and CCD Expert groups 1/ 2 (with mind maps) READING AND WRITING: Process Grid (1st row) GUIDED ORAL PRACTICE: Poetry/Chants READING AND WRITING: Writers workshop FOCUS AND MOTIVATION: Big Book CLOSURE/EVALUATION: Reprocess charts/poems Interactive Journals Home School Connection DAY 4: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- student selected GUIDED ORAL PRACTICE: Process Home/School Connection Sentence Patterning Chart: Reading Game Trading Game READING AND WRITING: Flip Chant Narrative review w/ conversation bubbles GUIDED ORAL PRACTICE: Expert Group Share out READING AND WRITING: Process Grid Co-op Strip Paragraph GUIDED ORAL PRACTICE: Team tasks READING AND WRITING: Co-op Strip Paragraph edit Story Map of Narrative Writers Workshop CLOSURE/EVALUATION: Reprocess charts/poems Interactive Journals Home School Connection DAY 5: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- student selected GUIDED ORAL PRACTICE: Process Home/School Connection READING AND WRITING: Small group Scaffold Paragraph Sentence Phrases Words Missing word Poetry Booklets SQ3R clunkers and links Co-op strip typed text Whole Group Ear to Ear reading Listen and sketch Interactive Journal ELD story retell L1 story retell CLOSURE/EVALUATION: Reprocess Inquiry chart Project GLAD Livermore Valley Joint Unified School District Ecosystems (4) Sample Daily Lesson Plans (4-day) DAY 1: FOCUS AND MOTIVATION: Realia: Animal specimens alive and preserved (fungus, mold, worm bin, ant farm, live plants) 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- ecologist Observation Charts Inquiry Chart: What do we know about ecology? What do we want to know? Big Book INPUT: Graphic Organizer World map World map with major climate bands/zones 10/2 with primary language Learning Log/ELD review/retell GUIDED ORAL PRACTICE: Poetry/Chants T- graph Picture file card activity w/ Exploration Report INPUT: Narrative Input From Island to Island by Lynne Cherry (Personal Narrative) READING AND WRITING: Interactive Journal GUIDED ORAL PRACTICE: Poetry/Chants CLOSURE: Process Inquiry chart Home/School Connection DAY 2: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- producer GUIDED ORAL PRACTICE: Process Home /School Connection Review Graphic organizer Input- World Map- with word cards Learning Log Review Narrative input with word cards and conversation bubbles INPUT: Pictorial Input of an Ecosystem (Tundra) Learning Log GUIDED ORAL PRACTICE: Poetry/Chants Review Pictorial input with word cards READING AND WRITING: Mind map of Pictorial input GUIDED ORAL PRACTICE: Team Tasks world map, pictorial input, mind map - Expert Groups 1 /2 (highlight and sketch) READING AND WRITING: Interactive Journal CLOSURE/EVALUATION: Reprocess Charts/poems Home/School Connection DAY 3: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- student selected GUIDED ORAL PRACTICE: Process Home /School connection Sentence Patterning Chart: Reading Game Trading Game Flip chant Team tasks all of yesterdays and Sentence Patterning chart, Flip Chant, and CCD - Expert groups 1/ 2 (with mind maps) Oral Team Evaluation (from T-Graph) READING AND WRITING: Process Grid 1st row from input of tundra other rows from expert groups READING AND WRITING: Co-op Strip Paragraph read revise edit FOCUS AND MOTIVATION: Big Book CLOSURE/EVALUATION: Reprocess charts/poems Interactive Journals Home School Connection DAY 4: FOCUS AND MOTIVATION: Review 3 Standards/Reinforcers Cognitive Content Dictionary (CCD) with signal word- student selected GUIDED ORAL PRACTICE: Process Home/School Connection Poetry/Chants READING AND WRITING: Story Map of Narrative Leveled Reading Groups - Co-op Strip Paragraph typed text (struggling readers) sentence, phrases, words, missing word - ELD Group Frame (story retell) or L1 story retell - SQ3R clunkers and links (for at or above level readers) Focused Reading read the walls with personal Cognitive Content Dictionary Ear to Ear reading Listen and sketch Interactive Journal Writers Workshop CLOSURE/EVALUATION: Reprocess Inquiry chart Ecologist Award Text (just add pictures) Food chains and food webs show whom or what is consumed or eaten by whom or what in an ecosystem. Herbivores Carnivores Plants (primary consumer) (secondary consumer) (primary producers) Scavengers and Decomposers Plants harness energy from the sun. That energy is