ECOLOGY 1 Conservation of Natural Resources
Lecture: LS 102 Sa 12:50 —3:55 pm
Rey Morales rmorales@gavilan.edu
Website:
hhh.gavilan.edu/rmorales
Lab: LS 102 Sa 9 :00 am – 12 :05 pm
Office: LS 116 (408)848-4872
Course overview and expected learning outcomes:
In this course we will introduce through lecture, lab activities and field trips principles of terrestrial,
marine and freshwater aquatic ecosystems and our place in them. The course will relate biodiversity to
ecosystem structure and will include discussion of human activity on the stability of the ecosystems on
which we are all dependent. The course is a Service Learning Course and is required for students to
work with a not-for-profit organization throughout the semester.
Required Text and Notebook:
Smith, Thomas M. and Robert Leo Smith. Elements of Ecology, 8th Ed.
Pearson ISBN: 978-0321-73607-9
A composition notebook is required for field notes.
As the course progresses selected reading materials may be put online or on reserve in the library.
Announcements will be made during lecture and will be posted on the web site.
Recommended Text:
A Natural History of California, Allan A Schoenherr
Resource Links
http://www.cnr.uidaho.edu/ecology/study.HTM
http://daphne.palomar.edu/calenvironment/nathistory.htm
Lecture Exam: 300 points -Two midterms (lowest one worth 50 points) and a comprehensive Final.
There will be two Midterm exams consisting of multiple-choice, fill-in and short answer/essay type
question(s). Top midterm exam is worth 10% lowest is worth 5% of your grade and covers the material
from lecture, and laboratory exercises. Note that Service Learning exercises, assignments, and reading
material will be on exams and/or quizzes. There will also be a comprehensive Final worth 15% of your
grade given at the end of the semester.
Homework Assignments: 50 points
HW assignments will be given throughout the course and will be worth 5 % of your grade. These
assignments may include study questions, and/or recent article reviews from newspapers, magazines, or
the internet. For article critiques, you will be required to write a 2 page report on each assignment.
Labs exercises: 150 points
This course includes one three hour lab per week which will be held on Saturday worth 15% of your
course grade. Some labs may involve computer simulations, video viewing, microscope observation,
off-campus filed trips that includes hiking (2-4 miles) on uneven terrain and Service Learning activities.
Students should have closed shoes, water, backpack and packed snacks/a bag lunch for these hikes.
Field activities will also count toward lab work. Students will not receive full credit for incomplete
lab/field notes, tardiness or absences. Each lab is worth approx. 10-20 points and students will be
docked 3 points of total lab points for being tardy or leaving early. No points will be earned if the
student is absent.
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Absences and Tardies:
You should be present at all lectures and labs. Since a number of the labs will involve off-campus field
trips you must be on time for labs or make prior arrangements to meet us at the field location. Students
will be docked 3 points from assignments for being tardy or leaving early. No points will be earned if
the student is absent.
Lab Composition Notebook: 25 points
A Composition Note book is required for field notes – This should be a separate (from other notes or
courses), bound notebook for lab and field notes. As you will need to carry this notebook with you in
the field a compact size might be ideal. Students will be responsible for maintenance of field/lab notes
which will be an integral part of the grade (2.5%). Additional follow-up research assignments may be
required. A guideline for lab composition notebook and rubric for lab notes will be discussed during the
first lab (see attachments).
Service Learning (SL) Project: 150 points (25 SL hours due by the 15th week of the semester)
As part of this course we will be utilizing the ‘outdoor-classroom’. This course is a Service Learning
course and will require you to provide a Service for a Not-for-profit organization while gaining valuable
educational experience. Students will be required to commit to 25 SL hours per semester to earn all 150
points.
These SL activities are not to coincide with set lab activities that we may be doing for the class. Note
that I have scheduled dates where we will be providing SL to organizations during class hours where
these hours will not count toward the 25 SL hours although, students may choose to work beyond class
time to claim SL hours.
Possible SL projects include the following Canada de los Osos reserve, Pinnacles Nat. Monument and
Gavilan College.
