California Miramar University Module 8 Biome Online Interactive Activity Worksheet
Description
Your submission will consist of the requested table, comparing any six biomes you wish to explore in the interactive.
What will I learn in this lab? Explain how the following impact species diversity in a community:keystone speciesinvasive speciesAnalyze and draw food chains and food webs, describing the feeding relationships between different populations in a community. Apply the following terms to an energy pyramid or food webs: trophic level, producer, autotroph, heterotroph, primary consumer, secondary consumer, tertiary consumer, and decomposer.What do I need to do? Read sections 20 of the textWatch the video: Food Webs and Energy PyramidsCompare biodiversity in difference biomesInvestigate the role of invasive speciesInvestigate the role of keystone speciesSubmit your table comparing biomes (and answering the question at the end!)1. Read Chapters 20 in Concepts of Biology2. Food Webs and Energy PyramidsIn a given ecosystem each population is assigned a specific role based on its place in the trophic structure. Autotrophs that are able to transfere energy from the sun into chemical bonds in carbohydrates form the basis for all trophic systems (not 100% true….deep sea vents blah blah blah). Autotrophs such as plants are considered primary producers and the predominant species of primary produces often define an ecosystem. Consider the biomes:grasslandschaparraltropical forestsEach of these biomes have different primary producers. Grasslands have (of course) grass, chaparral is dominated by small to medium shrubs, and tropical forests have dense canopies of trees with little ground cover on the dark forest floor. Each subsequent trophic level (primary consumers, secondary consumers, and tertiary consumer) is in some way dependent on the primary producer. When these organisms die, detritovores (death-eaters) like fungi and bacteria decompose the organic material back into the soil structure so that primary producers have nutrients with which to grow. Watch this video and see if you can identify the following terms: trophic level, producer, autotroph, heterotroph, primary consumer, secondary consumer, tertiary consumer, and decomposer.3. Comparison of BiomesVisit the BiomeViewer indicated below and complete the table found just underneath the link. This will be what you submit for this activityBiomeViewerLinks to an external site.Complete this form!: MOD 8: ACTIVITY TABLEDownload MOD 8: ACTIVITY TABLEMinimize File Preview4. Invasive Species Invasive species are non-native populations that become established and cause environmental or economic harm. Watch this video on invasive species:5. Keystone SpeciesKeystone species are populations whose impact on the community go well beyond their direct relationships. Watch these two videos on keystone species:
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||