changed or converted into food energy. Herbivores eat plants and carnivores eat herbivores. Decomposers play a very important role in ecosystems. They break down animal wastes and dead remains of plants and animals and return nutrients to the soil to be used by producers (plants). Decomposers (recycle matter from dead plants and animals) Fungi Bacteria Insects Earthworms Ecosystems are made up of both living (biotic) and non living (abiotic) parts. Biotic parts are the plants, animals, and microorganisms. The abiotic parts include sun, soil, water, temperature, and nutrients. Plants and animals depend on each other for survival. Plants depend on animals for pollination and seed dispersal. Animals depend on plants for food and shelter. Deserts are widespread, and can be hot or cold, tropical, temperate, or arctic, but all are dry, having less than 10 inches of rain a year. The soil is generally hard and low in nutrients. Shrubs, cacti, and small trees, all with special adaptations to the dry conditions, are the dominant plants (producers). Animals tend to be small and nocturnal. Grasslands are found in the middle areas of all continents except for Antarctica and can be tropical, temperate or arctic. These seas of grass have between 10-25 inches of rain each year. The soil is generally dark and rich in nutrients at the surface. Grasses are the dominant plant (producer), with occasional trees and shrubs. Grazing herbivores (plant eating animals) are abundant. Grasses have adapted to survive both severe grazing and fire. Temperate Forests are found in the temperate zones around the world. They receive between 30-60 inches of rain each year and have an average temperature of 75O F with great variations from season to season. The soil is very fertile and high in nutrients. Broadleaf, deciduous trees such as beech, oak and maple are the dominant plant (producer) with shrubs and grasses at the forest floor. These forests are known for their brilliant fall colors of red, orange and yellow, as the leaves are getting ready to fall. Tropical Rain Forests are found near the equator in the tropic zone and have more than 75 inches of rainfall each year. The temperature stays a fairly constant 68- 77O F throughout the year. The soil is actually low in nutrients because plants quickly absorb the nutrients before they can enter the soil. Broadleaf evergreen trees are the dominant plant (producer) with ferns, shrubs and mosses at the forest floor. There are more plant and animal species per unit of area than any other ecosystem. Tundra is found in the extreme northern latitudes and have less than 5 inches of frozen precipitation per year. The average temperature is 10 -21O F. The soil is frozen most of the year with only the upper few inches thawing during the short summer. Soil nutrient levels are low because it it so cold that nutrient breakdown is slow. Small lichens, mosses, and shrubs less than inches tall are the dominant plants (producers). Predators migrate into the tundra during the short growing season. The Important Thing About Ecosystems (Big Book) The important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. Energy enters ecosystems as sunlight. Photosynthesis is the process of transforming solar energy into chemical energy. Green plants and photosynthetic microorganisms, also called producers, are the foundation of energy flow in most ecosystems because they are capable of producing their own food by photosynthesis. A food web depicts how energy is passed from organism to organism. But, the important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. The important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. Energy and matter transfer from one organism to another organism through consumption. Plants are eaten by primary consumers (herbivores); herbivores are eaten by secondary consumers (carnivores); all are eaten by scavengers and decomposers when dead. Energy is transferred from organisms to the physical environment through heat loss. Carbon, nitrogen, and water are also cycled and returned to the physical environment. But, the important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. The important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. Organisms in a population may be categorized by whether they are producers of chemical energy from solar energy or