Presentation: 25 points (scheduled for week 12-15)
Students are required to present their SL work to the class (10 min/ presentation) which is worth 25
points. To receive full credit, the student must select an Ecology topic that MAY relate to the SL
project or have the topic approved by the 5th week of class. A 2 page typed outline with references must
be turned in before the presentation for full credit. A separate rubric and set of guidelines will be
distributed during the first week of class (See attachments).
Makeup Work:
No Make-ups for any reason! This includes in class and out of class assignments, quizzes, exams, field
work, lab activities, and organized Service Learning events.
Extra Credit: 10-20 points
E.C. will only be offered during exams and field excursions and will be announced during lecture.
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How to succeed in this course:
 Keep up with the readings. Your intelligent participation will help you final grade.
 Review material after lecture, fill in any gaps in your understanding by asking or further
reading.
 Attend all lectures and labs
 Be on time.
 Create study buddies and attend Study sessions ( in room LS 109)
 Ask Questions
Grade: Grade activities and tentative points are outlined below:
Lecture
Exams: 2@ 100
points each lowest
grade worth 50%
Points
Points
Lab
Exercises
300
150
Final
150
Homework
50
Total
Points
150
Service Learning Project
Lab composition note
book:
Project Presentation
150
300
25*
25
75
25
650
Must be present in lecture in order to receive credit for HW
*Students must attend lab or field trip in order to receive credit for Field Journal/Lab Notes.
Grade Scale
Grade
A
AB+
B
BC+
C
D
F
%
90-100
88.0-89.9
86.0-87.9
80.0-85.9
79.0-79.9
78.0-78.9
70.0-77.9
60-69.9
<59
ADA Accommodation Statement: Students requiring special services or arrangements because of hearing,
visual, or other disability should contact their instructor, counselor, or the Disabled Student Services
Office.
Student Honesty Policy Statement: Students are expected to exercise academic honesty and integrity.
Violations such as cheating and plagiarism will result in disciplinary action which may include
recommendation for dismissal.
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Ecol 1
Guidelines for Lab/Field Journal for Labs, Field Trips and Service Learning Activities
As part of the Ecol-1 course you should maintain a journal in which you record notes of activities and observations
involving lab and field activities as well as literature research related to preparation of hand-in assignments intended as a
follow-up to these field trips and projects.
These notes should be maintained in a bound notebook dedicated to this purpose and are intended to be a contemporaneous
record of your observations in the field.
Notes should be written directly while in the field so you should select a notebook bound notebook that is easy to carry in
your pocket or backpack. A spiral bound (or otherwise bound) notebook dedicated for this purpose should be used. While
photographs may be later added sketches are encouraged and are especially valuable in noting details.
Refined prose is not expected; these are intended to be notes to remind you later on of details. However, they should be
legible.
Notes should not be combined with notes from lecture or from other classes.
You will only receive credit for notes on field locations you actually visit – the notes must be made by you while you are in
the field. Additional detail concerning discussion (noted below) will be added later.
Grading:
I will check your field notes during lecture exams so remember to bring your notebook (with your name on outside) to the
exams so it can be checked!
During the first two midterms your notes will receive a rating on a 1 to 5 scale based on quality of your notes (criteria
below) and perhaps some general comments. These first note checks are intended only to provide you with some feedback
on how well you are meeting expectations in terms of the rubric below.
At the time of the final exam you will receive a final grade on you notes which will then be adjusted based on percentage of
labs you attended or effort made in your service learning project. Thus if you have excellent notes but attended only three
quarters of the labs or participated in only a fraction of your service learning commitment you will receive only a fraction
of the available points. ________________________________________________________________________________
Entries should include the following information:
Date:
Time of Arrival/time of departure:
Location:
Weather conditions:
cloud cover/light intensity
temperature
wind speed
wind direction
Observations/Record of Activities:
Here you will record details of activities, species observed or discussed, geologic/soil features and any other notes
regarding detail of your visit to this field location.
Discussion:
Here you will develop notes in response to any follow-up questions related to the field trip our your activities in a
service learning activity. In particular you should be thinking about how the ecosystem you visited or in which
you were working was unique. In the case of service learning activities you should be considering how what you
were doing fit with an overall picture of activities on-going at the site. You may be asked to respond to specific
prompts and to do additional library/.literature research which you will record in this section.
