Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Cara's Living Environment Labs 2012-2013

No description

Cara Bonpietro

on 24 April 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Cara's Living Environment Labs 2012-2013

Cara's Living Environment Labs 2012-2013 Population Lab #2: Food Chains & Webs
I) Purpose: To show the flow of energy between populations using arrows, and to categorize each population based on their nutritional role.
II) Materials: population cards, arrows, and a chart.
III) Procedures:
1. Students had to organize themselves based on who would be part of the same community.
2. Use arrows to show the energy flow within that community; making a food chain.
3. Determine which populations were autotrophic/ producer OR Heterotrophic/ Consumer and fill in a chart.
IV) Observations:

Kelp Urchin Otters Bacteria Population Nutritional Role Niche
(Producer/consumer/decomposer) Kelp Autotroph Producer Urchin Heterotroph Consumer Otter Heterotroph Secondary Consumer Bacteria Heterotroph Decomposer V) Conclusion:
The purpose of this lab was to show energy flow using arrows and label populations based on their niche. Food chain were made using arrows. This lab illustrated how all food chains start with the producer/ autotroph and the arrows point away from them.
Also, how when one population is removed, all others are affected; all populations fill a niche (role). Lab #5:
Natural selection in Grey Wolves I) Purpose:
To act out Natural Selection in a population of Grey Wolves.
II) Materials:
-bead/ characteristic key
-environment scenario cards
III) Procedures:
1.Roll out 5-6, Beads 2.Select 3 environmental cards
Gray Wolves
Blue- Sharp claws
Pink- Sharp teeth
Red- Long nose/ good sense of smell
Green- Furry
White- Agility
Orange- Stamina
Yellow- Good hearing
Black- Binocular vision IV) Observations
Environmental Change
1 Snows more
2 Smell prey
3 Dark days
4 Run fast Traits Needed
White V) Conclusion
The purpose of this lab was to act out Natural Selection in a population of Grey Wolves. We rolled out some beads that represented traits, along with pulling cards with environmental changes. Our population survived in a constantly changing environment because we had all the traits we needed to survive. Variation is the key to survival. Lab #6 "Oh Deer!"
I) Purpose- to simulate how limiting the true size of a population.
II) Materials- Students, to represent dear, wolves, and resources.
II) Procedure- Students split up in an even number. One side stood on the sidewalk, while the others stood against the school wall. Both sides had to face each other when the teacher would yell "Oh deer!". The side being the deer would have to run to their "resource" (other kids). After a couple of rounds the wolves would appear and try to hunt the deer when the would go after resources.

Conclusion: The purpose of this lab was to represent deer and resources with prey. The procedure was to run to your limited resource. The people who didn't find their resource died. The deers who lived were the most "fit". Lab 7: Ecological Succession Flip Book

I) Purpose: To model the stages of ecological succession by making a flip book

II) Materials: Flip Book Generator

III) Procedures:
1) Access the flip book generator website
2) Construct a flip book to show the stages of succession that consists of at least 10 slides.

IV) Observations:

V) Conclusion: To model the stages of ecological succession by making a flip book. First there's lichens, lichens help make soil.
Second comes grass which goes into shrubs and is the third step.
Fourth is a tree which is the beginning of the fifth step which is an forest. (lichens) (grass) (shrubs) (trees) (forest) Lab #4 Bottle neck genes (Black footed ferret Lab) I) Purpose: To "simulate" (act out) how a combination of adaptive traits, increases an organisms chances of survival. (dependent on the environment)
II) Materials:
-bead key
-environmental observations 1, Examine the bead key
2. Roll out 3-4 beads
3. Pick three environmental cards
4. Answer questions on blue sheet Camouflage
Precise vision
accurate sense of smell
Strong claws and forearms
Healthy jawformation
Acute hearing
Healthy rate of reproduction
Immunity of canine distemper Survived
Environmental Card
12 Traits needed/ B color Precise vision (black)
Immune (white)
Acute smell (orange)
Camouflage (yellow)
Acute hearing (purple) X X IV) Observations
Bead color
Dark Blue
White IV) Conclusion:
The purpose of this lab was to simulate how a variation of traits, increases a species chance of survival. In this lab we rolled out nine beads to see what traits the new generation of ferrets would have. Our ferrets survived because we had all different traits which helped us during the situations. I) Birch
II) Buckeye
III) Pecan
IV) Sweet Gum
V) Redbud
VI) Magnolia
VII) Locus Observations V)Conclusion
The purpose of this lab was to explore the diversity of deciduous trees. Doing so this lab helped us realize how many different trees there are in a deciduous forest. Lab 3: Using Dichotomous Keys
to Identify Deciduous Trees
I) Purpose: To explore the diversity of deciduous trees.
II) Materials: Leaf Samples, Dichotomous Key
III) Procedures:
1. Collect four different leaf samples from trees around the school.
2. Use the dichotomous key to identify each tree. Lab #1: Levels of Organization in the Environment
(cube lab)
I) Purpose: The purpose of this lab was to model the levels of organization within the living environment.
II) Materials:
-Different size paper cubes that fit inside each other.
III) Procedures:
1. Decorate the smallest cube to represent population, then community, ecosystem, biome, and the largest cube, biosphere.
2. Cut out each decorated cube.
3. Glue together sides, leaving the top flap open.
4. Place each cube inside the other to model the levels of organization.
IV) Observations: Community Ecosystem Biome Biosphere VI) Conclusion:
The purpose of this lab was to model the leves of organization within the Living Environment.
Different sized cubes were decorated and placed inside each other to show the levels. This lab showed how the levels are within each other so changes in one level will effect all the other levels. Lab #9 -Hazardous Links I. Purpose: To simulate Bioaccumulation (toxins accumulate in food chains)
II. Materials:
-three trophic levels
-red chips