consumers of chemical energy. Consumers can be categorized as herbivores, predators, scavengers, or decomposers. Consumers may also be categorized in multiple ways, such as omnivores that eat both plants and animals and opportunistic consumers that act as both predators and scavengers. But, the important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. The important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. Different kinds of organisms may play similar ecological roles in similar biomes. Ecological roles are defined by the environment and not by any particular organism. For example: Australia has plants that are unique to that continent yet play the same role as other kinds of plants in similar environments elsewhere. Another example is in the rain forests of South America, the mammalian consumers and predators are placental (nonmarsupial) sloths, deer, monkeys, rodents, and cats, and in the rain forests of Australia, marsupial kangaroos, wallabies, bandicoots, play the same ecological role. But, the important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. The important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. The number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. The richer the plant growth, the more diversity of life types and number of organisms can be supported in an ecosystem. The richness of plant growth depends on abiotic factors, such as water, sunlight, moderate temperatures, temperature ranges, and composition of soils. The number of plant-eating animals in an ecosystem depends directly on the available edible plants. The number of predators in an ecosystem depends on the amount of prey available. But, the important thing about ecosystems is that the organisms within them exchange energy and nutrients among themselves and with the environment. Kren Woodward Project GLAD 2006  SHAPE \* MERGEFORMAT   SHAPE \* MERGEFORMAT  Energy Through Ecosystems Poetry Booklet Name: _________________________ Is this an Ecosystem? By Kren Woodward Is this an ecosystem? Yes, Maam! Is this an ecosystem? Yes, Maam! How do you know? Environments and organisms How do you know? Interacting with each other. Give me some examples: Grasslands and forests Give me some examples: Deserts and rivers. Is this an ecosystem? Yes, Maam! Is this an ecosystem? Yes, Maam! How do you know? It varies by climate, How do you know? By latitude and altitude. Give me some examples: Hot, low and wet rainforests. Give me some examples: Cold, high and dry tundra.  Is this a producer? Yes, Maam! Is this a producer? Yes, Maam! How do you know? It uses sunlight to make food. How do you know? Its green and photosynthesizes. Give me some examples: Grasses in a prairie. Give me some examples: Trees in a forest.  Is this a consumer? Yes, Maam! Is this a consumer? Yes, Maam! How do you know? It eats plants for food. How do you know? It eats other animals. Give me some examples: Rabbits and grasshoppers. Give me some examples: Foxes and hawks.  Is this a scavenger? Yes, Maam! Is this a scavenger? Yes, Maam! How do you know? It eats dead things. How do you know? Its natures trash collector. Give me some examples: Vultures and hyenas. Give me some examples: Cockroaches and crayfish.  Is this a decomposer? Yes, Maam! Is this a decomposer? Yes, Maam! How do you know? They recycle organic matter. How do you know? They make nutrients available. Give me some examples: Bacteria and fungi. Give me some examples: Crabs and earthworms.  And are we through? Yes, Maam! Did you tell me true? Yes, Maam! What did you chant? ECOSYSTEMS! What did you chant? ECOSYSTEMS!  Photsynthesis Rap By Kren Woodward Have you heard the Photosynthesis Rap? Its real cool and has lots of facts! Green plants do it and theyre called the producers Turning sunlight and stuff into simple sugars. Algae and bacteria can photosynthesize too. Whatever the organism, they be makin food. Water travels from the roots to the leaves, Where they pull in carbon dioxide that we dont need. Chlorophyll in the leaves trap energy from our sun, There it makes the food and oxygen for everyone. And now youve heard the Photosynthesis Rap Youre even smarter and thats a fact!  