Ap Biology Lesson Plan

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

With sperm, each cell goes through meiosis to produce four sperm cells. During oogenesis a oogonium cell undergoes mitosis to produce primary oocytes. It differs from sperm formation because it is a stop-start process. It also divides the cell unequally and one primary oogonium cell produces one active cell in contrast to sperm.

Surface Tension: The measure of how difficult it is to stretch or break the surface of a liquid.

Explain how the ecosystem was affected by the missing species for each round of the demonstration.

Third graders will become zoologists, understanding the various habitats where animals live. They will research a specific habitat and identify necessary environmental factors for the survival of a chosen animal. Analyzing and synthesizing information from multiple sources, students will create a triorama that represents the animal's habitat and perform a public service announcement advocating for the habitat's preservation.

Interactive programs where students can complete a scavenger hunt throughout the zoo learning the facts about the different animals, a live lesson with a few educational animals like birds, snakes, and owls. Role play theater where students will be asked to act like concern animals.

5. A. Fimbriae- hair like Gram-negative bacteria that allows attachment and through that the bacteria is able to colonize.

My academic career is based on the sciences, especially chemistry and biology. Throughout my childhood, I have been greatly exposed to the sciences. My mother was a nurse practitioner in a rural clinic, which was connected to our house. Consequently, the clinic became my playground and the stethoscopes became my toys. Therefore, I was always interested in how the body worked and what affected our health.

1) Leaves- Main organ for photosynthesis and transpiration. A flattened, typically green and blade-like structure of a higher plant.

* Pass around some interesting photographs relating to ecological systems to help gain some interest and motivation around the topic.

The Walk): While walking around campus, I noticed multiple organisms that can easily be observed for this particular assignment. My main focus this week was around Sequoia and Humboldt, since most of my current biology courses were located there. The early morning walks allowed me to observe the diversity on campus and my surroundings. Throughout my walk, I noticed many trees as well as different size mammals, humans, birds. The most interesting and common organisms that I have seen on my walk would be the multiple numbers of squirrels and the dogs that were roaming around with their owners. The squirrels on campus differ from sizes, color, activity and how they decide to gather food. Quickly, the squirrels with gather what they need and

What is the purpose of level 2 of the game? The purpose of level two of the game is to have older visitors read the description of each animal and figure out what animal it is and its habitat. As well, to describe the different physical features animals have which help them survive in their natural habitat. What is the objective of the game? The objective of the game is have older visitors read a description of an animal and think critically, to figure out what animal it is, where does that animal lives, and describe how the animal’s physical structure helps the animals adapt to its habitat.

Groundcover and canopy cover were assessed in spring in conjunction with trapping. Ground cover mean results (figure 1) show that bare ground cover was greatest in Linton and Enfield high severity sites (61.4 and 52.1 % respectively) and least in the control sites (Enfield 0 % and Linton 0.71 %). Fine litter cover was greatest in the control sites (72.5 % and 62.5 % in Linton and Enfield respectively) and lowest in the high severity sites (20.1 % and16.4 %). Coarse litter cover was highest in Linton low severity (7.1 %) and equal lowest in Linton high and Enfield low (0.71 %). Vegetation cover was highest in Enfield control (50.4 %) and lowest in Linton high severity (17.1 %). Cryptogam cover was highest in Linton low severity (8.9 %) and lowest in Linton high and Enfield low severity (0.71 %). Both Enfield and Linton control sites had mean cryptogam cover of 2.5 %.

9.As a habitat expert, how would you design zoo exhibits so that they are suitable for these "enrichment activities?"

Class input data into excel and a class mean and standard deviation was gathered from both wetlands for each species. Excel was used to produce the mean and standard deviation for all data, then graphed for ease of interpretation.