III. Procedures:
Gather red chips. Separate into groups.

IV. Observations See Packet Population
Hawk # of chips
54 # of red chips
24 %
44% Lab #10 - Energy Relay

I. Background Info:
-plants only
-chloroplasts CO2 (can) Water (we) Solar Glucose (go) Oxygen (out) Glucose (go) Oxygen (out) Water (we) CO2 (can) ATP II. Purpose: To explore energy flow and material exchange from a cellular level, to an ecosystem
III. Materials:
-place mats
IV. Procedures
1.All students lined up at the sun mat
2.1stperson had CO2 + H2O and travelled to the chloroplast dropping off water and sunlight. Lab #8 Energy Pipeline
I. Purpose:
To explore how energy is transferred through a food chain and how some is lost to heat.

II. Materials:
-different colored chips
-heat cup

III. Procedures:
1. Students were placed in four different feeding levels: Phytoplankton, Krill, Trout, Shark.
2. The Phytoplankton were each given ten chips, each representing one calorie.
3. The Phytoplankton each put two chips in their heat cup and passed to other eight to the Krill
4. The Krill then passed out the trout, who passed it the remaining chips to the shark Phytoplankton Krill Trout Shark IV. Observations: V. The purpose of this lab was to show how energy is transferred through a food chain. Students were given chips and they passed them back to the different types of aquatic creatures to represent the flow of energy in the food chain. Lab #12: Focus Vitamin Water Lab I. Purpose: To determine if focused vitamin water works.

II. Materials:
- crystal light/ lemonade
-vitamin water Lab #11 Lab #14 The Effect Of Salt On The Rate Of Photosynthesis I) Problem, Purpose, or Question
Does salt effect the rate of photosynthesis

II) The controlled beaker will have faster photsynthesis

III) Materials:
-2 beakers -plastic wrap
-btb (bromothymol blue) -salt
-elodea -straws VI) Day
1 Experimental Cup
Lighter Green Control Cup
Darker Green Lab #13: Lab #15
The Effect Of Temperature On The Rate Of Cellular Respiration In Yeast I) To determine at which temperature is optimum for yeast to perform cellular respiration

II) Yeast will perform cellular respiration the best at microwave temp.

III) Materials:
-yeast solution ml(10)
-graduated cylinder(s)
-sugar (sucrose)
- balloons
-3 diff. temperatures V) Experimental Design
2-Experimental Group (fridge, micro.)
1-Control Group (room temp.)
-Independent Variable (3c, 18c, 25c)
-Dependent Variable (temp,balloon,circumference of balloon.)
-contants IV) Procedures: Pour 10ml into three graduated cylinders. Than put the sucrose(sugar) in the cylinders. Next we put one cylinder in the microwave for 20 seconds, after we put balloons on the cylinders tops to block out O2 and keep in chemicals. We put one cylinder in a fridge one on a table and the other in the closet. 5 2 2-3 C fridge 3-50 C heat Graduated Cylinders
1- Room 4 Circumference of balloon VII) Conclusion
The purpose of this lab was to effect the temperature in cellular respiration. The heated cylinder had the most gas. The hypothesis supported the results. Heat speeds up the rate of chemical activity. Glucose,O2 H2O, CO2 ATP
Full transcript