PREVIEW Part 1 Light and Temperature

PREVIEW
Part I
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy

Please use this red
line
-Please make notes legible and use
indentations when appropriate.
-Example of indent.
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-Skip a line between

topics
-Example of indent.

topics -Don’t skip pages
-Example of indent.

-Make
visuals clear and well drawn.
-Example of indent.

-Make
visuals clear and well drawn.
• 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.

• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow

“Hoot, Hoot”
“Good Luck!”

Topics addressed in this Unit
NGSS Standards
Topics addressed in this Unit Part
I
NGSS Standards
NGSS Standards 3-5
NGSS Standards MS
NGSS Standards 3-5 Part
I
NGSS Standards MS
Part I
NGSS Standards HS
Additional Standards Addressed
Additional Standards Addressed
Listen to the teacher One speaker at a
and others. time. Please
Please no raise your
shout outs. hand.
First, and
Last, Always.
Make Neve
Good r
Choices Give
Up!
Stay Help
Organized Others
Focus on Avoid
Task completion Distractions
Science from Murf LLC Copyright © 2010 Ryan P. Murphy
• Activity! (Optional) Making your bio-dome /
Terrarium for periodic observations.

• Making your bio-dome / Terrarium
– 1st Thin layer of pebbles.
– 2nd Thin layer of sand on top of that.
– 3rd Thin layer of soil (brown)
– 4th Thicker layer of dark organic soil.
– 5th Add small pieces of various moss
– 6th Add a piece of lichen
– 7th Add some small plants
– 8th Add some small sticks with a mushroom on it.
– 9th Add a few organisms
• Just a few, no vertebrates allowed, do not over populate.
• Don’t forget to lightly water it before closing the lid.

• Leave plenty of room for plants to grow!

• Don’t over water your bio-dome!

• Don’t knock it over!

• Give your bio-dome plenty of light (energy
source) and monitor the moisture content.
– Light can be the sun or artificial.
• Give your bio-dome plenty of light (energy
source) and monitor the moisture content.
– Light can be the sun or artificial.
Some information on making a terrarium…

http://www.wikihow.com/Make-a-Terrarium
• Advanced Option: An eco-column /
aqua terra column / bottle biology. No
Botto
m
No
Teacher will cut Bottom
bottles as it’s and
inverte
dangerous and Small d
Hole in
assign groups. Cap for
wick
Students will Wick
assemble column, No Top or

add specimens Bottom
(pond water and

forest soil work Bottom
best), inventory, w/o top
make structurally Rock

secure using clear s
• Advanced Option: An eco-column /
aqua terra column / bottle biology.
Plants,
Moss,
Worms,
Snail,
Leaf
Litter,
Teacher will cut
Real Soil, bottles as it’s
dangerous and
Names?
assign groups.
Real Pond
Students will
Water,
Duck
assemble column,
Weed,
Elodea,
add specimens
Aquatic
Snails.
(pond water and
Aquatic
Insects
forest soil work
best), inventory,
make structurally
secure using clear
• Some websites / extensions
– http://www.bottlebiology.org/
– Eco columns
– http://
www.learner.org/courses/essential/life/bottlebio/i
ndex.html
– http://
www.waterwisesb.org/uploadedFiles/sbwater/ed
ucation/BottleBiology.pdf
– http://www2.nau.edu/lrm22/lessons/bottle_biolo
gy/index.html
• How to videos.
– https://
www.youtube.com/watch?v=axhuJNzmq
vo
– Video of changes over time
» https://
www.youtube.com/watch?v=D65tTm
ayPY0
» https://www.youtube.com/watch?v=e
• Ecology: A study of the relationship between
living things and the environment.







• The Concepts in Ecology
– Please pay attention to the next slide as you will
need to learn and demonstrate an understanding
of these big concepts.
– Everything Is Changing.
– There’s No Such Thing As A Free Lunch.

• We can also associate the word balance to
organisms trying maintain a homeostasis
(balance) with their environment in order to
survive. be the sun or artificial.
Ol d
survive. be the sun or artificial.
Ol d
survive.be the sun or artificial.
Ol d
New
Organisms need energy to survive. Energy from the sun flows
into and out systems. This energy drives our world and the
organisms in it. Energy is lost “not destroyed” when it changes
form. Flows Hot to Cold


Ecological systems are organized within each other. The
affects on one system will affect them all. All systems are
interconnected.

interconnected.
Change

interconnected.
All organisms are in a constant state of change over time

Change with the environment. Some organisms will change with
another and will develop special interactions. Others with
the nonliving world.

interconnected.


interconnected.

Matter and energy cycle through the living and nonliving world.
Organisms rely on this matter and energy cycling to survive.

effects on one system will effect them all. All systems are
interconnected.


interconnected.

Animals are interconnected in a complex web of life.

Changes on one part of the web have will effect other parts
of the web and the stability of the entire ecosystem.

interconnected.


