|
 
 



 

 







  

 

‡ RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
‡ BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.

Ä
 
 

‡ Keep an eye out for ³The-Owl´ and raise
your hand as soon as you see him.
± He will be hiding somewhere in the slideshow

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Ä
 
 

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Ä
 
 

‡ Water availability varies greatly on this
planet.

Ä
 
 

‡ Water is essential for life, and all
organisms depend on it.

Ä
 
 

‡ Assessment Question: You will be given
something like this picture, and asked to
describe some of the adaptations
displayed by plants and animals to survive
with low water availability. ± No red slides
for a bit.

Ä
 
 

‡ Water requirements and plants.
±-
±-
±-

Ä
 
 

‡ Hydrophytes: Plants which grow in water.

Ä
 
 

‡ Mesophytes: Plants with average water
needs.

Ä
 
 

‡ Xerophytes: Plants which grow in dry
environments.

Ä
 
 

‡ Adaptations of plants to survive with
minimal water include.
±-
±-
±-
‡ Using stomata: Structures that can close
to keep water in when dry.

Ä
 
 

‡ Thick waxy cuticles to keep water in
(succulents, cacti)

Ä
 
 

Ä
 
 

‡ Small leaves, or absence of leaves.

Ä
 
 

‡ Water storage tissues.
‡ Which makes more sense to plant in a dry
climate? Native deep rooted grasses or
non-native grasses?

Ä
 
 

‡ Answer! Deep rooted native grasses do
not require constant watering to survive
and should be planted in areas with water
shortages.

Ä
 
 

‡ Deep roots
‡ Deep roots
‡ There is a growing movement to plant
native species as a front lawn instead of
grass. Lots of advantages to the
ecosystem.
± Are there any disadvantages?

Ä
 
 

‡ You can¶t play backyard sports å.

Ä
 
 

‡ You can¶t play backyard sports å.

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Ä
 
 

‡ How animals have adapted to low water
availability?
±-
±-
±-

Ä
 
 

‡ Body covering can limit water loss.
± Skin vs. scales, insect chitin vs. feathers.

Ä
 
 

‡ Body tissue that retain water.
‡ Some small animals can absorb water
from the air in morning (dew), then go
underground.
± Rare desert frogs and some insects.

Ä
 
 

‡ Eat prey items that are full of water.

Ä
 
 

‡ Have really dry feces.
‡ Come out only at night. Nocturnal.
‡ Seek shade, and live underground.
‡ Let¶s give it a shot.
± Pretend you see a few things that may not be
there.

Ä
 
 

‡ Burrow and seek shade during the day.
Cool during the day and warm at night.

Ä
 
 

‡ Let¶s give it a shot. You can pretend you
see a few things that may not be there.

Ä
 
 

‡ Don¶t have leaves. Angle leaves so they
don¶t face the sun. Deep roots to get
water.

Ä
 
 

‡ Let¶s give it a shot. You can pretend you
see a few things that may not be there.

Ä
 
 

‡ Eat prey items that juicy to get water.

Ä
 
 

‡ Let¶s give it a shot. You can pretend you
see a few things that may not be there.

Ä
 
 

‡ Rest during the hottest parts of the day!

Ä
 
 

‡ Let¶s give it a shot. You can pretend you
see a few things that may not be there.

Ä
 
 

‡ Have really dry feces to avoid water loss.

Ä
 
 

‡ Let¶s give it a shot. You can pretend you
see a few things that may not be there.

Ä
 
 

‡ Scales are good for keeping in moisture.
Much better than skin.

Ä
 
 

‡ Video (optional)! Man vs. Wild (Sahara)
± Covers desert survival.
± Heat exhaustion / stroke.
± Desert plants and animals adaptations.
± Can be found on YouTube (Man vs. Wild
Sahara) in five downloadable segments.

Ä
 
 

‡ On the other end of the spectrum, too much
water can hurt a plant or animal. Too wet
will cause fungal growth.

Ä
 
 

‡ Many tropical plants have drip tips so that
water falls away from leaf and plant.

