Eco-Column Data Tables & Instructions for Weekly Observations Please get your composition notebooks Remember: EACH PERSON must record all observations and complete every activity about your teams eco-column. Check to make sure everyone in your group is completing each activity! Composition Books Set up the first page Eco-Column Project 2018 Biology Ms. Ramsay Name: ______________ Partner(s): _______________ Eco-Column Project 2017 Biology Ms. Ramsay Name: ________________ Partners:_________________ Table 1: Eco-column components on Day 1. Table 1 (info on next slide) Table 2 if there is room This can go on another page This is what
your first page should look like Table 1: Eco-column components on day 1 Terrestrial (Chamber) (Chamber) Living (biotic) Nonliving (abiotic) In this table, list EVERYTHING you put into each chamber (If you have a 4th chamber, add another column.) List your chambers Add columns for additional chambers Sample: Table 1: Eco-column components on day 1 Living (biotic) Nonliving
(abiotic) Terrestrial Aquatic Decomposition Cricket 2 earthworms Wolf spider 5 Roly poly Leaf litter 10 grass seeds Sticks and grass Alga Duckweed Minnow Water strider bug Stick Leaf litter 2 beetles 2 earthworms Banana peel tomato Soil Pea gravelEXAM Water Small flat rock
PY O C OT N O D E PL Water Pond mud Soil water Table 2: Weekly Quantitative Observations Date Terrestrial ---- Temp pH 9/24 27oC 7
Aquatic ? Temp pH 23oC 5 2 Sample Data 3 4 Decomposition ? Temp pH 28oC 7 ?
List your chambers Add columns for additional chambers 5 6 Thermometer: ____________________ Temperature: Be careful with the thermometers. SHARE record the name of the thermometer you use and use the same one every time! pH: Use pH paper and the indicator color charts. For non-aquatic chambers, mix a small sample of soil with distilled water in a 2-liter base, then dip the pH paper in the wet mud. Additional Section: Decide one additional quantitative observation to record weekly. *Add columns for additional chambers. Figure 1 and Figure 2: Sketches First double-page spread Try to make the sketches the same size. You will be sketching what the ecocolumn looks like at the beginning of the experiment, then again at the end of the experiment. Be DETAILED! Labels are helpful! You must have your Pre-Sketch stamped complete by 9/25 Figure 1 and Figure 2: Sketches For tall, skinny Eco-Columns: Open your comp book to two empty pages and turn it sideways.
Draw a line down the middle top to bottom. Label the left side/top Figure 1 (before) and the right side/bottom Figure 2 (after). For short, wide Eco-Columns: Open your comp book to two empty pages. Label the left side Figure 1 (before) and the right side Figure 2 (after). For long , skinny Eco-Columns: Open your comp book to two empty pages. Draw a line in the middle across the two pages. Label the top Figure 1 (before) and the bottom Figure 2 (after). For all Eco-Columns: Draw your eco-column design on both sides. You will need to write titles for both these sketches. Figure 1 and Figure 2: Sketches Sketches-Schneider First double-page spread Label the left page Figure 1: Pre-Sketch (before) Date: Label the right page Figure 2: Post-Sketch (after) Date: All classes Try to make the sketches the same size. You will be sketching what the ecocolumn looks like at the beginning of the experiment, then again at the end of the experiment.