Ecosystems have a way to balance changes so that up

and down fluctuations are part of the natural balance of
the whole.
interconnected.



the whole.
interconnected.
Next Slide


the whole.
interconnected.



the whole.
Flood Line
next slide
Flood Line
interconnected.


the whole.
interconnected.


the whole.
interconnected.


the whole.
interconnected.



the whole.
interconnected.



the whole.
interconnected.



the whole.
Ecology: Abiotic Factors Unit
-

Concept: Everything is connected to the
non-living environment.

Concept: Everything is connected to the
non-living environment.

 Abiotic:
All non-living chemical and
physical factors in the environment.

 Biotic:Of, pertaining to, or produced
by life or living organisms.

• Ecology Abiotic Factors Available Sheet.
• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic



Light

Light




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• You can now complete the first question on
page 1 of your bundled homework.
• You can now complete the first question on
page 1 of your bundled homework.
• What are some of the abiotic factors that
affect living organisms?

• What are some of the abiotic factors that
affect living organisms?

 Thebig 8 abiotic (non-living) factors
that we will study include…
-
-
-
-
-
-
-

 Moisture.

 Temperature.

 Wind.

 Light.

 Soil.

 Nutrients.

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 Allorganisms have a range of
tolerance for the abiotic factors.

 Allorganisms have a range of
tolerance for the abiotic factors.

• Do you have an ideal range for temperature?

• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?

• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?

• Answer! This environment is just right.
You can survive in the other environments
but it is more difficult.

• Activity Demonstration! Range of Tolerance.
– What range of tolerance to brine shrimp for salt water?
– Fill four clear containers ¾ full with water.
– Label cups No Salt, 30 milliliters, 60 milliliters, 90 milliliters,
120 milliliters. (1 tablespoon = 14.78 ml)
– Add correct amount of salt to each container.
– Use a popsicle stick or small spoon to add roughly the
same amount of eggs to each container. Swirl water to mix
eggs.
– Cover each container with plastic wrap and secure with
elastic band.
– Place in undisturbed area for three days.
– Observe each container to determine what salt level is their
range of tolerance.

– What range of tolerance do brine shrimp have for salt
water?
– Fill four clear containers ¾ full with water.
eggs.
elastic band.
range of tolerance.
water?
– Fill five clear cups ¾ full with water. (10 oz)
eggs.
elastic band.
range of tolerance.
water?
– Fill five clear cups ¾ full with water.
Nosame
Salt amount 30 ml
of eggs to60 mlcontainer.
each 90 Swirl
ml water to mix
120 ml
eggs.
elastic band.
range of tolerance.
water?
Nosame
Salt amount 30 ml
each 90 Swirl
ml water to mix
120 ml
eggs.
elastic band.
range of tolerance.
water?
Nosame
Salt amount 30 ml
each 90 Swirl
ml water to mix
120 ml
eggs.
elastic band.
range of tolerance.
water?
eggs.
elastic band.
range of tolerance.
water?
elastic band.
range of tolerance.

water?
elastic band.
range of tolerance.

water?
elastic band.
– Observe each container to determine what salt level is
within the optimal range of tolerance for brine shrimp.

• Video Link! (Optional) Biotic and Abiotic
Components in an ecosystem. (10 min)
– http://www.youtube.com/watch?v=rNfmew9C508
 Abiotic Factor: Light

• We will skip the physics associated with light
and the electro-magnetic spectrum for a
different unit of study.
– We will focus on light and ecology.

 Organisms are affected by light…
-
-
-

 Intensity: How bright it is (lumens).

HOW IS THIS
BRIGHT
COLOR ON
YOUR EYES
HOW IS THIS
BRIGHT
COLOR ON
YOUR EYES
• Light can be a form of pollution.
“Please turn off
the lights.”
“I can’t take it
anymore.”
• It is important to give your fish some time off.
– Turn off the lights at night. Your fish will be

happy in the morning.

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 How long the light lasts.
Length of day, seasonal changes.

 Quality / type of light.

• Activity! Let’s play with the lightning in this
room.
– Does switching the types of light effect your
mood?
• Activity! Let’s play with the lightning in this
room.
– Does switching the types of light effect your
mood?
 Light
from the sun provides
producers the energy to make sugar
(photosynthesis).

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 Factors in the environment that
affect the amount of light.
-
-
-
-
-

 Aspect: Time of day, morning-noon-
dusk.

• Crepuscular: When animals are active at
dawn and at dusk.

 Cloud Cover.

 Seasons.

 Location.

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• Answer! Letter B because it is nearest to
the equator. It gets the most direct light.

• Location can be large scale
– Latitude on Earth.

• Location can be large scale
– Latitude on Earth.

• It can also be local.
– Limited light hits the floor in an established
forest.

• A treefall gap is an opening in the forest
canopy.
canopy.
– Gaps are formed after large trees die and fall
which allows the regrowth trees and other
plants as more light now hits the forest floor.
canopy.
Large tree falls

canopy.
Large tree falls

canopy.
Large tree falls

canopy.
Large tree falls

 Light
can also play a role in an
organisms movement.
-
-
-

• Why would all of the sunflowers be pointing in
that direction?
What’s so interesting?
 Phototropism: The directional growth
of plants in response to light.