_________________________________________________________________________________
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For lab activities notes should include:
Date
Lab activity
Methods – what you did/procedures
Observations
Conclusions – as appropriate
Grading Rubric:
Notebook score
1
2
3
4
5
Nature of contents
Not in separate notebook or pages not bound, notes incomplete – missing 2 or more of the above entry
topics for 2 or more labs, assigned outside research not completed for 2 or more labs
Not in separate notebook or pages not bound, notes incomplete – minimal notes and assigned outside
research not completed for 2 or more labs
Notes in separate notebook, labs in chronological order, minimal field notes, notes largely limited to
species lists for field trips with minimal outside research/follow-up notes and notes on species
interactions
Notes in separate notebook, labs in chronological order and generally complete in all categories with
some sketches or verbal detail in terms of species identification, notes on interactions of species,
minimal detail on follow-up assignments/research
Notes in separate notebook, labs in chronological order with detailed notes including verbal/sketches on
new species. Outside follow-up notes include detail as assigned on species interactions, unique
characteristics of species and species adaptation associated with various ecosystems, good follow-up as
assigned on lab or field observations
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Scoring Rubric for Exam Short answer/Essay Questions
Level of
Achievement
Exemplary (10 pts)
General Presentation (0-5)
Quality (8 pts)
Combination of above traits, but
less consistently represented (1-2 errors)
Same as above but less thorough, still
accurate
Uses only one argument and
example that supports conclusion
Adequate (6 pts)
Does not address the question
explicitly, though does so tangentially
States a somewhat relevant argument
Presents some arguments in a logical order
Uses adequate style and grammar
(more than 2 errors)
Demonstrates minimal
understanding of question, still
accurate
Uses a small subset of possible
ideas for support of the argument.
Needs improvement
(4 pts)
 Does not address the question
explicitly, though does so tangentially
States no relevant arguments
Is not clearly or logically organized
Fails to use acceptable style and grammar
Does not demonstrate
understanding of the question,
inaccurate
Does not provide evidence to
support response to the question
Inadequate (2)
 Does not address the question
Is not clearly or logically organized
States no relevant arguments
Does not demonstrate
understanding of the question,
inaccurate
 Provides a clear and thorough introduction
and background
Addresses the question
Presents arguments in a logical order
Uses acceptable style and grammar
(no errors)
Reasoning, Argumentation (0-5)

Demonstrates an accurate and
complete understanding of the
question
Uses several arguments and backs
arguments with examples, data that
support the conclusion
No Answer (0 pts)
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Scoring Rubric for Quizzes and Assignments
Level of Achievement General Approach Comprehension
Level of Achievement
Quizzes and Assignments
Exemplary
(5 pts quizzes)
•Addresses the question.
•States a relevant, justifiable answer.
•Presents arguments in a logical order.
•Uses acceptable style and grammar (no
errors).
•Demonstrates an accurate and complete
understanding of the question.
•Backs conclusions with data and
warrants.
•Uses 2 or more ideas, examples and/or
arguments that support the answer.
Adequate
(4 pts quizzes)
•Does not address the question
explicitly, although does so
tangentially.
•States a relevant and justifiable answer.
•Presents arguments in a logical order.
•Uses acceptable style and grammar (one
error).
•Demonstrates accurate but only
adequate understanding of question
because does not back conclusions with
warrants and data.
•Uses only one idea to support the
answer.
•Less thorough than above.
Needs Improvement
(3 pts quizzes)
•Does not address the question.
•States no relevant answers.
•Indicates misconceptions.
•Is not clearly or logically organized.
•Fails to use acceptable style and
grammar (two or more errors).
•Does not demonstrate accurate
understanding of the question.
•Does not provide evidence to support
their answer to the question.
No Answer (0 pts)
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Grading Rubric for Presentation
Name: ________________________
Class:
Date of Presentation: ____________ On time + 1 point
Title of Work: ___________________
Criteria
1
Organization
Audience cannot
understand presentation
because there is no
sequence of information.
