...make an indelible impression in the mind of a student, the process must start with a “hook”. Something that will pique their interest in the topic and make them want to learn more. For the purposes of this paper, the concept at hand is the interdependence within ecosystems. The ecosystem the students will be studying is saltwater marshes, plants and animals. Teaching this concept in the classroom will be most successful using a combination of a Jigsaw approach coupled with a STAD (student team achievement divisions) approach. The key elements of both the Jigsaw cooperative learning method and the STAD method include breaking students into racially, socio-economically, gender and differing ability groups. In terms of the assignment of salt water marshes, there are three main areas of information to be assimilated: tidal changes, plants and animals. The initial step, in accordance with the STAD model, would be to provide a basic lecture of saltwater marshes, covering facts and disseminating information on each of the three main topic areas. This could include a basic lecture/presentation that included pictures, written information, and other various forms of initial information on the subject. Following the JIGSAW model and supposing a group of 30 students in a classroom, the process would then include breaking students into ten diverse groups, assigning each group of ten one of the three areas of research: tidal changes, plant life and animals. In accordance with the Jigsaw...
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...someone who can help guide the group and be able to give good direction in helping the group’s individuals learn what they need to know to be able to teach their part to the other groups. This is done so that a teacher does not always have to be right there all the time. The leader of the group should be the most mature of the group. Step three: Give each group a separate assignment that is related but not the same as the other groups. The groups will be as follows. Group one will be given the task of researching the animals of the salt marsh. Group two will be given the task of describing what a salt marsh is and where it is located. Group three will be given the task of describing the tides, the changes in the tides, and the effect it has on the salt marsh ecosystem. Group four with research and describe the salinity of the salt marsh and how and what makes it change. Group five will be given the task of researching the plants of the salt marsh Step four: Hand out a rubric with what information each assignment should know at the end. Once the assignments have been given allow the students time to research and write a rough outline for their presentation. Make sure that the students have access to the...
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...collaborate and practice what will be told to their jigsaw group 7. Have the segment groups return to their Jigsaw group 8. Have the students present their segment to their group and promote group questions and discussion of each other 9. Observe each group and regulate student behavior and participation, but the group leader should take this role 10. At the conclusion of the task give a quiz on the material covered in the groups, so students know it is a learning time not a socializing group time (Aronson, 2000.) Choosing students of different genders, academic ability, and race to form the jigsaw groups will create groups of five members for the “Saltwater Marsh” lesson. Next the student in each group who is the most responsible and mature will be chosen as the group leader. The “Saltwater Marsh” lesson will be divided up into the following segments: tidal changes, plant, 2 different animal segments and a vocabulary segment. Each member of the jigsaw group will be given one of the five segments and specific material for their segment to learn. Once students have had enough time to read through their material a few times, they will be joining other students who have the same segment. In the new segment groups (tidal change, plants, animals mammals, animals non-mammals, and vocabulary) the members will be...
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...differing densities creates a unique environment in which to support many organisms, some of which are dependent upon the unique tide dictated salinity regimes of the area. These interfaces are areas of high production, as inland nutrients are washed down in the river and mix with nutrient laden sea water, creating a virile and protected section of water which provides habitat to many unique species from benthic algae to fish and birds in their various life stages (Nicastro & Bishop, 2013). Along an estuary several communities can be found, distinct from both entirely freshwater and saline environments. As such, estuaries are often capable of providing continuous primary, and hence secondary, production. These can consist of Mangroves, salt marsh, mudflats,...
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...Ecosystem Structure, Function, and Change Hector Canseco SCI/256 04/30/2015 Carolyn Miller Freshwater Ecosystem is a relatively small in area about 1.8% of the earth’s surface. It consists of ponds and lakes which range in size from just a few square meters to thousands of square miles. All throughout the earth several are remnants from glaciers thousands of years ago. Many ponds are seasonal, lasting just a couple of months while lakes may exist for hundreds of years or more. Ponds and lakes may have limited species since they are often isolated from one another and from other water sources like rivers and oceans. Lakes and ponds are divided into three different zones, which are usually determined by depth and distance from the shoreline. Streams and rivers are also part of the fresh water ecosystem. These are bodies of flowing water moving in one direction. Streams and rivers can be found everywhere, they get their starts at headwaters, which may be springs, snowmelt or even lakes, and then travel all the way to their mouths, usually another water channel or the ocean. The type of a river or stream changes during the journey from the source to the mouth. The temperature is cooler at the source than it is at the mouth. The water is also clearer, has higher oxygen levels, and freshwater fish such as trout and bass can be found there. Towards the middle part of the stream or river, the width increases as does species, numerous aquatic green plants and algae can be found...