• Activity! Visit your bio-dome.
– Please look for evidence of phototropism.
– Which way is the light source?

• Activity! Visit your bio-dome.
– Please look for evidence of phototropism.
– Which way is the light source?

• Video Link! Plants searching for light.
• http://www.youtube.com/watch?v=H9MV5
CgPgIQ
 Phototaxis:The movement of an
organism either towards or away from
a source of light.

a source of light.
Note: Bug Zappers are

bad for the environment
and don’t actually zap the
nuisance insect
also a waste of electricity

a source of light.
Note: Bug Zappers are

bad for the environment
and don’t actually zap the
Remember, w
e are all
d and a
interconnecte
nuisance insect
moth plays an
important role
ecosystem.
in the
also a waste of electricity

• Photokinesis – Movement based on the
intensity of light.
– Photo = Light
– Kinesis = Movement

 Bioluminescence: The production of
light by a living creature. Can be used
to attract and avoid.

• Spray a cloud of light and disappear into the
dark.
– Organism use a bacteria mutualism.

dark.

dark.

• Glow worms on the ceiling of a cave, they
can attract insects.
– What was name of the movement of
organisms toward or away from light.

• Answer! What was name of the movement
of organisms toward or away from light.
– Phototaxis

• Video! Utilizing photokinesis with
bioluminescence -The Glow Worm.
– http://www.youtube.com/watch?v=zHM02ptBGB0

What is this for?
• Video Link! Optional (Bioluminescence)
• http://www.youtube.com/watch?v=UXl8F-e
IoiM

• Cuttlefish (Really a Mollusk)
– Has special cells called chromatophores that
reflect light so it can change colors to match
background.

• Video Link! (Optional) Cuttlefish.
– https://www.youtube.com/watch?v=SfkhEm3L
fvE
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 New Abiotic Factor: Temperature.

 New Abiotic Factor: Temperature.

 Temperature can affect organisms
by…
-
-
-
-
-
-
-

 Causing flowers to open and close.

OPEN

CLOSED

 Causing seeds to germinate.


Germinate:

Germinate: To cause a seed to grow.

Germinate: To cause a seed to grow.

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• Area of focus within temperature:
Thermoregulation.
• What did you wear to school today? Why?

 Thermoregulation is the ability of an
organism to keep its body
temperature within certain
boundaries.

• Thermoregulation is the ability of an
organism to keep its body temperature
within certain boundaries.
– Remember the range of tolerance.

“I am feeling light
headed.” “That’s
weird, I’ve only been
in here for 1 hour.”

• Our bodies have a range of tolerance.
– Know your range and don’t over do it.

 Two types of thermoregulation
-
-

 Physiological regulation.
 Behavioral regulation.

 Behavioral:
Actions or reactions of an
organism to the environment.

 Behavioral thermoregulation
examples.
-
-
-
-
-

 Move to a warmer or cooler place.

• Many animals make dens that help keep
the animal warm / cool and dry.

• Live close to the ground, Many Blueberries
live close to ground to absorb heat.

• Lizards change their locations frequently
throughout the day to regulate their body
temperature.

temperature.

temperature.

temperature.

temperature.

temperature.

temperature.

temperature.

temperature.

• Activity! Each table group make a small
den out of binders and books at your table.
– Make a lizard out of clay or paper.
– Move lizard around desk and burrow as the
day changes in the slideshow.
– Adjust the lights in the classroom if possible to
changes in the day.
• Another strategy is to go inside for the
winter.
 Change posture in one place.

• By raising off of the ground, more air
travels under the lizard, cooling it down.

• By facing the sun, the lizard will minimize
the amount of light that will hit its skin, and
thus cooling it down.

• Even plants will use position to the sun to
stay cool.

• Activity! Feeling how superposition can affect
heat loss. (Next slide is white to show heat
waves)
– Danger! Plate is dangerously hot!
– About a foot above hot plate.
• Feel air above hot plate with hand horizontal.
• Feel air above hot plate with hand vertical.
• Was there a difference?

• Use your tail to shade you.

 Adding layers.

• When it’s cold, take a warm bath in a hot
spring like these Japanese Macaque.

• When it’s cold, take a warm bath in a hot
spring like these Japanese Macaque.
“Ahhh that
feels good, Just
a bit to the
left.”

• Video Link! (Optional) Japanese Macaque
– http://www.youtube.com/watch?v=1_6c8CKpXQI
“You should go
put on a coat.”

• Rubbing hands creates friction / heat.
– Everybody try.

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 Physiological: The functions of the
body.

• Are the pictures below a behavioral or
physiological adaptation to cold temperature.

• Answer! Behavioral. The animals can
control to roll up to conserve heat.

• Adaptation: A process whereby an
organism becomes better suited to its
habitat.
– Characteristic which aids survival.

habitat.

habitat.

habitat.

