The Earth 's Major Systems Essay

The Earth is thought to be a self regulating system, and considered a living organism that optimizes conditions of life for itself. This system as a whole has homeostatic mechanisms that are responsible for maintaining a physical and chemical environment that is fit for life on the planet. Processes such as the interaction of living forms such as microorganisms with inorganic elements are essential for sustaining conditions of life. These processes establish a global control system that is in charge of many different variables such as: controlling the global temperature, atmospheric content, and the ocean salinity.

Explain how you plan to apply to your lesson planning on exploring water and gardens to each of the four (4) aspects of Learning Outcome 2?

Hence children have misconceptions on the weather elements and changes in the environment (Reference book Year 1) Probing questions and discussing with the students about the moon’s phases

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

Introduce a globe. Familiarize learners with the position of the North and South poles. Indicate the location of the Earth’s axis.

Ecology is the branch of biology that studies the interactions of organisms with each other, and with their physical and chemical environments. Another main topic discussed in this chapter is ecosystems. Ecosystems are habitats or areas that consists of two basic components. Ecosystems include such things as biotic and abiotic components. Biotic components are living organisms within an ecosystem and abiotic components are things like sunlight, temperature, and rainfall. Within an ecosystem are producer and autotrophs. Producers and autotrophs consist of plants, algae, and bacteria. These two organisms obtain food from inorganic materials and light energy. As to where consumer and heterotrophs obtain energy by eating plants or the animals that eat the plants. An ecosystem is made up of several different parts. Each part of an ecosystem is different from the other. None of these parts within the ecosystem rely on the other. They are all interdependent being either predators or

My biome is the Taiga. One place the Taiga can be found is Oslo,Norway. Some abiotic factors in the Taiga are rain, sunlight, soil, temperature, and wind. Some biotic factors are moose, black bears, wolves, moss, and pine trees. Those abiotic and biotic factors interact a lot. There are four levels of organization. They are species, population, community, and ecosystem. An ecosystem is all the biotic and abiotic factors in a specific place. An example of a ecosystem in the Taiga is spruce trees, pine trees, mushrooms, owls, and bears. Those are only a few of the abiotic and biotic factors that make up the Taiga.

-I can use a diagram to show the relationship between the amount of available energy and the size of different trophic levels.

Write paragraph answers to the following questions using what you have learned from Visualizing Earth Science and the assigned WileyPlus® GeoDiscoveries®.

The biosphere is the earth, the higher power that houses every living thing and non living thing, ecosystems, communities, populations and organisms. Then the organ systems and organs, tissues, cells, organelles and molecules, atoms all make the organism. This goes back to one of the seven properties of life known as order that is showing the organization and the different stages which make up the biosphere. Ecosystems are a place where all living and nonliving things exist. For example in the rainforest there are water, trees, animals and everything needed for all living things to survive. Living things need to interact with nonliving things such as animals drinking water in order to keep them hydrated and healthy. Within an ecosystem, there are communities. Within an ecosystem, you will not see a fish living in a tree. They would be in their community, the ocean, along with whales, seaweed, plants and jellyfish. Within the community, there are different types of species such a group of whales that are one species or a group of jellyfish another species. One cannot class a whale with a jellyfish. Although they live in the same communities they carry different DNA and are from different populations that also goes back to reproduction; organisms can only reproduce their kind. Then there are organisms meaning one specific living thing such as a jellyfish or a human. Organisms are

6 points Provide an example how each of the following academic subjects can provide assistance in creating a greener and more sustainable world.

* Students have been studying the water cycle as a part of a unit about the Earth’s water. These following activities are for independent practices for students to show their understanding of the water cycle. These activities are to be used after instruction has been taught and is used for independent practice.

That is another great companion in Project 2061. The Science Literacy Maps is an interactive tool for teachers and learners to explore specific science concepts. The maps illustrate connections between concepts as well as how concepts build upon one another across grade level. Maps shows resources for the concepts including related AAAS Project 2061 Benchmarks, assessments, misconceptions, and Next Generation Science Standards (NGSS). Boxes are the big ideas that students need to know. They are placed in grade bands and ideas are connected with arrows. Maps are good for examining big ideas and their connections. It allows users to see the progression of students understanding, identifying student learning difficulties and what we know about students learning according to

Ask the students to name the five parts of a habitat (air, food, water, shelter, and space.)