Be DETAILED! Labels are helpful! You must have your Pre-Sketch stamped complete by 9/22 Tables 3 and 4 These tables will be two adjoining pages each Set Tables 3 and 4 up with seven columns, four on the first page and three on the second page. Seven columns X however many organisms you decide to include (4,5 or 6) Comp book fold Table 3: Qualitative Observations of BIOTIC Components Organism / Week Organism Name SKETCH Chamber 4=C 5=B 6+=A Week1 Week2 Week3 Week4 Week5
Week6 In these boxes record observations each week about the organism Organism Name SKETCH Chamber Organism Name SKETCH Chamber On Day 1 of observations, decide as a group how many and which organisms you will observe each week. Add rows to this chart as needed one row per organism. SAMPLE Table 3: Qualitative Observations of BIOTIC Components Organism / Week grass seed Terrestrial wolf spider Terrestrial roly poly
Decomp. ADD MORE ROWS as needed Week1 Week2 Week3 I see 3 seed 2 sprouts sprouts near are over the rock 3cm tall, 5 other sprouts are growing sitting sitting along the under dead edge grass opposite the cricket is rock did dead so not eat the maybe he cricket ate it 3 roly polies 3 alive roly were under
polies under the flat rock the rock, 4th when I lifted is dead it Week4 Tallest sprout is 9cm, shortest is 3cm hiding under rock with roly polies, added another cricket today 3 roly polies under rock M EXA D E PL PY O C
OT N O Week5 Week6 Table 4: Qualitative Observations of ABIOTIC Components Component / Week Description Chamber Week1 Week2 Week3 Week4 Week5 Week6 In these boxes record observations each week about the abiotic component
Description 2=C 3=B 4+=A Chamber BOTTOM ROW Sketch ONE chamber each week CHAMBER On Day 1 of observations, decide as a group how many and which abiotic components you will observe each week. Add rows to this chart as needed one row per organism. BOTTOM ROW: Must choose ONE chamber to sketch each week. (Decomposition chamber is a good idea.) SAMPLE Table 4: Qualitative Observations of ABIOTIC Components Component / Week soil terrestrial condensation on sides of chamber decomp
BOTTOM ROW Sketch ONE chamber each week terrestrial Week1 Week2 soil was dry, added water today, did not see earthworm added water, not as dry as last week, 1 earthworm along wall under soil condensat no ion is on condensatio one side of n inside the chamber chamber, covers of the wall
L P M EXA Week3 added water, 4 white fuzzy dime-size spots along wall, no earthworm no condensatio n O D E N Week4 Y P O OT C Week5
Week6 Table 5 This table will be two pages, but turn your comp book sideways. Four columns by seven rows. Comp book fold Table 5: (You write the title.) This table will take 2-3 pages. Make qualitative observations in this table every week. Table 5: (Write a title. Make sure it explains what this table shows and is about.) Date 9/21 You will need six rows-one for every week. Terrestrial Aquatic ???? List your chambers Add columns for additional
chambers SAMPLE: Table 5: (You write the title.) Date Terrestrial Aquatic Decomposition 9/21 Water droplets are on the inside of half the bottle; cricket and spider both alive; a few seeds have sprouted; grass turned brown; added water today Smells awful like sewage; water is still murky and flashlight beam does not shine out the other side; Minnow and water Y P
O C strider still T alive Chamber full all the way to the top; condensation on one side of chamber; smells earthy with banana smell 10/3 E L P M EXA N O D O For Today: Day/Week 1 Observations Complete Figure 1 (before sketch) You can also sketch the outline of the eco-column for the after sketch
Table 2 : (Quantitative obs. for today) Tables 34: (Biotic & Abiotic obs. for today) Table 5 : (Qualitative observations for each chamber for today) Water your eco-column allow to drain in a sink. Terrestrial and decomposition chambers CLEAN UP and put things away where they go! Dry the watch glasses Wednesday If you did not complete Day/Week 1 observations, finish those first. Once Day/Week 1 observations are complete, scroll to the next slide for your vocabulary assignment. Vocabulary ApplicationsDue 9/29 Add pages for this AFTER Table 5. Write sentences showing how the Ecology vocabulary terms apply to your ecocolumn. The meaning of the word is understood from the way the word is used in the sentence. Underline the vocab term used in the sentence. Only one term can be used per sentence. Good Example: The wolf spider is a predator because it ate another animal, the cricket, that we put in our eco-column. Bad Example: The Eco-Column contains a predator. Work together with your group to write your sentences. Each person in the group will have the same sentences. All comp. books will be looked at for completion, but only one will be graded for your groups score. Scoring: 25 words = A