Symbiosis By: Karen Hernandez Is this symbiosis? Yes Maam Is this symbiosis? Yes Maam How do you know? Species interact How do you know? They live together Give me some examples: Mutualism & parasitism Give me some examples: Commensalism Is this mutualism? Yes Maam Is this mutualism? Yes Maam How do you know? Both organisms benefit How do you know? They help each other Give me some examples: Capuchin monkeys & flowers Give me some examples: Bacteria & termites Is this commensalism? Yes Maam Is this commensalism? Yes Maam How do you know? One organism benefits How do you know? The other is unaffected Give me some examples: Moths & sloths Give me some examples: Flower mites & hummingbirds Is this parasitism? Yes Maam Is this parasitism? Yes Maam How do you know? The parasite benefits How do you know? The host is harmed! OUCH! Give me some examples: Fungus & insects Give me some examples: Fly & leaf cutter ant The Energy Connection to the tune of: Shell be Coming round the Mountain words by Karen Hernandez Plants, bacteria, and algae are PRODUCERS three. They use photosynthesis you see. They absorb the energy from the sun, and use carbon dioxide before theyre done, converting it to food for living things. CONSUMERS eat producers for energy. Herbivores eat only plants or trees. Carnivores eat meat, and omnivores eat both things, but scavengers find dead animals to eat. DECOMPOSERS recycle energy from dead things. Their job is more important than you think. Earthworms, fungi, and bacteria decompose materials in every area, so that producers can use them once again.  Ecology Here, Ecology There By Kren Woodward Ecology here, ecology there Ecology, ecology everywhere! Rich rain forests flourishing, Parched deserts surviving, Sparse tundra existing and expansive grasslands rolling. Ecology here, ecology there Ecology, ecology everywhere! Energy from the sun, Energy in producers, Energy through the food web, and energy into the environment. Ecology here, ecology there, Ecology, ecology everywhere! Ecology! Ecology! Ecology!  Three Functions of Life (To the tune of: Three Blind Mice) words by Kren Woodward Three functions of life Three functions of life See how they live See how they eat Producers, consumers, and decomposers Producers, consumers, and decomposers Three functions of life.  Photosynthesis (To the tune of: Three Blind Mice) words by Kren Woodward Six CO2 Six CO2 Plus six H2O Plus six H2O Add solar energy to the mix You get C6H12O6 And 6O2  Project GLAD Home/School Connection -1 Ecology Energy Through Ecosystems Get permission from your parent or caregiver to go into your backyard or some other. Spend 15 minutes sitting quietly in the outside places, noticing the sounds, sights and odors that surround you in nature. Afterwards, draw and write about as many of the plants and animals you noticed in nature. Tell about the odors you smelled or the sounds you heard. Parent/Guardian Signature: _____________________________________ Student Signature: ___________________________________________ Project GLAD Home/School Connection - 2 Ecology Energy Through Ecosystems Neighborhood Plant and Animal Search Ask an adult to accompany you on a walk around your neighborhood during daylight hours. Do not go out alone. Look for parts of the neighborhood ecosystem such as sun, rocks, soil, plants and animals that exist/live there. Take your pencil, this page and something to write on. Put a check mark on the paper next to the type of item you find and then draw or write the specific items you see. Energy source (source of energy for the ecosystem) Non-living things Producers (plants) Consumers (animals that eat the producers or other animals) Decomposers (eat dead things) Parent/Guardian Signature: _____________________________________ Student Signature: ___________________________________________ Project GLAD Home/School Connection -3 Ecology Energy Through Ecosystems Retell the Narrative story From Island to Island to someone at home. What did the person think of the story? Parent/Guardian Signature: _____________________________________ Student Signature: ___________________________________________ Project GLAD Home/School Connection -3 (alternate) Ecology Energy Through Ecosystems Retell the Narrative story A River Ran Wild to someone at home. What did the person think of the story? Parent/Guardian Signature: _____________________________________ Student Signature: ___________________________________________ Projecto GLAD Coneccion Casa-Escuela-1 Ecologia-Energia atravez