Ä
 
 

‡ Activity! Isopods and Moisture.
± Please set up the following spreadsheet and
visual in your journal.





Ä
 
 

 ‡ Please create the following spreadsheet.
ï
 

 
    
 

4 å 30

30

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Questions to Isopods and moisture.
± Please total and average both the moist and
dry environments.
± Please set up a graph showing the frequency
of Isopods visits to each environment.
± Did moisture content effect the movement of
the Isopods? Use data in your response.
± Interpret your results. What does the data
mean? Why? Explain? Use your data to back
up your explanations.

Ä
 
 

‡ Major Investigation ± Lab Project with one
partner (duel reports).

Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ Isopod Lab Project Requirements
± This is a partner project. One lab partner, both
have to write independent reports.
± Project needs to be a testable question.
± Project needs to be quantifiable, that is,
collects numerical data.
± Project needs to completed in less than a
week.
± Project cannot harm Isopods.
± Set-up must occur swiftly so data can be
collected in class.
± Project cannot be overly distracting to other
groups.
Ä
 
 

‡ We will used mixed Isopods
‡ ± The pillbug ‰
 



Ä
 
 

‡ The Sowbug (m
  
).

Ä
 
 

‡ Which is a Pillbug, and which is a
Sowbug?

Ä
 
 

Sow Bug Pill Bug

Ä
 
 

‡ Pillbugs can roll into a ball. Sowbugs
cannot.

Ä
 
 

‡ Observation of Isopods
± Make a detailed sketch of an Isopod,and
describe it¶s behaviors.
± Make sketch accurate, count segments, legs,
antennae.
± Make observations about the Isopods
behaviors, and how it¶s sensing its
environment.

Ä
 
 

‡ Drawing might look like this.

Ä
 
 

Ä
 
 

‡ The first two appendages on the male
abdomen are modified as elongated sex
organs.

Ä
 
 

‡ On the underside, females have leaf-like
growths at base of some legs. These
brood pouches hold developing eggs and
embryos.

Ä
 
 

‡ Some general questions.
± How are isopods connected to abiotic factors.
‡ Moisture, temperature, light, soil, etc.
± What is an isopod?
± Where do isopods live?
± What do they eat?
± What is their reproductive cycle?
± What is their importance (niche) and how do
they impact people?

Ä
 
 

‡ Gathering background information on
Terrestrial Isopods.
± Use the science name for the internet search.
± Find general knowledge first, then focus.
± Make focus on the pill bug and abiotic factors
± Find a source that is at your ability.
± Record the website address, title, author,
year. Cite sources using APA and Son of
Citation Machine.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

‡ The set-up of your experiment.
± Have everything be the same if your study
uses more than one environment except for
the one thing you are testing. (independent
variable)
± Collect data with location every minute, or
how often an Isopod does something, or
amount or food eaten etc.
± Organize data neatly on a spreadsheet.
± Create spreadsheet now, with a visual of your
set-up in your journal.

Ä
 
 

 £

 



Ä
 
 

‡ Wind is moving air and has a number of
important functions in an ecosystem.
± Some good, some bad.

Ä
 
 

‡ Wind is moving air and has a number of
important functions in an ecosystem.
± Some good, some bad.

Ä
 
 

‡ Create a bullet list in your journal, try to
summarize what you see quickly, do not
record word for word. This is a skill you will
need.
+ -

Ä
 
 

‡ å Wind brings weather, especially
precipitation. Water evaporates over
ocean, wind carries water over land where
it falls.

Ä
 
 

‡ å Wind can also cause erosion of soil, and
will dry out areas much faster.

Ä
 
 

‡ å Eroded soil can be redistributed to an
area that needs it.

Ä
 
 

‡ å Wind can be very damaging to plants
and animal populations.

Ä
 
 

‡ å å Wind also increases the intensity of
wild fires.

Ä
 
 

‡ å Animals and plants use wind in many
ways.

Ä
 
 

‡ ABIOTIC ECOLOFE Question?
± How does wind effect plants and animals.

Ä
 
 

 
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‡ Many animals mark their territory with their
smell.
± Urine and feces works well.