20 words = B 15 words = C Scores are dependent of well written sentences. Pond Observations Always carry a microscope with two hands one on the arm and one on the base. Droppers are not water guns. Use the dropper to get water from the pond section of your eco-column into a circular tray (petri dish). You need about a silver-dollar size circle of water to observe. Use the dissecting microscope to observe. The GRAY microscopes do not have their own light source, so try to use the flashlight on your phone as a light source or move to an area in the room with better light. Draw/sketch at least FOUR DIFFERENT KINDS of living things that you see in your pond. They may be swimming. They may be green. Yes, you can observe the duckweed. Draw them in detail, and draw them large enough to be seen!!!! If you have a pile of clear slime in your pond get a sample of it to observe. If you dont see four different living critters, try getting another sample and looking again. Get
water from a different area of the pond. You may also want to use a scoop to get some of the dirt off the bottom of your pond to try to find other living things. Use resources (teacher hand-outs, books, or your electronic device) to identify the names of the living things you drew. Write the NAME of the organism. LABEL any parts or features of your organism if you can. If you find something really cool, share it with the class so others can see it. Clean Up! At the end of the hour, be sure to rinse out the petri (circular) trays and droppers and return them to the counter put any books or resources back where you got them put the microscopes back on the counter, covered wipe your table with paper towels and spray cleaner Tables 3-5: Observations of Biotic and Abiotic components in (Name of chamber) Organism / Week Terrestrial Biotic (list biotic components separately for each row. Add more rows as needed.) (SKETCH each component in the box to start) Abiotic
(list abiotic components separately for each row. Add more rows as needed.) Week1 Week2 Week3 Week4 Week5 Week6 Table 3: Observations of Biotic and Abiotic components in Terrestrial Chamber Organism / Week Terrestrial Biotic grass seed wolf spider roly poly Abiotic soil
condensation on sides of chamber Week1 I see 3 seed sprouts near the rock sitting along the edge opposite the rock did not eat the cricket 3 roly polies were under the flat rock when I lifted it soil was dry, added water today, did not see earthworm condensation is on one side of the chamber, covers of the wall Week2 Week3 Week4
2 sprouts are over 3cm tall, 5 other sprouts are growing sitting under dead grass cricket is dead so maybe he ate it 3 alive roly polies under the rock, 4th is dead Tallest sprout is 9cm, shortest is 3cm added water, not as dry as last week, no sign of earthworm no condensation inside chamber added water today, 1 earthworm is along wall
hiding under rock with roly polies, added another cricket today 3 roly polies under rock no condensation Week5 EXA DO MP LE NO TC OP Y Week6 Figure 1 and Figure 2: Sketches-Ramsay For tall, skinny EcoColumns: Open your comp book to two empty pages and turn it sideways. Draw a line down the middle top to bottom. For short, wide EcoColumns: Open your comp book to two empty pages. For long , skinny EcoColumns:
Open your comp book to two empty pages. Draw a line in the middle across the two pages. For all EcoColumns: Label the left side/top Figure 1 (before) and the right side/bottom Figure 2 (after). You will need to write titles for both these sketches. Draw your eco-column design on both sides. Try to make the sketches the same. You will be sketching what the eco-column looks like at the beginning of the experiment and again at the end of the experiment. Do your best!!! Be neat!!!! Vocabulary ApplicationsDue 9/29 Add pages for this AFTER your last table of observations. Write sentences showing how the Ecology vocabulary terms apply to your eco-column. The meaning of the word is understood from the way the word is used in the sentence. Underline the vocab term used in the sentence. Only one term can be used per sentence. Good Example: The wolf spider is a predator because it ate another animal, the cricket, that we put in our eco-column. Bad Example: The Eco-Column contains a predator. Work together with your group to write your sentences. Each person in the group will have the same sentences. All comp. books will be looked at for completion, but only one will be graded for your groups score. Scoring: 25 words = A 20 words = B 15 words = C
Scores are dependent of well written sentences. Observation Booklet 10 sheets of notebook paper Staple 3 staples along the left edge to make a booklet (place staples between the holes and edge of the page) Set up the cover page Eco-Column Project 2018 Biology Mrs. Schneider Name: ______________ Partners: _______________ Table 1 (info on next slide)