del Ecosystema Obten un permiso del padre o tutor de ir atras de su casa o alguna otro lugar lejos de la gente. Pasa 15 minutos sentado calladamente en ese lugar de afuera, notando los sonidos, lo que viste y olores alrededor de la naturaleza. Despues de todo, dibuja y escribe acerca de las muchas cosas de las plantas y animales que tu notaste en la naturaleza. Dinos acerca de los olores alrededor tuyo y de los sonidos que escuchaste. Nombre del Padre/Tutor:___________________________ Firma del estudiante:_______________________________ Projecto GLAD Coneccion con la Casa-Escuela 2 Ecologia- Energia Atravez del Ecosistema En Busca de Plantas y Animales en tu Vecindario Pidele a un adulto que te acompae alrededor de tu vecindario durante las horas de la luz del dia. No salgas afuera solo/a. Busca por partes del ecosistema en el vecindario, tales como el sol, rocas, tierra, plantas, y animals que existen y o que viven ahi. Toma tu lapiz, esta pagina y algo en que escribir. Pon una marca en el papel enseguida del tipo de articulo que encontraste, y enseguida dibuja o escribe los articulos especificos que viste. Recursos de energia (recursos de energia del ecosistema) Cosas no-vivientes Productoras (Plantas) Consumidoras (animales que comen el producto u otros animales) Decomposidores (comen cosas muertas) Firma del Padre/Tutor______________________________ Firma del Estudiante_______________________________ Projecto GLAD Coneccion Casa/Escuela 3 Ecologia-Energia Atravez del Ecosistema Recuentale la historia narrativa De la Isla a la Isla a alguien de tu casa. Que opino esa persona de la historia? Firma del Padre/Tutor______________________________ Firma del Estudiante_______________________________ Projecto GLAD Coneccion Casa-Escuela (Alterno) 3 Ecologia-Energia Atravez del Ecosistema Recuenta la historia narrativa El Rio se Volvio Loco a alguien en casa. Que opino esa persona de la historia? Firma del Padre/Tutor_____________________________ Firma del Estudiante______________________________ Desert A desert is an arid or dry area where the amount of water that evaporates is greater than the rainfall. Rainfall in a desert is usually less than 10 inches a year. Deserts are harsh environments with extreme temperatures. Tropical deserts, such as the Sahara and Namib in northern Africa, are warm to hot year round. Temperate deserts, such as the Mojave in southern California, are hot in the summer and cool in the winter. Summer temperatures often exceed 120o F. Cold deserts such as the Gobi in China, have cold winters and warm to hot summers. Most deserts have cool to cold nights. The coldest place in the world, Antarctica, is also a desert where the temperature can fall to -130o F in the winter. Most desert soils contain little to no organic matter and have hard windblown surfaces with rocks and sand.  The dry soil, results in scarce or limited plant growth. The two main types of plants found in deserts are shrubs, such as sagebrush, creosote bush, mesquite, agave, prickly pear and tamarisk and small trees such as Joshua tree, Saguaro cactus. Many have adaptations such as waxy or oily covered small to no leaves to reduce loss of water, fleshy stems to store water, deep roots to tap into groundwater, and wide shallow roots which capture and conserve the scarce water. Some desert soils are rich in nutrients and have been converted to farmland with irrigation. An oasis is a fertile place in the desert with a lot of plant and animal growth due to ground water that reaches the surface.  Animals that live in the desert have adaptations allowing them to survive the extreme temperatures, lack of water, and shortage of food. Some are nocturnal or active at night and rest in the shade during the hot day. Small desert animals get all the moisture they need from their food, reducing the need to drink. Some examples of plant eating animals, also called herbivores or primary consumers are the kangaroo rat, insects such as locusts, and quail. Some examples of carnivores (animals that eat other animals) or consumers are roadrunner, fringe-toed lizard, black widow spider, red-tailed hawk and diamondback rattlesnake. Scavengers are coyote, and vultures. Decomposers are dung beetles, fungi and bacteria.  