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...Marine Main article: Marine ecosystem Marine ecosystems cover approximately 71% of the Earth's surface and contain approximately 97% of the planet's water. They generate 32% of the world's net primary production.[1] They are distinguished from freshwater ecosystems by the presence of dissolved compounds, especially salts, in the water. Approximately 85% of the dissolved materials in seawater are sodium and chlorine. Seawater has an average salinity of 35 parts per thousand (ppt) of water. Actual salinity varies among different marine ecosystems.[2] Marine ecosystems can be divided into the following zones: oceanic (the open part of the ocean where animals such as whales, sharks, and tuna live); profundal (bottom or deep water); benthic (bottom substrates); intertidal (the area between high and low tides); estuaries; salt marshes; coral reefs; and hydrothermal vents (where chemosynthetic sulfur bacteria form the food base).[1] Classes of organisms found in marine ecosystems include brown algae, dinoflagellates, corals, cephalopods, echinoderms, and sharks. Fishes caught in marine ecosystems are the biggest source of commercial foods obtained from wild populations.[1] Environmental problems concerning marine ecosystems include unsustainable exploitation of marine resources (for example overfishing of certain species), marine pollution, climate change, and building on coastal areas.[1] Freshwater Freshwater ecosystem. Main article: Freshwater ecosystem Freshwater ecosystems...
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...ENVIRONMENTAL IMPACT REPORT Mangrove ecosystems play an integral role within the stabilisation of coastal intertidal soil by preventing coastal erosion through their complex network of roots (“Teaching about Mangroves, 2013”). Scientifically they are defined as an assemblage of unique tropical plants which are able to survive within variable flooding conditions and withstand high salinity concentration. They do so by a selective combination of structural adaptations such as salt excretion upon leaves, and filtering of absorbed nutrients (“Encyclopaedia of Earth, 2013”). The most healthy and abundant mangrove communities occur in tropical and subtropical areas, between 30o N and 30O S latitude (“Encyclopaedia of Earth, 2013”). An example of a mangrove community presents itself within the Moreton Bay Mangrove community located within South-East Queensland, Australia. The community possesses 8 mangroves species but is predominantly dominated by Avicennia marina (Grey Mangroves) and Aegiceras corniculatum (Black Mangrove) (“Moreton Bay Mangrove, 2013”). The Moreton Bay community provides vital protection and food source for various marine and terrestrial species including wading birds, shrimps and crabs. Structurally it is comprised of coastal environments consisting of numerous river estuaries that extend seaward (“Moreton Bay Mangrove Species, 2013”). 1. BIOTIC INTERACTIONS IN THIS MANGROVE COMMUNITY The biotic interactions...
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...Evaluation of the Ecological Restoration Projects at The University of California, Santa Barbara’s Lagoon Authors: Matthew Edmiston Cat Bradley Chris Anderson Abstract: The University of California, Santa Barbara’s lagoon has undergone several ecological restoration projects over the past two decades. Some efforts have proven to be beneficial, while others still need improvement. This paper addresses and evaluates five different locations around the lagoon, the various restoration projects at the sites, and what more could be done at each habitat in order to assess the ecological restoration efforts in the UCSB Campus Lagoon area. The sites addressed are the San Nicolas degraded wetlands, Campus Point, the coastal sage scrub, Manzanita Village and the bioswales. Overall, each of the sites have finished going through extensive restoration, with techniques such as solarization and re-introduction of native species. Most of the ecosystems are now returned to their pre-disturbed state, but continued efforts are needed to preserve the locations. 1.0 Introduction: The term “ecological restoration” is generally defined as “the return of an ecosystem to a close approximation of its condition prior to disturbance” (NRC Report, 1992). Although this term is often oversimplified, it includes a complex web of cultural, social and political aspects as well as environmental aspects. Due to its complexity, and in many cases, the many competing jurisdictions involved, it is often...
