introduction to ecology – whole unit powerpoint 2012

Introduction to Ecology – Whole Unit PowerPoint

2012

Goal for the Day1. Understand what ecology is.

2. Be able to describe and list examples of abiotic & biotic factors.

• Be able to describe different biomes by climate

Question of the Day

• What are the factors that affect seed germination?

• Think of factors that you decided to test in your germination experiment.

What is Ecology?

• Ecology– The study of interactions among organisms

and among organisms and their environment

– Which of the ten themes do you think will play heavily in this chapter?

Biotic vs. Abiotic

• Biotic Factor–

• Abiotic Factor-

Intro to Ecology

• Which of the factors that we listed as important for germination and early plant growth are abiotic factors, which are biotic?

Intro to Ecology

• What are the major factors involved in the early growth stage of an animal.

• i.e. ( )

• Which of these are biotic, which are abiotic?

Ten Unifying Themes of Biology

1. Biological Systems – cell, tissue, organ, organ system, organism, population, community, ecosystem, biome, biosphere

Intro to Ecology

• Within the theme biological systems what was the difference between an ecosystem, and the level before/below it?

• Community-

• Ecosystem-

Major Biomes

• Climate: The prevailing weather conditions in a given area.

– Climate determines what organisms can live in that area.

– Temperature and moisture are important determining characteristics.

Biological Communities

• Biome: Major Biological Communities that occur over a large area of land.

This is an example of an artificial (or simulated) biome!

Terrestrial Biomes: Rainforests

• Tropical Rain Forest:– Avg. 180 inches of

rain per year.– Contains at least half

of all species on earth.

– Ex. Brazil

Terrestrial Biomes: Rainforests

• Reasons for rainforest deforestation:– Farming: Tribes are

going thought their own agricultural revolution…but the soil of the rainforest is very infertile!

– Timber industry--don’t buy mahogany!

– Oil--yes, they’re looking for oil in the rainforest too…

Terrestrial Biomes: Savannas

Savannas:– a. Dry

grasslands Ex. Africa

– b. Low average precipitation (35-60 inches)

– Prolonged annual dry seasons

Terrestrial Biomes: Taiga

Taiga:– a. Cold, wet

climate– b. Coniferous

forests– Ex. Canada

Terrestrial Biomes: Tundra

Tundra:– a. 1/5 of the earth’s

land surface– b. ex. Alaska– c. annual

precipitation very low (10 in)

• Characterized by permafrost: Permanently frozen ground.

Terrestrial Biomes: Desert

Desert:– a. Very low

precipitation (10 in)– b. Sparse

vegetation– c. Found in interior

of continent– Growing every

year!

Terrestrial Biomes: Temperate Grasslands

Temperate grasslands– a. Ex. SOUTH DAKOTA!!

You live in one!– b. Moderate precipitation– c. Deep, fertile soil– Hot summers, cold winters

Terrestrial Biomes: Temperate Deciduous Forests

Temperate deciduous forests– a. Mild climate, plentiful rain

(30-100 in)– b. Warm summers, cold

winters– Hardwood trees (oak,

hickory, etc)– Ex. New England…

Terrestrial Biomes: Temperate Evergreen Forests

Temperate evergreen Forests

– a. Evergreen forests

– b. Drier – Ex. Black Hills

Biomes & Plants Practice• Draw the phylogenetic tree of plants on a

new sheet of paper.

• List each biome and whether its climate in terms of _____________ & ___________.

• With a partner go through each biome and rank how likely non-vascular plants would be on a scale of 1-8 based on these factors ALONE.

Biomes & Plants Practice

• Complete Activity front & back– Cross out High/Low – write WET/DRY– #4 use “relationships & roots” green ½ sheet– For scale say 1 is low, 8 is highest probability

• When you finish – go back to your notes and list as many plants as you can think of that are found in each biome.

Goals for the day

1. Be able to list different types of consumers & explain where they get their energy

2. Be able to draw a food chain correctly

3. Be able to describe different biomes by their abiotic factors (temperature & moisture)

Question of the Day

• Explain the difference between an abiotic & a biotic factor.

• How would you tell if something were abiotic or biotic?

• List examples of each type of factor

Defining BiomesClimate is one of the major defining factors of a

biome.

• What two major characteristics define a particular climate?

• What type of factors are these?

Biomes & Plants Review

Biome Temp. Moisture Non-vascular

Vascular

Tropical Rainforest

Temperate Forest

Taiga

Tundra

Savannah

TemperateGrassland

Desert

Producers vs. Consumers• Producers: • Organisms that first capture energy

(produce their own food)• What type of factors do they

rely/depend on for energy?• RELY ON ABIOTIC FACTORS FOR

ENERGY

• Consumers: • Organisms that consume other

organisms

• What type of factors do they rely/depend on for energy?