 Physiological adaptations to
temperature.
These you generally cannot control, and
your body does them automatically.
-
-
-
-
-

 Physiological adaptations to
temperature.
These you generally cannot control, and
your body does them automatically.
-
-
-
-
-

 Utilize evaporation.

• Sweat Glands: As you sweat the water on
your skin is evaporated and the phase
change pulls heat from your body.

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• Thickness of blubber from a Bowhead
whale.
• Demonstration. Blubber Gloves
– Video:
https://www.youtube.com/watch?v=KfcDx1dXZw8
– http://www.stevespanglerscience.com/lab/experi
ments/blubber-gloves/
• Testing Blubber Hands
– Three students stick hand in bucket with ice
water and see how long they can last in seconds.
Average your findings.
• Be safe and use discretion.
– Next, make blubber hands and try again, average
your findings and compare the times.
Type of Hands Time
Bare Skin
Blubber
 Have thermal windows (Ears).

• You want big windows to cool down.

• Where is the coolest place on this elephant?



• The African Elephant has large ears because
its environment is very hot.

• The African Elephant has large ears because
its environment is very hot.

• The Asian Elephant lives in a cooler
environment.

• The Asian Elephant lives in a cooler
environment. They have smaller ears.

• Which one lives in the warmer climate?
• Which one lives in the warmer climate?
• These windows are usually thin membranes
with a lot of blood flow through them.

• Frilled Neck Lizard: Used to scare away
predators and some thermoregulation.

• Thermal windows have been around for
millions of years.

• Thermal windows have been around for
millions of years.

• The Maasai in Kenya are tall and thin,
adapted for maximum heat loss in the heat
of East Africa.

• The Inuit of the Arctic are short and squat,
perfectly adapted for retaining heat in the
cold winter.

• If you live in a cold environment, then you will
usually have small ears to retain your heat.


Retain:

Retain: To hold on to, keep

possession.

• Which rabbit lives in the warm climate, and
which in the cold climate?





• Which fox lives in the warm climate, and
which lives in the cold climate.





• Who is more adapted to live in a hot dry
climate?

• Who is more adapted to live in a hot dry
climate?
“I’m sweating like a

wild beast out here!”

• Who is more adapted to live in a cold wet
climate?

“Get me out
of here!”
“I’m
freezing!”
 Shivering:Muscles contract and relax
when it is cold, this generates heat.

• Teeth chattering: A form of localized
shivering. It means your cold.

 Goosebumps: Skin muscles tighten,
forming bumps, which cause your
hairs to raise, trapping more air and
keeping you warmer.

• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.

Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.

Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.
– Let me know if you are too cold.

Write this down before you go outside, and then
again just before you come in. Was there a
difference?
This is my best handwriting before I

go outside into the cold.
-Your signature
• Please record the time the following occur.
Thermoregulation Time
Shivering P
Teeth Chattering P
Goosebumps P
Cold Dance B
Rubbing of Arms B
Hugging Yourself B
• Outside simulation: Some will become cold
Is it cold
quickly, enough
others will not. to conduct
If you need toan
go
outdoor
inside, simulation.?
you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– What did you learn about yourself and
thermoregulation?

Is it cold
quickly, enough
If you need toan
go
outdoor
– WhatThe
Note: goaland
physical, of this lesson
behavioral is not to
adaptations to
freeze you, but tooccurred
cold temperatures make you aware
in your body? of
your own
– What did bodies
you learnmessages telling
about yourself and you
to thermoregulation?
get warm.
Use this information to help you in the

winter so you don’t get hypothermia.
Knowing the warning signs will help you
make the proper adjustments.

Is it cold
quickly, enough
If you need toan
go
outdoor
– WhatThe
Note: goaland
physical, of this lesson
behavioral is not to
adaptations to
freeze you, but tooccurred
cold temperatures make you aware
in your body? of
your own
– What did bodies
you learnmessages telling
about yourself and you
to thermoregulation?
get warm.
Use this information to help you in the

winter so you don’t get hypothermia.
Knowing the warning signs will help you
make the proper adjustments.
Warning! If you feel like you are getting too cold
please let the teacher know so you can warm-up
inside.
quickly, others will not. If you need to go
inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– Behavioral Adaptations -Physical Adaptations
– What did you learn about yourself and how you

thermoregulate in cold temperatures?

 Hypothermia: A decrease in the core
body temperature to a level at which
normal muscular and brain functions
are impaired.

• Mild Hypothermia
– Core temperature 98.6 - 96 degrees F
– Shivering - not under voluntary control.
– Can't do complex motor functions (ice climbing
or skiing)
– Can't do complex motor functions (ice climbing
or skiing) can still walk & talk / have judgment.
• Which is not true of mild hypothermia?
A.) Shivering - not under voluntary control.
B.) You can still do complex motor functions.
C.) Impaired Judgement.
D.) You can still walk and talk.
B.) You can still do complex motor functions.
B.) You can’t do complex motor functions.
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 Hyperthermia: Having a body
temperature that is too high, causes
heart failure, among other problems
and death.