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Visuals
Student used no visuals.
Mechanics
Delivery
Outline
Student's presentation had
four or more spelling
errors and/or grammatical
errors.
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
No organization,
handwritten
2
Points
3
4
Student presents
Audience has difficulty Student presents
information in
following presentation information in logical
logical, interesting
because student jumps
sequence which
sequence which
around.
audience can follow.
audience can follow.
Student is
Student demonstrates
uncomfortable with
Student is at ease full knowledge (more
information and is able with content, but fails than required)with
to answer only
to elaborate.
explanations and
rudimentary questions.
elaboration.
Student occasional
Student used visuals
used visuals that rarely Visuals related to text
to reinforce screen
support text and
and presentation.
text and presentation.
presentation.
Presentation has no
Presentation had three
Presentation has no
more than two
misspellings and/or
misspellings or
misspellings and/or
grammatical errors.
grammatical errors.
grammatical errors.
Student incorrectly
Student's voice is
Student used a clear
pronounces terms.
clear. Student
voice and correct,
Audience members
pronounces most precise pronunciation
have difficulty hearing
words correctly.
of terms.
presentation.
Is not clearly or
Presents logical order
logically organized and Presents some logical
and completely
attempts to address
order and addresses
addresses a majority
tasks
some task
of the tasks
Total---->
Comments:
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____
____
____
____
____
____
/24
Presentation Outline
Presentation Title:
Presentation Type (persuasive, informative, promotional)
Presentation Topic:
Three Key Points:
Opener:
Preview (introduce key points):
Body:
1. Key Point:
A. (detail)
B. (detail)
C. (detail)
2. Key Point:
A. (detail)
B. (detail)
C. (detail)
3. Key Point:
A. (detail)
B. (detail)
C. (detail)
Conclusion/Review: (Summarize key points)
Close:
Questions Session: Rephrase Check for clarity
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Tentative Lecture/lab schedule for Ecology 1 RMorales Spring 2012
Week
1
Date
2/4
Lab Topic
Lecture Topics
Sa 9 :00 am – 12 :05 pm
Sa 12:50 —
3:55 pm
9:00-9:30
Orientation and Introduction to Ecology
TheNature of
Ecology
Chapter 1
Ecology
connection
Scientific Method text p. 6-9
9:30-10:30 Videos –
Global Warming
http://www.youtube.com/watch?v=Jxi-OlkmxZ4
Al Gore
http://www.youtube.com/watch?v=FfHW7KR33IQ&feature=related
30,000 Scientist sue Al Gore
http://www.youtube.com/watch?NR=1&v=BEPFmwvqdDo&feature=endscreen
Lord Monckton Explains how Al Gore and people on the left refuse to debate
Global warming.
Chapter
Readings
1
Intro to Animals
and Plants
2
The Physical
Environment
Chapter 2
Climate
3
Chapter 3 The
Aquatic
Environment
Does the world need nuclear energy?
http://www.ecology.com/2011/09/15/debate-world-nuclear-energy/
Carbon dioxide Footprint
SL project proposal
SL development Canada De Los Osos meeting
Sign up for SL Science Alive Saturday 2/11 9-12
Coyote Valley- Video
Earn 2 SL hours Saturday 2/11- SL Science Alive Volunteer for an hour send
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Hope Jukl an email at hjukl@gavilan.edu and register to help
2
2/11
9-12:05 SL Science Alice volunteer and earn 2 hrs MAX make sure you sign in
and out at the registration table.
12:50-2:50
Ecosystem
Ecology
Ecosystem
energeticEnergy flow
using water
Ecosystem as an
example
Primary
production
Food chains
Trophic levels
Ecosystem
Ecology
Decomposition
and Nutrient
Cycling- Nutrient
cycling–
focusing on
water
Biogeochemical
Cycles-
Overview of
Tour of various
local habitats
3:00-3:55
Service
Learning
Opportunities
Intro to Canada
de los Osos
Henry Colleto
and Bob
Clement
Intro to Insect
survey
Bill Ungs, Jeff
Honda, and Rey
Morales
Intro to
Arboretum
project
Mary McKenna,
Rey Morales
and Jon
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21
22
23
Hubbard
Intro to
Recycling
program
Science
Alliance and
RAM
3
2/18
No Lab Campus closed
Individual SL Opportunity at Canada de los Osos and Insect
survey- please contact Bob or Bill to set up times.