Ä
 
 

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Ä
 
 

‡ Many insects use wind to move / disperse.

Ä
 
 

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Ä
 
 

‡ Crocodiles and alligators open their
mouths and allow wind to cool them down.

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Ä
 
 

‡ Which flower uses wind to pollinate, and
which uses insects? Why?

Ä
 
 

Insects Wind

Ä
 
 

‡ Pollen grains under electron microscope.

Ä
 
 

‡ Which cone is the male cone, and cone is
the female cone?

Ä
 
 

‡ Answer!






Ä
 
 

‡ Which is the male cone (pollen producer),
and which is female (egg)?

Ä
 
 

Female Cone Male Cone
Seed Producer Pollen Producer

Ä
 
 

‡ Try again, Which is male, and which is
female.

Ä
 
 

Male Cone Female Cone
Pollen Producer Seed Producer

Ä
 
 

‡ By having the female cones at the top, and
the male cones near the bottom, it
increases the chances that the tree won¶t
self pollinate. You want to get new genetic
information.

Ä
 
 

‡ Female cone is generally near the top of
the tree. While the smaller male (pollen
producer) is scattered around.
± Why the top?

Ä
 
 

‡ Answer! The small paper-like seeds can
easily be dispersed by the wind at the top
of the tree.
± Ensures that it won¶t self pollinate.

Ä
 
 

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Ä
 
 

‡ Why is it so important to disperse your
seeds a great distance from your mother?

Ä
 
 

‡ Why is itü

so important to disperse your

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seeds a great distance from your mother?

 
 )

Ä
 
 

‡ Answer! By getting the seeds far away
from mother«
± Competition between the parent plant and the
offspring for food and water is reduced.
± It reduces overcrowding.
± It provides opportunities to spread the plant to
new localities.

Ä
 
 

‡ Answer! By getting the seeds far away
from mother«
± Competition between the parent plant and the
offspring for food and water is reduced.
± It reduces overcrowding.
± It provides opportunities to spread the plant to
new localities.

Ä
 
 

‡ Answer! By getting the seeds far away
from mother«
± Competition between the parent plant and the
offspring for food and water is reduced.
± It reduces overcrowding.
± It provides opportunities to spread the plant to
new localities.

Ä
 
 

‡ Answer! By getting the seeds far away
from mother«
± Competition between the parent plant and the
offspring for food and water is reduced.
± It reduces overcrowding.
± It provides opportunities to spread the plant to
new localities.

Ä
 
 

‡ Wind dispersal of seeds.
 
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‡ Animals can pollinate, and then wind can
disperse seeds.

Ä
 
 

‡ Wind can pollinate, and then animals can
disperse seeds.

Ä
 
 

‡ Types of seeds dispersed by wind.
± Pay attention as you will be building a seed
dispersed by wind. Your design should model
one of the following.

Ä
 
 

‡ Distance wind dispersed travel depends
on«
± How fast seed falls: weight, density, ability to
float in air.
± Height of release: may be most important
factor in distance spread.
± Speed, direction and turbulence of wind
between release point and ground.

Ä
 
 

‡ Parachutes.

Ä
 
 

‡ Activity! How long can your table group
keep a milkweed parachute floating
through the air without touching it.
± Each table group needs to have one hand on
the table.
± You can form a chain.
± You must use your breathe to blow the seed
into the air and keep it floating.

Ä
 
 

‡ Gliders
± Natures perfect design.

Ä
 
 

‡ Helicopters.

Ä
 
 

Ä
 
 

‡ Flutter / Spinner.

Ä
 
 

‡ Tumbler
± Tumbleweeds roll along ground for many
miles dropping seeds as it goes.
‡ Natures Design

Ä
 
 

‡ A dried tomato can also tumble.

Ä
 
 

‡ Other / combination.

Ä
 
 

‡ Seeds in pot, wind shakes plant and pot
spills seeds.