• Heat Exhaustion.
– What are some symptoms?
Star
t

– Profuse sweating and high temperature.
Working in sun and warm temperatures
Star
t

– What are some symptoms?
Next

– Headache, sweating stops, hot dry skin,
feeling faint.

– How can you get it?
Nex
t

– Labor / hard work during high temperatures.
– Also wearing excessive layers when it is warm.

• Heat exhaustion warning signs.

– Abnormally high temperature.

– So hot you might collapse.

– Appear pale.

– Appear pale.
– Sweating profusely.

• Which two are not heat exhaustion
warning signs?
A.) Abnormally high temperature.
B.) So hot you might collapse.
C.) Pale Appearance.
D.) So dehydrated you can’t sweat.
E.) Hyperactivity

warning signs?
D.) So dehydrated you can’t sweat.
E.) Hyperactivity

warning signs?
D.) Profuse sweating
E.) Extremely tired

– What should you do to prevent heat exhaustion?
Next

– Drink lots of water, seek shade and cooler
temperatures, don’t work when it is too hot!

• Tips to avoid heat exhaustion and heat
stroke, aka hyperthermia.
– Be smart about when you are going to be
active, high noon on the hottest day .
– Know the weather and heat index.
– Drink lots of water / rehydrating fluids.
– Seek shade, and wear loose fitting clothing.
– Take rest breaks (rehydrate)
– Place cool damp towels on forehead.
– Don’t drink alcohol.




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• Video Link Heat Stroke / Exhaustion
– http://www.youtube.com/watch?v=AACwAleD
kN0
• Seek medical attention if needed. To cool
down if you have heat exhaustion…








• Never leave a baby or pet in a car with the
windows up! Not even for a minute!
– Even with the windows down, it is not a safe
practice.
– Hundreds die every year.
– Even with the windows down, it’s not a safe
practice.
– Hundreds die every year.
– Even with the windows down, it’s not a safe
practice.
– Hundreds of pets die every year.
Can’t maintain
• Put the red arrow where a human may
become moderately hyperthermic.
• Answer! Hyperthermia occurs when your
body temp is 37.5–38.3 °C (100–101 °F)
• Answer! Life threatening occurs when
your body temp is 40 °C (104 °F)
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 Areaof focus within temperature:
The warm and cold bloodedness of
organisms.

• Note – There is still some debate among
scientist to the terms warm and cold blooded.

• Which from the pictures below has
general warm-bloodedness?





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 Warm-bloodedness (endothermy):
Maintaining a warm body temperature
independent of environmental
conditions.

• Which has warm bloodedness, and which
is generally cold blooded?





 Advantage:Warm-blooded animals
can remain active in cold
environments.
Blizzard Effects for next set of slides.

https://www.youtube.com/watch?v=b8rp5bpgBG4

Note: Small ears
and thick winter
coat
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• Frogiscles.
– https://www.youtube.com/watch?v=pLPeehsXAr4
 Disadvantage: Is that warm-blooded
bodies provide a nice warm
environment for viruses, bacteria, and
parasites to live in.
 Disadvantage: Is that warm-blooded
bodies provide a nice warm
environment for viruses, bacteria, and
parasites to live in.
Animation is of a bacteriophage virus which doesn’t attack human cells.

• Warm-blooded organisms need to eat often
to maintain a higher body temperature.
– Eat up or freeze to death.

• Warm-blooded organisms need to eat often
to maintain a higher body temperature.
– Eat up or freeze to death.
Influenza is a bird virus
Animation is of a bacteriophage virus and not Influenza.

 Cold-Bloodedness: When organisms
can’t regulate their internal
temperature.
-

 Cold-Bloodedness: When organisms
can’t regulate their internal
temperature.
When it’s cold they can’t move, when it’s
warm they’re more active. (Ectothermy)

Slideshow will skip
version
• The Narcisse Snake Pits:
– Located in Manitoba, Canada.
– The dens are the winter home of tens of
thousands of Red-sided Garter Snakes.
– Largest concentration in the world of this
particular type of snake.
– Their winter dens are subterranean caverns.
– In the spring, they come up from their dens to the
snake pits, where they engage in mating rituals.
Then they disperse into the nearby marshes for
the summer.
• Video! The Narcisse Snake Dens
– Note: Mating ball after coming out of winter
dens.
– http://www.youtube.com/watch?v=xSO4ooNN
_MY&feature=related
 Hibernation / torpor: A state of
inactivity and metabolic depression in
animals.
-

 Hibernation / torpor: A state of
inactivity and metabolic depression in
animals.
(Slow breathing, lower body temp)

• Bears will eat as much as possible before
they hibernate while food is still abundant.
– The store the energy as fat.

• Picture of black bear den during winter.
– Why waste energy searching for food that
doesn’t exist?

• Picture of black bear den during winter.
– Why waste energy searching for food that
doesn’t exist?
Same for Bats

• Some animals will collect food called a
cache for winter storage.

 Advantage:Cold-blooded animals
require much less energy to survive
than warm-blooded animals do.

• After this python consumes this deer, it
won’t have to eat for many months.