Earn up to 8 hrs SL
4
2/25
On campus Lab
Water sampling of Ponds
Presidents
Holiday
Campus
Closed
2/17-2/20
Physical
Environment
Review Aquatic
Environment
Survey of Plant Kingdom- introduction to plant phylogeny/evolution lab
3
25
Ecological
Biogeography
Aquatic
EcosystemsLife in Water
26
Coastal Wetland
Ecosystems-Watsonville
Wetlands
-Elkhorn Slough
- importance of
estuarine
environment - a
working fishing
port
6
-Moss Landing wildlife on tidal
mudflats and at
mouth of
Marine
Ecosystems
Lakes, streams,
rivers and
ponds.
Use the
following
examples
- Sacramento,
San Joaquin
River
-Lake Tahoe,
Mono Lake
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-Point Lobos
and Monterrey
Bay
Plant
adaptations to
the environment
Biomes Intro
and Water
Biome
Homework
5
3/3
SL Watsonville Wetlands 9-1
Meet on campus and Leave at 8:15 am
Fitz WERC located at the top of the Pajaro Valley High School campus (500
Harkins Slough Rd) at 9 a.m. Please bring water, and wear layered work
clothes, sturdy shoes and a sun hat. We will provide tools, gloves and a snack.
Map/directions.
Animal
Adaptations to
the
Environment
7
SL Pinnacles 9-2 Habitat Restoration and hike
Meet on Campus and Leave by 7 am removal of invasive plant species and
hike to observe the beautiful rock formation, flora and fauna
The terrestrial
environmentsoil
4
Earn 4 hours
Terrestrial
Ecosystem
Exam 1
The Physical
Environment
Climate-
Afterwards we will go on a nature walk. Contact Mary for more information at
831-566-4938 or
.
Earn 1 SL hour
6
7
3/10
3/17
24
2
The Organism
and Its
Environment
Adaptations and
Natural
SelectionPlant
Adaptations to
the environment
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5
6
7
Animal
Adaptations to
the
Environment
8
9
10
3/24
SL Canada de los Osos 9-4 pm - Oak woodlands and grasslands and SL
Earn 4 hours SL
Field Trip
3/31
Waste water treatment facility - location to be determined - Where it goes when
you flush
Population
Population
GrowthLife HistoryIntraspecific
Population
Regulation-
4/7
No Lab Spring Break!
Spring Break
April 9th-April
15th
4/14
Mt. Madonna Field Trip 9-12 Landscape change from redwood forest to
oak woodland, dense chaparral and grassy meadows
Understanding the redwood as a relic species and the unique ecosystem
associated with trees - discussion on sustainable forestry
Reading
from
Natural
History
of Cal
Sierra
Nevada
9
10
11
Species
Interactions
Natural
selectionCompetitionPredationParasitism and
Mutualism-
11
12
4/21
4/28
SL Canada de los Osos 9-12
Or
Henry Coe State Park Field Trip 9-12 - Oak woodlands and grasslands -spring
wildflowers
SLO Gavilan College LS 102 Lab EcoBeaker ’Sewage’
Arboretum project
13
14
15
16
Exam 2
17
18
Community
Ecology
community
structureFundamental
Niche- food
webs and
factors
influencing the
structure
19
community
dynamicssuccession
-Landscape
Ecology
13
5/5
SLO Gavilan College LS 102 Lab Ecobeaker ‘Niches and Competition’ and
Arboretum project
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Spring
Break
14
14
5/12
SLO Gavilan College Arboretum project
Biogeochemical
Cycles
28
29
30
Human
Ecology
Population
Growth,
SustainabilityHabitat Loss,
Biodiversity,
and
ConservationGlobal Climate
Change15
5/19
16
5/26
Kayak and Presentations
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SL
Presentations
5/26
Comprehensive
Final ? last day
is on the 25th
10:30-12:30
15