Life on Earth 

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Essential Question(s)

1.     What makes Earth such a great place for life?

Include information about biomes, biodiversity and characteristics of our planet.

 

Please check the classroom for due dates as late work is 1/2 credit.  I will collect some individual assignments to put in the grade book.  Save all work to turn in when the unit is due.  You have a folder and a bag in class to use!

 

Sections I - Basics You must complete the assignments to get the points.

Pts

#

Assignment Title

Due Date

  /20

1

Vocabulary cards AND (Big ones) COMPLETE!

 

  /20

2

The Inner Planets

 

/20

3

Atmospheres of Earth and Venus

 

/20

4

Planets for Human Settlement

 

/20

5

Abiotic factors Š Say what are they?

 

/20

6

Quiz

 

/15

7

Video notes

 

/15

8

Video notes

 

/10

9

EarthÕs Biomes (map)

 

/11

10

p. 689 1-6, p. 697 1-5 (Read first!)

 

/ 150.
Section I points (Max 170)

 

Pre-Test score (w)________ Post-Test Score (w)  ______  dif. (post Š pre) ________
Be sure to write your scores down.  You may get extra credit for the difference!

 

Section II - Labs or other work   These assignments are a little bit harder or longer.

Pts

#

Assignment title

Due Date

  /30

1

Biome Report (w)

 

/30

2

Owl Pellet lab

 

/ 50.
Section II points (Max 60)

 

 

All due dates are given in class on the board be sure to write them down. If the unit packet is turned in late you will lose 50 points from your total.  A late assessment will be worth 1/2 credit.           

Your Totals

Points Possible

Grading scale for unit

A  180 Š 200 / B 160 Š 179 / C 140 Š 159 / D 120 - 139

Unit due date

 

 

 

200

Unit score (Section I + II) ADD IT UP!

 

100

Assessment*  (Alien creature)

 

*The assessment will either be a test, essay, project or other assessment tool that either the student or teacher chooses. 

 

In order to keep your parents informed of your work and what we are doing in class let them see this list of assignments. I will not accept the unit until this is signed.  Late units will lose 20 pts or  one letter grade for each day theyÕre late.

 

Parent signature.  __________________________________________  date  __________________

 

Vocabulary words.  All these words will be on your quiz!  You must make vocabulary flashcards using the index cards from class (or your own). You must make ŅbigÓ cards for *words*. They will also be on your quiz.

 

*abiotic  aesthetic atmosphere *biodiversity
*biomass biome biotic economic
ecosystem *ethical  extinction photosynthesis
social stellar species system

Here is a link the definintions from class. Here is a link if you want to print your own flashcards. Here is the link to the big cards instructions.

 

 

 

 

 


State Science Core (what you will be tested on during CRTÕs at the end of the year)

 

Earth supports an interconnected system of living organisms.  This system is unique in the solar system.  Biodiversity on Earth is determined by biotic and abiotic factors.  Throughout EarthÕs history, the number and distribution of species have changed over time in response to environmental changes.

 

STANDARD II:  Students will understand that the features of EarthÕs evolving environment affect living systems, and that life on Earth is unique in the solar system.

 

Objective 1:  Describe the unique physical features of EarthÕs environment that make life on Earth possible.

a.      Compare EarthÕs atmosphere, solar energy, and water to those of other planets and moons in the solar system.

b.     Compare the conditions that currently support life on Earth to the conditions that exist on other planets in the solar system. 

c.      Evaluate evidence for existence of life in other star systems, planets, or moons, either now or in the past.

 

Objective 2:  Analyze how ecosystems differ from each other due to abiotic and biotic factors.

a.      Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH, topography) in specific ecosystems.

b.     Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).

c.      Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.

d.      Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.

e.      Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).

f.      Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.

 

Objective 3:  Examine Earth's diversity of life as it changes over time.

a.      Observe and chart the diversity in a specific area.

b.     Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.

c.      Explain factors that contribute to the extinction of a species.

d.      Compare evidence supporting various theories that explain the causes of large-scale extinctions in the past with factors causing the loss of species today.

e.     Evaluate the biological, esthetic, ethical, social, or economic arguments with regard to maintaining biodiversity.