Grassland Grasslands are areas that have enough precipitation each year to allow grass and a few small trees to grow but periods of drought and fires prevent large groups of trees from growing. Annual precipitation is between 10-30 inches. The winters are wet and the summers are dry. Grasslands are found in the middle on all continents except Antarctica. Temperature varies with location. They can be hot year round such as the tropical African savannahs, hot in the summer and cold in the winter, such as the temperate North American prairies, Australian rangelands, and the pampas of South America or cold year round such as the arctic tundra. Grasslands are often referred to as a sea of grass. Nearly one fourth of the Earths land area is grassland. Soil is rich and fertile.  Plant growth is limited by the amount of rainfall. Grasslands often separate forests from deserts. Deep rooted grasses are the dominant plant life. Some grasslands have scattered shrubs or small trees. Because grasses grow from the bottom of their stems they can grow back after grazing and fire consumes the tops. Grasses vary in height from a few inches to several feet. Grasslands are used as farmland and for grazing.  Animals of grasslands are adapted to dry windy conditions. Grazing and burrowing animals are dominant as well as insects. Plant eating animals, also called herbivores or primary consumers, include antelope, prairie dogs, rabbits, zebras and insects such as grasshoppers. Carnivores (animals that eat other animals) are sparrows, coyote, eagle, and cheetahs (cats).  Scavengers are vultures, dingo, and insects. Decomposers are bacteria, fungi, earthworms, and insects. Grasslands carry a moderate amount of animal diversity.  Temperate Forest Temperate forests are areas with high amounts of precipitation (30-60 inches) spread fairly evenly throughout the year. The average temperature is moderate (75o F) with significant changes with the seasons. Summers are long and the winters are cold but not extreme. Temperate forests are found in North America, eastern Asia, Europe and the southern tips of Chile and Australia. The soil in a temperate forest is very fertile, enriched by the decomposition of leaves, twigs, logs and dead organisms.  Large, broadleaf, deciduous trees, such as oak, maple, beech, sycamore, and hickory, are the dominant plant life. Smaller trees, shrubs, and ground cover are also present. Deciduous trees lose their leaves in the fall. This helps conserve water, which is often frozen and unavailable in the winter. In the fall, as the number of hours of daylight and temperature decrease, the leaves turn brilliant colors of red, orange and yellow and then fall to the ground. Unfortunately, most of the original temperate forests have been cleared for farmland and urban development.  These forests provide food and shelter for many species of animals. The European Oak can support more than 300 animal species. Animal life is abundant and include the following: plant eating animals, also called herbivores or primary consumers, such as white tailed deer, rabbits, and insects. Carnivores (animals that eat other animals) or secondary consumers include songbirds, foxes, brown bear, wolves and raccoons.  Scavengers include vultures and insects. Bacteria, fungi and earthworms are some decomposers found in this ecosystem.  Tropical Rain Forest Tropical rain forests are generally found near the equator (Central America, central Africa, India, Asia) and cover about 2% of the land surface of Earth. The climate has little variation and is very warm and wet year round. The average temperature is between 68 and 77o F. Rainfall is about 75 inches annually. Soil nutrient levels are low because dead plants and animals are broken down very quickly and used very quickly by plants entering the soil. A mature tropical rain forest has more plant and animal species than any other ecosystem. Much of these forests are being cut down for farming.  Plant life in the tropical rain forest is so abundant and dense, that distinct layers occur. These layers are based mostly on the need for sunlight. The dominant plants are broadleaf, evergreen trees. Evergreen plants dont lose their leaves all at once like deciduous plants, but instead a few leaves at a time throughout the year. Lower layers or strata contain mosses, ferns, and evergreen shrubs. Many plants have showy, brightly colored flowers to attract pollinators such as bees, birds, and bats.  