Woot!
 Please read the board
carefully.
 Get ready for your quiz
today – Objectives #3-6
(History and watersheds)
 Retakes for Objectives
#1-2 also 
Quiz time!
 Everyone takes
History/Watershed quiz
 First quiz –


“Improve” – name in
pencil, retake optional
(keep better grade!)
“Retake” – name in pen,
retake required
Finished with your quiz?
 Turn it in to Ms. Klein
 Pick up several magazines, a pair of scissors, index
cards and a glue stick.
 Cut out pictures of animals and plants that live in the
Houston area and glue one picture to each card.
 On the back of the card, write the name of the
organism and which ecoregion it belongs in (Prairie,
Pineywoods, Bayou, Bay)
Two more class systems:
TARDIES
BATHROOM SIGNAL
P H O N E S – 1 ST T I M E , S T I C K Y
N O T E ; 2 ND T I M E I N M Y O F F I C E
Friday - Building an interactive
notebook
YOU NEED TO HAVE A COMPOSITION
NOTEBOOK HERE!
CLASS DONATIONS DUE FRIDAY – KLEENEX
OR GLUE STICK +5 ON FIRST TEST
A sustainability review!
LISTEN CAREFULLY FOR YOUR LAB TABLE!
Tragedy of the Commons
 The ruin of free-access resources by the accumulated
actions of individuals.
What does this mean for solving problems?
 The protection of free-access resources by the
accumulated actions of individuals.
Sustainability
KEEPING AN ECOLOGICAL BALANCE BY
CONSERVING OUR NATURAL RESOURCES
We each depend on natural resources
 Food
 How does
 Air
increased
population affect
our resources?
 Which resources
do you think
Houstonians
should be most
concerned about?
 Water
 Energy
ECOSYSTEM SERVICES
PROCESSES PERFORMED BY
NATURAL AREAS THAT HELP
HUMANS!
Gulf Coastal Prairie/
Katy Prairie
Oak motts
Pineywoods –
Buffalo Bayou
Galveston Bay
Ecosystem services
 Things our natural areas do for us.
 Air purification (plants take in CO2, produce O2)
 Flood control (prairies absorb water to protect our homes)
 ___________
 ___________
 ___________
Your ticket out (yup, it’s a grade)
 The Tragedy of the Commons is . . . .
 Sustainability is . . . . .
 An Ecosystem service is . . . . .