• Video Link! Snake vs. Mammal and
energy expenditure.
– http://www.youtube.com/watch?v=DNHx5GI1
KQE&NR=1&feature=fvwp
• Video! Snake eating an egg.
– http://www.youtube.com/watch?v=LLk4rsCNFFU
– Snakes can detach their lower jaw, and the upper
jaw is not fused to their braincase, both working
together can allow a snake to eat large prey
items.

• Another advantage is that cold blooded
organisms aren’t attacked by as many
pathogens.

• Another advantage is that cold blooded
organisms aren’t attacked by as many
pathogens.

 Disadvantage…

 Disadvantage… They can’t be active
in cold places during the winter.

• You can now complete page 2 of your
bundled homework package.
• Video Link (Optional) Thermoregulation.
– http://www.youtube.com/watch?v=TSUCdLkI474
• Try and guess the hidden picture beneath the
boxes. Please raise your hand when you think
you know.
– You only get one guess.

Rabbit with big
ears / thermal
windows for
thermoregulatio
n
Rabbit with big
ears / thermal
windows for
thermoregulatio
n
• 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.

Answer: Cuttlefish
you know.

http://www.youtube.com/watch?v=4u5Lo979Rkc
you know.

“Get me out of
here before I
get heat
stroke.”

you know.

• You can now complete many parts to your
coloring and labeling page.
– Write relevant information next to the
drawings. Lightly color the objects only and
not the white space.
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH .
Space
Moisture.
Temperature.
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH .
Space
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH .
Space
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil.
Nutrients.
Cycles,
SPONCH .
Space
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Thermoregulation
Physiological /
Behavioral
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Thermoregulation
Physiological /
Behavioral
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Thermoregulation
Physiological /
Behavioral
Adaptation to
temperature
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects
SPONCH. organisms
Space
Thermoregulation
Physiological /
Behavioral
Adaptation to
temperature
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Cycles, effects Warm
SPONCH. organisms bloodedness
Space
and cold
Thermoregulation
bloodedness
Physiological /
Behavioral
Adaptation to
temperature
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Space
and cold
Thermoregulation
bloodedness
Physiological /
Behavioral
Adaptation to
temperature
Range of
Toleranc
Moisture.
Temperature. e
Wind.
Light.
Soil. How light
Nutrients.
Space
and cold
Thermoregulation
bloodedness
Physiological /
Behavioral
Adaptation to
temperature
• Can you give the following your best
attempt…
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://
www.nabt.org/websites/institution/index.php?p=1
• http://learningcenter.nsta.org/browse_journals.aspx?j
Please visit at least one of the
“learnournal=tst
more” educational links
provided in this unit and
complete this worksheet
• “AYE” Advance Your Exploration ELA and
Literacy Opportunity Worksheet
– Visit some of the many provided links or..
– Articles can be found at (w/ membership to NABT
and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=1
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst
Part I
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Cellular Biology Unit

Introduction to Cells, Cell History, Cheek
and Onion Cell Lab, Cell
Theory Lesson Bundle
Cell Review Game
Cell Transport Lesson Bundle, Osmosis
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Cell Unit Crossword Puzzle
Cell Unit Flash Cards
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k Bundle, Unit Notes, more
Life Science
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DNA and Genetics Unit

DNA Lesson Bundle
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Cell Division, Mitosis and Meiosis Lesson Bundle
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Genetics Lesson Bundle
DNA and Genetics Crossword Puzzle
Genetics Review Game
Life Science
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Human Body Systems and

Health Topics Unit Anti-Tobacco, Dangers of
Anatomy Intro, Levels of Biological Org Smoking Lesson Bundle
anization Lesson Bundle Circulatory and Respiratory System
Skeletal System Lesson Bundle Review Game
Muscular System Lesson Bundle Excretory System Lesson Bundle
Anatomy Intro, Skeletal, Muscular Syst Nervous System Lesson Bundle
em Review Game Nervous System Review Game
Healthy Eating, Molecules of Life Lesso Endocrine System Lesson Bundle, P
n Bundle uberty, Hormones
Obesity, Dangers of Fast Food, Eating Human Reproductive Lesson Bundl
Disorders e, Fertilization
Healthy Eating and Living Review Gam Endocrine and Reproductive System
e Review Game
Eating Disorders, Anabolic Steroids Immune System, HIV, AIDS, STD's
Digestive System Lesson Bundle Lesson Bundle
Circulatory System and Respiratory Sy Immune System, HIV, AIDS, STD's
stem Lesson Bundle Review Game
Anatomy Crossword Puzzle
Life Science Curric
Infectious Diseases Unit

Infectious Diseases Unit Intro and Virus Lesson Bundle
Virus Lesson Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Parasites Lesson Bundle
Immune System, HIV, AIDS, STD's Lesson Bundle
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Immune System, HIV, AIDS, STD's Review Game
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Evolution and Natural Selection