The animal life in the tropical rain forests is also very abundant and diverse. It too, lives in layers. This reduces competition and allows for increased diversity. Like the other ecosystems, the animal life varies from one rain forest to another around the world. Some examples of plant eating animals, also called herbivores, are insects, monkeys, tapirs, sloth, kangaroo, and bats. Some examples of carnivores (animals that eat other animals) or secondary consumers that live in the rain forest are opossum, bats, eagles, apes, and jaguars.  Some examples of scavengers are hyena and insects such as flies, wasps, and cockroaches. Decomposers include bacteria, fungi, nematodes, and insects including cockroaches.  Ecosystem Mind Map   ___ Ecosystem/ BiomeProliferation of ResourcesWhere found in the world Dominant ProducersConsumers (examples)DecomposersInteresting Facts TundraWater: Temp: Soil: Nutrients:Herbivore: Carnivore: Scavenger:  Temperate ForestWater: Temp: Soil: Nutrients:Herbivore: Carnivore: Scavenger: Grassland Water: Temp: Soil: Nutrients: Herbivore: Carnivore: Scavenger:  DesertWater: Temp: Soil: Nutrients: Herbivore: Carnivore: Scavenger:  Tropical Rain ForestWater: Temp: Soil: Nutrients: Herbivore: Carnivore: Scavenger: Ecosystem/ BiomeProliferation of ResourcesWhere found in the world Dominant ProducersConsumers (examples)DecomposersInteresting Facts TundraWater: < 5 /year Most frozen Temp: Avg. 10oF to 21 oF Soil: frozen Nutrients: low due to cold temp.extreme north latitudes Greenland N. Alaska N. Canada Scandinavia Siberia lichens mosses dwarfed shrubs Herbivore: Musk Ox, lemmings Carnivore: Arctic Fox, Snowy Owl Scavenger: Vulture, insects bacteria fungi nematodes plants small < 4 permafrost predators migrate seasonally  Temperate ForestWater: 30-60 /year Temp: Avg. 75oF > seasonal changes Soil: very fertile, rich in hummus Nutrients: high.temperate zones North America Europe S. Africa S. Australia Chinabroadleaf, deciduous trees Oak Beech Maple lower: shrubs, grassesHerbivore: deer, rabbits, insects Carnivore: Songbirds, fox, raccoon, brown bear Scavenger: vultures, insectsbacteria fungi nematodes earthworms most of original temperate forests have been cleared European Oak can support more than 300 species  Grassland Water: 10-25 /year Temp: varies with location Soil: dark, surface rich in hummus Nutrients: highmiddle of continents all continents except Antarctica grasses (drought resistant) scattered trees and shrubs Herbivore: antelope, grasshopper Carnivore: Sparrow, eagle, coyote, bats Scavenger: vultures, insectsbacteria fungi nematodes earthworms insects  fires are common fires return nutrients to soil different names in different places: Europe:steppes, N.A. praries, S.A. pampas DesertWater: < 10 /year Temp: extreme -130oF to 120 oF Soil: hard, windblown Nutrients: low in most areas wide spread N. Africa (tropical) N. Asia(cold) China (cold) California (temperate) N. Mexico(temperate) shrubs: sagebrush, Agave Small trees: Joshua Trees, Saguero Cactus Herbivore: kangaroo rat, insects, quail Carnivore: roadrunner, snake, hawk, coyote Scavenger: coyote, vulturesbacteria fungi nematodes dung beetles (insect) Antarctica is a desert plants survive -very fast life cycle and special adaptations oasis fertile place with lots of plants and animals Tropical Rain ForestWater: 75 /year Temp: 68 77 oF little variation Soil: low nutrient level Nutrients: high, quick breakdown and usenear equator Central America central Africa India Asia S. America Australia broadleaf, evergreen trees lower levels: mosses, ferns, evergreen shrubs Herbivore: insects, tapir, bats Carnivore: opossum, bats, eagle Scavenger: cockroach, insectsbacteria fungi nematodes insects (cockroaches) 2% of land surface more plant and animal species per unit of area than any other ecosystem distinct layers of plant/animal life      Ecology: Energy Flows Through Ecosystems Level 4 CA  PAGE 3 K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB) Ecology: Energy Flows Through Ecosystems Level 4 CA  PAGE 1 K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB) Ecology: Energy Flows Through Ecosystems Level 4 CA  PAGE 61 K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB) Ecology: Energy Flows Through Ecosystems Level 4 CA  PAGE 60 K. Woodward/A. 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