Ä
 
 

‡ Activity Video! A few minutes dedicated to
wind dispersal from this short clip.
± Explosion, Water, and Animal will be covered
later.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed (10 pt energy unit).
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed (10 pt energy unit).
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed.
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed.
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed.
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity ± Wind Dispersal
± In this activity ± You are required to design
and then build a seed dispersal mechanism
that uses the wind.
± The seed you will be given will be half of a
pea seed.
± Your mechanism will be dropped in front of a
fan at about eye level that blows upward.
± The distance it travels will then be recorded.
± Behavior / Participation and design are all part
of your grade.

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind.
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind.
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Activity! Looking as some wind dispersed
seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to utilize wind.
± How does the size and shape help the seed
be dispersed by wind?

Ä
 
 

‡ Water and seed dispersal.

Ä
 
 

 

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‡ Coconut distributions worldwide.
± Note: Water dispersal can be a very good way
to travel many miles using ocean, river, and
tidal currents as well as the wind.

Ä
 
 

‡ Coconut distributions worldwide.
± Note: Water dispersal can be a very good way
to travel many miles using ocean, river, and
tidal currents as well as the wind.

Ä
 
 

‡ Coconut distributions worldwide.
± Note: Water dispersal can be a very good way
to travel many miles using ocean, river, and
tidal currents as well as the wind.

Ä
 
 

‡ Activity Video! A few minutes dedicated to
water dispersal. Explosion and Animal will
be covered later.

Ä
 
 

‡ Activity Video! A few minutes dedicated to
water dispersal. Explosion and Animal will
be covered later.

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Ä
 
 

‡ Please look at the graph below.
± What does Island size have to do with the
number of species found on the Island?

Ä
 
 

‡ Please look at the graph below.
± Answer! The larger the island, the higher the
number of species that can be found on it.

Ä
 
 

‡ You are paddling a lift raft, on the horizon
you see two Islands far from each other.,
the big one and little one, which should
you paddle toward?

Ä
 
 

‡ The larger the island, the higher the
number of species can be found on it.
More resources, and fewer extinctions
including yourself.

Ä
 
 

‡ Why would a species that arrives on a
small island be vulnerable for extinction?

Ä
 
 

‡ Answer!
± Increase in competition for a small amount of
resources.
± Small islands have small populations.
± Small isolated populations can become
extinct more easily.

Ä
 
 

Ä
 
 

‡ Answer!
± Increase in competition for a small amount of
resources.
± Small islands have small populations.
± Small isolated populations can become
extinct more easily.
‡ Answer!
± Increase in competition for a small amount of
resources.
± Small islands have small populations.
± Small isolated populations can become
extinct more easily.

Ä
 
 

‡ Answer!
± Increase in competition for a small amount of
resources.
± Small islands have small populations.
± Small isolated populations can become
extinct more easily.

Ä
 
 

‡ On some small islands being small is better.
± Easier to survive
± You need less food
± Animals on these islands evolve to be smaller.
± There is still some debate over this issue

Ä
 
 

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‡ Flores Hobbit (Hominid)

Ä
 
 

Ä
 
 

‡ Look at this graph. What is the correlation
between the number of bird species and
the distance an island is from the
mainland.?

Ä
 
 

‡ Answer! The further an island is away from
the mainland, the fewer number of bird
species can be found on it.

Ä
 
 

‡ Answer! The further an island is away from
the mainland, the fewer number of bird
species can be found on it.

Ä
 
 

‡ The greater the distance, the fewer the
number of mainland species will
successfully make the journey.
± Thus larger islands close to the mainland will
have more migrations than small islands that
are very far away.

Ä
 
 

‡ The greater the distance, the fewer the
number of mainland species will
successfully make the journey.
± Thus larger islands close to the mainland will
have more migrations than small islands that
are very far away.

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‡ Plant and animal species must find a way to
traverse open water or skies to reach an
island.

Ä
 
 

‡ Your could arrive at an island by getting
blown off course by a storm, or flying a
great distance.

Ä
 
 

‡ Garbage Islands

Ä
 
 

‡ Hitch a ride on a fallen tree.

Ä
 
 

‡ Build a boat.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.






Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Island hopping: Crossing a great distance
by a series of shorter journeys.

