Biology 2 Honors Summer AssignmentPart 1: Ecology Photo Scavenger HuntMrs. DietzSummer 2016

Directions: You will be going on a photo scavenger hunt in order to compile a collection of pictures of living organisms from your environment. There are over 75 items on this list; you must choose 25 items. Each item is worth 3 points. You will be using your photo collection to create a digital presentation (PPT, Prezi, iMovie, etc.)

If you choose an item that is not easy to see (for example, xylem), you can submit a photograph of the whole organism or a close up of a portion of the organism that would contain that item then explain on the photograph what xylem is and where in the organism it is found.

All photographs must be ORIGINALS. You cannot use any images from the web or publications. You must have taken the photograph yourself. I suggest you create/use a note card with your name on it or place an item in all of your photographs that only you could have added each time. Selfies with the item are also acceptable-just make sure the item is in clear view.

No MONEY should be spent on this project-all items must be from something you found in nature. GET OUTSIDE-take a stroll around your yard, neighborhood, North Park, Hartwood Acres, etc. Research what the term means that you have selected and in what organisms it can be found then go out and find an example!

Each student is responsible for turning in his or her own project with a unique set of vocabulary terms. Working with other students is allowed (brainstorming ideas, collecting items together), but it does not mean using the same items. Have fun and BE CREATIVE! ENJOY THE OUTDOORS!!!

Your finished product will be a digital presentation of all your photographs. You may use whatever mode of presentation you would like (PPT, Prezi, iMovie, etc.)

The following information is expected to be included for EACH item selected: Definition of the vocabulary term Original photograph Explanation of photograph: How does the photograph display the term?

ELABORATE! The maximum number of sentences for each photograph is four.

There should be NO REPEATS of pictures for the scavenger hunt.

You should turn in 25 unique photos.

Ecology Terms:a dicota food chaina food web·adaptation· an example of an animal adaptation· an environmental disasteran example of a plantan example of asexual reproductionan example of hazardous waste disposalgenetic variation within a population·mutualismparasitismpopulationr-selectionrandom dispersion patternsecondary consumerprimary successionsecondary successionterritorial behavior in animalsmating behavior in animals· mutualism commensalisma parasite and hosta communitypredator-prey relationship· an organisms with type 1 survivorship curvean organisms with a type 2 survivorship curvean organism with a type 3 survivorship curve habitat destructiona molluska monocota plant-like protist an animal-like protist a fungusa mammalan organism's home reproductive structure of plant a gymnosperman angiospermseed dispersal by animals

seed dispersal by wind/water an animal larva or pupa an autotrophsymbiosispredationpollutionphotosynthesisa herbivorea carnivorean omnivorea decomposera renewable resourcea nonrenewable resource soil erosion habitat fragmentationan invasive speciescryptic coloration mimicrya producera primary consumera secondary consumer a tertiary consumer animal tracksa reptilean amphibianan arachnidan arthropodan insectaposematic colorationbatesian mimicrybiological magnificationclumped dispersion patterncommensalismcommunitycryptic colorationdenitrificationdetritivores/decomposersdominant speciesecosystem eutrophicationgreenhouse effectherbivoryinterspecific competitionintraspecific competitionK-selectionkeystone speciesMullerian mimicry

transpirationtwo different life stages of the same organism· uniform dispersion pattern

Biology 2 Honors Summer AssignmentPart 2: Ecology ChaptersMrs. DietzSummer 2015

You are responsible for reading and annotating Chapter 40 Sections 1-4 (we will do Section 5 and 6 together) and Chapter 42 Section 4.

The text that you will be reading from is a college level text. It is quite different from the freshman biology textbook. Please do not sit and read the chapter in one sitting. Take it slow, make notes/highlight as you are reading each section. It you do not understand what you are reading, re-read it, or write a question in that section so that I can help you later. If you come across a word you do not understand, try to use context clues and your knowledge of prefix/suffixes to help you figure out what the word means. You can also look up the definition!

In addition to reading/annotating the text, complete the questions below.

Chapter 40: Population Ecology and the Distributions of Organismspages 818-835

1. BEFORE you read, write 5 lines about what comes to mind when you hear the word ECOLOGY.

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2. Read the overview and study Figure 40.2. Pay attention to the questions presented in the figure. Using either Hartwood Acres or North Park for your location, create a sample research question for Community Ecology, Population Ecology, and Organismal Ecology.

Community Ecology:

Population Ecology:

Organismal Ecology:

3. Turn to page 823 in your text. Read the fourth paragraph in the first column that begins with “Natural and human-caused disturbances…” What kind of disturbances has our community experienced? List three, and describe one disturbance in detail.

4. Study Figure 40.9, pages 824-825. If you had the opportunity to visit ANY terrestrial biome on Earth, which would you pick and why? Make sure your answer is at least 5 lines. ___________________________________________________________

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5. Study Figure 40.10, pages 828-829. If you had the opportunity to visit

ANY aquatic biome on Earth, which would you pick and why? Make sure

your answer is at least 5 lines.

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6. Read about Biotic Factors/Abiotic Factors on page 831-832. Take a picture of an area outdoors. Embed the picture in a word document and create a list of the abiotic and biotic factors shown in the picture. Be sure to note WHERE you took the picture. Please share the document with me on google docs.

7. Draw and label the survivorship curve for a female fish that produces millions of eggs per year. Explain your choice.

Chapter 42.4 Biogeochemical Cyclespages 873-876

Directions: For this activity you will design an illustrated comic strip or write a short story that would explain the assigned biogeochemical cycle to the rest of the class. You will be writing a comic/story about the life of an atom of one of the following elements/compounds on earth: Carbon, Nitrogen, Phosphorus or Water. Make sure to include each step of the cycle and be creative in your explanation. This comic/story should also explain how human activities can affect the nutrient cycle and the repercussions of human activity. If your last name begins with A-G: The Water CycleIf your last name begins with H-M: The Carbon CycleIf your last name begins with N-T: The Nitrogen CycleIf your last name begins with U-Z: The Phosphorus Cycle

Your Comic Should Include: Each step of the cycle of the nutrient The importance of the nutrient to the ECOSYSTEM How HUMAN ACTIVITY impacts this cycle Creative storyline Relevant Illustrations (if comic)

LOOKING AHEAD:One of the major assessments for the ECOLOGY UNIT will be to write a Children’s Book based on a BIOME/ECOSYSTEM from Chapter 40. All of the elements taught within the Ecology Unit will be integrated into your book. We will pick Biomes once we start school in August!