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...species in the marsh habitat. It is a native perennial macrophyte, ubiquitous in community types such as freshwater wetlands, although some can be found in brackish waters. Its range extends from Alaska, Canada, USA and southward, excluding the Southeast US states. Their thick stems allow them to stay put when prevailing winds hit the area and they help buffer wind and water forces around the lake and reduce erosion levels. They are also adapted to erosion by replanting rhizomes. Tule stands also grow taller and thicker the deeper they are submerged in the lake. They typically bloom in the summer months, characterized by warm and dry climates. Tule, along with wetland plants like cattails and reeds act as biofilters which filter out harmful pollutants and provide bank stabilization. Since most of Lake Merced is sand dunes, Tule has adapted by growing strong root systems and stands. The fact that they can grow in water up to 3 feet deep and can be as tall as 8 feet indicates that they are adapted to some levels of flooding associated with fluctuations in precipitation. Their seed can be dispersed by both water and wind, both of which are prevalent in the area. The common Tule that surround the lake provide an important niche for fish to evade predators as well a flourishing bird habitat, for several bird species, including the Red-winged blackbird (Agelaius phoeniceus). (Tilley, 2012). Red-winged blackbirds or Agelaius phoeniceus are adapted to live in both salt and fresh water...
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...Environmental Studies For Undergraduate Courses Erach Bharucha Textbook for Environmental Studies For Undergraduate Courses of all Branches of Higher Education Erach Bharucha for University Grants Commission Natural Resources i Preliminary Pages.p65 1 4/9/2004, 5:06 PM Credits Principal author and editor – Erach Bharucha Unit 1 – Erach Bharucha Unit 2 – Erach Bharucha, Behafrid Patel Unit 3 – Erach Bharucha Unit 4 – Erach Bharucha Unit 5 – Shamita Kumar Unit 6 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 7 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 8 – Erach Bharucha, Shambhvi Joshi Case Studies – Prasanna Kolte Co-ordination and compilation – Behafrid Patel Textbook Design – Narendra Kulkarni (Mudra), Sushma Durve Manuscript review and editing – Chinmaya Dunster, Behafrid Patel Artists – Sushma Durve and Anagha Deshpande CD ROM – Jaya Rai and Prasanna Kolte © Copyright Text – Erach Bharucha/ UGC, 2004. Photographs – Erach Bharucha Drawings – Bharati Vidyapeeth Institute of Environment Education and Research All rights reserved. Distributed by University Grants Commission, New Delhi. 2004. ii Environmental Studies for Undergraduate Courses Preliminary Pages.p65 2 4/9/2004, 5:06 PM Vision The importance of Environmental Studies cannot be disputed. The need for sustainable development is a key to the future of mankind. The degradation of our environment is linked to continuing problems of pollution, loss...
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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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...ADRA AC&H AC&H H&S ADRA HA HA H&S OI REC NAT NAT OI VOC VOC SGO&H REC SGO&H pathfinder honor book 2014 revision general conference youth ministries department -1- ADRA AC&H H&S NAT HA OI SGO&H REC VOC pathfinder honor book 2014 revision general conference youth ministries department -3- General Conference Youth Ministries Department Director: Gilbert Cangy General Conference Associate Youth Director/Pathfinder World Director: Jonatan Tejel General Conference Honors Committee: Jonatan Tejel, Chairman Vanessa Correa, Secretary Gennady Kasap: ESD Youth Director Busi Khumalo: SID Youth Director Mark O’Ffill: NAD representative John Sommerfeld: SPD representative Paul Tompkins: TED Youth Director Jobbie Yabut: SSD Youth Director Udolcy Zukowski: SAD Pathfinder Director Copyright © 2014 by the Youth Ministries Department of the Seventh-day Adventist® Church All rights reserved. Published 2014 First edition published 1998. Second edition 2011. Third edition 2014 Rights for publishing this book outside the U.S.A. or in non-English languages are administered by the Youth Ministries Department of the Seventh-day Adventist® Church. For additional information, please visit our website, www.gcyouthministries. org, email youthinfo@gc.adventist.org, or write to Youth Ministries Department, General Conference of Seventh-day Adventists® Church, 12501 Old Columbia Pike, Silver Spring, MD 20904, U.S.A. Cover and inside design by Jonatan Tejel Printed in the United...
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