Ä
 
 

‡ Activity! Please sketch the following into
your journal.

Ä
 
 

‡ Which of these Island of equal size and
shape will get the most migrations?
± Let¶s find out with a simulation. Keep track of
the number of migrations that hit the Island
using the check system.

Ä
 
 

‡ Which of these Island of equal size and
shape will get the most migrations?
± Let¶s find out with a simulation. Keep track of
the number of migrations that hit the Island
using the check system.

Ä
 
 

‡ Which of these Island of equal size and
shape will get the most migrations?
± Let¶s find out with a simulation. Keep track of
the number of migrations that hit the Island
using the check system.

Ä
 
 

‡ It is very important to use the spin method
in the pitcher so that this is a random
journey across the ocean, and not bowling
for Island B.
‡ It is very important to use the spin method
in the pitcher so that this is a random
journey across the ocean, and not bowling
for Island B.
‡ Which Island had the most migrations?

Ä
 
 

‡ Answer: Island B. This island should have
more species because it parallels the
mainland while the other island does not.
The journey to reach this island is more
likely.

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions



Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

- 

Ä
 
 

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

- 
‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions



Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

- 

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

- 

Ä
 
 

‡ Activity! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Answers! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

Ä
 
 

‡ Answers! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions



Ä
 
 

‡ Answers! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions

- 

-
Ä
 
 

‡ Answers! Place the following words next to
the correct yellow / red Island. Green = mainland
± A - High level of migrations C - High level of extinctions
± B - Small level of migrations D ± Low level of extinctions



- 

-
Ä
 
 

Ä
 
 

‡ Activity! Quiz ± Please complete the quiz
on Island Biogeography.

Ä
 
 

‡ Preparation for two weeks from now.
± Please set up three containers with pond or
stream water.
± Have one be control with just water, and then
have the next three have increasing amounts
of nutriennts / fertilizer.
± Label each one and place near light source.

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‡ Velcro was invented looking at this type of
seed dispersal.
± Velcro under microscope.
‡ Video! Animal Dispersal. A short clip
about animals and their role in seed
dispersal.
‡ Activity! Looking as some animal
dispersed seeds.
± Obtain a few types of seeds dispersed by
animals.
± Make a detailed drawing of seed.
± Make a focus of the structure that allows the
seed to attach an hold.
± How does the size and shape help the seed
to stick and stay?

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‡ Animals eat fruits that contain seeds.
± They then pass out the seeds many hours
later into a nutrient rich, moisture retaining,
pile of scat far from the parent plant.
‡ Birds will eat seeds and carry them a great
distance.

Ä
 
 

‡ Strangler fig grows out of droppings that
fall high on a branch in a tree and then
vines grow around tree.

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‡ Malcura pomifera ± Fruit that use to be
spread by giant ground animals of the last
ice age that are now extinct.

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‡ Squirting cucumber.
‡ Spotted touch me not.
± When you touch it, it explodes seeds several
feet away from plant.

Ä
 
 

Ä
 
 

‡ Spotted touch me not.
± When you touch it, it explodes seeds several
feet away from plant.

Ä
 
 

Ä
 
 

‡ Video: Small segment on seed tension /
explosion dispersal.
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‡ Seeds are released into a nutrient rich
post fire environment with plenty of light.
± Good chance the seeds will grow into a
mature tree.

Ä
 
 

‡ Video! Seed Dispersal before Quiz.

Ä
 
 

‡ Activity! Quiz 1-10 ± Name that seed
dispersal mechanism.
± Wind, Water, Animals, Tension, Fire.

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‡ Bonus ± Name the brand of peanut.
‡ Answers! Quiz 1-10 ± Name that seed
dispersal mechanism.
± Wind, Water, Animals, Tension, Fire.
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‡ Bonus ± Name the brand of peanut.
‡ Bonus ± Planters Peanuts
‡ Be the first to identify the image beneath the
squares.
± Raise you hand if you think you know. You only get
one guess.

Ä
 
 

-! %
‡ Try Again! Be the first to identify the image
beneath the squares.
± Raise you hand if you think you know. You only get
one guess.

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