Evolution and Natural Selection Lesson Bundle
Evolution and Natural Selection Review Game
Human Evolution Lesson Bundle
Life Origins and Human Evolution Quiz Game
Geologic Timescale, Earth System History Lesson B
undle
Earth Geologic History Quiz Game
Life Origins and Human Evolution Quiz Game
Life Origins, Miller Urey Experiment Lesson Bundle
Ecological Succession Lesson Bundle
Ecological Succession Review Game
Life Science Curric
Taxonomy and Classification Unit

Taxonomy and Classification Lesson Bundle
Taxonomy and Classification Review Game
Bacteria Lesson Bundle
Bacteria Review Game
Kingdom Protista Lesson Bundle
Kingdom Animal Lesson Bundle
Animal Phylums Visual Quiz
Class Mammalia Lesson Bundle
Kingdom Animalia Review Game and Mammalia
Kingdom Fungi Lesson Bundle
Kingdom Fungi Review Game
Kingdom Plantae Lesson Bundle
Botany Unit Review Game
Name the Kingdom, Phylum, Class Visual Challenge
Taxonomy and Classification Crossword Puzzle
Taxonomy and Classification Unit Notes
Life Science Curric
Botany Unit
Botany Unit Intro, Non-vascular Plants, Plate Evolutio
n Lesson Bundle
Student Botany Projects, Grow Study Lesson Bundle
Plants, Seeds, Seed Dispersal Lesson Bundle
Plants Review Game
Plants, Roots, Leaves, Lesson Bundle
Monocotyledons and Dicotyledons Lesson Bundle
Dendrochronology, Tree Ring Dating Lesson Bundle
Plant Hormones Lesson Bundle
Botany Unit Crossword Puzzle
Leaf Identification Lesson Bundle
Plant Life Cycles, Flowers, Fruits Lesson Bundle
Plant Life Cycles, Flowers, Fruits Review Game
Botany Unit Notes
Life Science Curric
Ecology Interactions Unit

Ecology Levels of Organization Lesson Bundle
Animal Habitats Lesson Bundle
Food Webs, Predator and Prey Cycles Lesson Bundle
Biodiversity and Population Sampling Lesson Bundle
Animal Competition Lesson Bundle
Animal Camouflage and Mimicry Lesson Bundle
Ecology, Camouflage, Mimicry, Population Sampling Review Game
Symbiosis Lesson Bundle
Invasive Exotic Species Lesson Bundle
Ecology Interactions Part III, IV Review Game, Symbiosis, Exotic Species
Ecology Interactions Unit Crossword Puzzle
Ecology Interactions Unit Notes
Life Science Curric
Ecology Feeding Levels Unit

Ecology Food Chain Lesson Bundle
Ecology Feeding Levels Unit Notes
Biomagnification
, Bioaccumulation of Pollution, Food Chain Lesson Bundle
Ecology Feeding Levels, Pyramid of Biomass, Number Less
on Bundle
Animal Dentition Lesson Bundle
Ecology Feeding Levels Unit Review Game
Ecology Feeding Levels Unit Crossword
Food Chain Board Game
Life Science Curric
Ecology Abiotic Factors Unit

Ecology Non-living Factors, Light Lesson Bundle
Ecology, Non-living Factor Temperature Lesson Bundle
Ecology Abiotic Factors Unit Notes
Photosynthesis and Respiration, Biogeochemical Cycles Lesson Bundle
Ecology Non-living Factors Quiz Game
Island Biogeography Lesson Bundle
Nitrogen Cycle Lesson Bundle
Phosphorus Cycle and Nutrient Pollution Lesson Bundle
Plant Succession, Fire Ecology, Lesson Bundle
Ecological Succession Quiz Game
Ecology Flash Cards
Physical Science C
Individual Lessons on TpT urriculum Link
Laws of Motion and Simple Science Skills Unit

Machines Unit Lab Safety Lesson Bundle
Microscopes and Magnification Lesson Bundle
Newton's Three Laws of Motion Metric System / SI Lesson Bundle
Newton's Laws of Motion Review Game Scientific Notation Lesson Bundle
Friction Lesson, Types of Friction Volume and Density Lesson Bundle
Kinetic and Potential Energy Lesson Scientific Method, Observation Skills Lesson Bundle
Newton's Laws and Forces in Motion Science Skills Unit Flash Cards
Forces in Motion Review Game Science Skills Unit Crossword Puzzle
Catapults and Trajectory Lesson Science Skills Unit Review Game
Simple Machines Lesson Science Skills Unit Preview, Homework Bundle, Not
Simple Machines Review Game es
Laws of Motion and Simple Machines Unit Flashcards
Laws of Motion and Simple Machines Crossword Puzzl
e
Laws of Motion, Forces in Motion, Simple Machines Un
Matter, Energy, and the
it Preview, Homework, Notes
Environment Unit
States of Matter, Physical Change, Chemical Change
Atoms and the Periodic Table of the States of Matter, Physical Change, Chemical Change Review Ga
me
Elements Unit Gas Laws Introductory Lesson Bundle
Gas Laws Review Game
Atoms, Atomic Number, Atomic Mass, Isotopes Lesson Bundle
Viscosity Lesson Bundle
Inside the Atom Lesson Bundle
Forms of Energy Lesson Bundle
Atoms Review Game
Heat Transfer, Convection, Conduction, Radiation Lesson Bundl
Atomic Theory, Electrons, Orbitals, Molecules Lesson Bundle e
Atoms, Atomic Theory, Electrons, Orbitals, Molecules Review Game Electromagnetic Spectrum Lesson Bundle
Atomic Bonding, Balancing Chemical Equations, Reactions, Lesson Bundle Forms of Energy, Particles, Waves, EM Spectrum Review Game
Atoms and the Periodic Table Crossword Puzzle and Solution Electromagnetic Spectrum Visual Quiz
Atoms and Periodic Table Unit Preview, Homework Bundle, Unit Notes Electricity and Magnetism Lesson Bundle
Periodic Table of the Elements Unit Lesson Bundle Electricity and Magnetism Review Game
Periodic Table of the Elements Review Game Matter and Energy Crossword Puzzle and Solution
Matter, Energy, and the Environment Unit Preview, Homework B
Physical Science
undle, Notes
Environment Unit Bundle
Environment Unit Bundle Review Game
Earth Science Curr
Individual Lessons iculum Link
Geology Topics Unit

Plate Tectonics, Continental Drift, Earth's Core,
Plate Boundaries Lesson Bundle
Dynamic Earth Review Game
Plate Boundaries Visual Quiz
Volcanoes Lesson Bundle Astronomy Topics Unit
Types of Volcanoes Solar System and Sun Lesson Bundle
Volcanoes Review Game Sun Lesson Bundle
Earthquakes Lesson Bundle Solar System and Sun Review Game
Earthquakes Review Game Solar and Lunar Eclipse Lesson Bundle
Rock Deformation, Compression, Tension, Shearin Inner Planets Lesson Bundle
g Inner Planets Review Game
Minerals Lesson Bundle Moon, Phases of the Moon, Tides, Seasons, Lesso
Minerals Review Game n Bundle
Rock or Mineral PowerPoint Quiz Rocketry Lesson Bundle
Rocks and Minerals Lesson Bundle Asteroid Belt, Meteors, Torino Scale Lesson Bundle
Rocks and Minerals Flash Cards Asteroid Belt and Rocketry Review Game
Types of Rocks Visual Quiz Mission to the Moon, Apollo Lesson
Rocks and the Rock Cycle Lesson Bundle Outer Planets Lesson Bundle
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Bundle Beyond the Solar System, Galaxies, Black Holes, C
Earth Geologic History Quiz Game onstellations Review Game
Geology Unit Crossword Puzzle Galaxy Lesson, Hubble Exploration
Geology Unit Preview, Bundled Homework, Unit N Astronomy Unit Crossword Puzzle
otes Astronomy Unit in Spanish
Earth Science Curr
Weathering, Soil Science, Soil

Conservation, Ice Ages, Glaciers
Unit
Mechanical and Chemical Weathering Lesson
Bundle
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Game
Atmosphere Lesson Bundle
Soil Science Lesson Bundle
Ozone Layer, Air Pollution, Skin Cancer
Erosion, Soil Conservation Lesson Bundle
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Soil Science, Erosion, Soil Conservation Revie on Quiz Game
w Game
Air Pressure and Winds Lesson Bundle
Weathering, Soil Science Unit Flash Cards
Severe Weather Lesson Bundle, Hurricanes, To
Weathering and Soil Science Crossword Puzzl rnado, Blizzards
e
Seasons Lesson Bundle, Axial Tilt
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Ice Ages and Glaciers Review Game
Winds, Global Winds, Wind Chill Lesson Bundl
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Ice Ages, Glaciers Unit Flash Cards Oceans and Weather, Water Cycle, Clouds Les
Weathering, Soil Science, Soil Conservation, I son Bundle
ce Ages, Glaciers Unit Water Cycle and Clouds Lesson Bundle
Preview Weather and Climate Unit Notes
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Earth Science Curr
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Water Quality Unit
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Copyright © 2010 Ryan P. Murphy

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Copyright © 2010 Ryan P. Murphy

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Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Some information on making a terrarium…

assemble column, No Top or

(pond water and

best), inventory, w/o top

make structurally Rock

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Animals are interconnected in a complex web of life.

Copyright © 2010 Ryan P. Murphy

All organisms are in a constant state of change over time

Animals are interconnected in a complex web of life.

Ecosystems have a way to balance changes so that up

All organisms are in a constant state of change over time

Animals are interconnected in a complex web of life.

Ecosystems have a way to balance changes so that up

Animals are interconnected in a complex web of life.

Ecosystems have a way to balance changes so that up

All organisms are in a constant state of change over time

Animals are interconnected in a complex web of life.

Ecosystems have a way to balance changes so that up

All organisms are in a constant state of change over time

Ecosystems have a way to balance changes so that up

All organisms are in a constant state of change over time

Ecosystems have a way to balance changes so that up

All organisms are in a constant state of change over time

Ecosystems have a way to balance changes so that up