• RELY ON BIOTIC FACTORS FOR ENERGY

Consumers:• Herbivores:

– Organisms that consume plants only

– Ex. cows• Carnivores:

– Organisms that consume other consumers.

– Ex. Mountain lions

Consumers:• Omnivores:

– Organisms that consume both plants and other consumers

– Ex. Humans• Detritivores:

– Organism that consume dead organic material– Ex. Vultures

• Decomposers: – recycle nutrients in the ecosystem (nature’s recycler)– Bacteria and fungi that cause decay

Food Chain

• Should always start with a ____________.

• Arrows show the direction of energy flow.

Biome connections• Read about each biome in our books (pg 753)

What you should get done today:1. List the Temperature & Moisture for each biome

2. List at least 2 plants and animals for each biome

3. For each biome put together a food chain involving at least 5 organisms

*Make sure you check the RUBRIC on the back!

Goals for the day

1. Be able to identify a co-evolutionary relationship by reading about the interaction between 2 organisms

2. Be able to draw a food chain correctly

3. Be able to describe different biomes by their abiotic factors (temperature & moisture)

Question of the Day

• What do the arrows of a food chain indicate?

• Does it matter which direction they go? Why?

Co-evolutionary relationships• Predation

• Parasitism

• Mutualism

• Commensalism

• Competition

Possible Benefits Possible Harms

Biome connections• Read about each biome in our books (pg 753)

What you should get done today:1. List the Temperature & Moisture for each biome

2. List at least 2 plants and 2 animals for each biome

3. For each biome put together a food chain involving at least 5 organisms

*Make sure you check the RUBRIC on the back!

Skills Check Friday

• Co-evolutionary relationships• Food Chains• Producers/Consumer

– Types of Consumers

Goals for the day

1. Be able to identify a co-evolutionary relationship by reading about the interaction between 2 organisms

2. Be able to list & describe the different types of consumers.

3. Be able to draw a food chain correctly

4. Be able to describe different biomes by their abiotic factors (temperature & moisture)

Question of the Day

• What are the 5 types of consumers? Give an example of each.

Food Chain Rules

Food Chain

• Grass Grasshopper Mouse Hawk

Biome connections• Read about each biome in our books (pg 753)

What you should get done today:

1. For each biome put together a food chain involving at least 5 organisms

2. List one co-evolutionary relationship for each biome YOU MUST USE EACH RELATIONSHIP (parasitism, predation, commensalism, mutualism, competition) ONCE before you repeat any!

What you should have done already:3. List the Temperature & Moisture for each biome

4. List at least 2 plants and 2 animals for each biome*Make sure you check the RUBRIC on the back!

Video

• Consumers & co-evolutionary relationships

Goals for the day

1. …able to identify a co-evolutionary relationship by reading about the interaction between 2 organisms

2. ….able to draw a food chain correctly

3. ….able to list and describe the different types of consumers.

Question of the Day

• An organism that relies on ABIOTIC factors for food would be considered a _________, while an organism that relies on BIOTIC factors for food would be considered a ____________.

Skills Check Friday (TODAY)

• Co-evolutionary relationships• Food Chains• Producers/Consumer

– Types of Consumers

• Look over questions of the day & co-evolutionary relationships sheet!

Skills Check• When you are finished, turn in your skills

check.• Make a list of 10 ways that we as humans

harm our planet, and 10 ways that we as humans help our planet. – If you are having trouble coming up with 10,

being more specific might help. Ex. Instead of pollution you could indicate different sources of pollution.

Goals for the day

• Describe and list negative and positive impacts that humans have on the environment.

• Be able to draw and describe 3 major Nutrient Cycles.

Question of the day

What is the relationship between the ways we help the environment and the ways we harm the environment?

HelpHarm

Nutrient Cycling

• Water Cycle• Carbon Cycle• Nitrogen Cycle

• Picture above• Description below

Make & RECORD Observations1. Date2. What you are doing to the seed today.

– Are you watering it? (with what)– Etc.

3. What does your seed look like?– Color change?– Shape change?– Does it look dry?– Is there mold?– What does the seed coat look like?– Any cracking?– DOES IT SMELL?– IS IT MOLDY?

Goals for the day

• Be able to draw and describe 3 major Nutrient Cycles.

• Be able to define an autotroph & heterotroph. Then link them to our other vocabulary.

• Describe and list negative and positive impacts that humans have on the environment.

Question of the day

A Decomposer (considered a __________

because it relies on ________ factors for

energy) has the job of ________ _________

in the environment.

Producers & Consumers by another name….

• Heterotroph- rely on outside/different sources for food/energy

• Autotroph – can make their own food

Venus Flytrap & Pitcher Plant

Native Range of Venus Flytrap?

Native Range of the Pitcher Plant?

“Carnivorous” Plants1. What nutrient is lacking where these plants

have evolved ( )?

2. Would you call these plants “carnivorous”? Explain your answer.

• 3. Would you call this plant an autotroph or a heterotroph?

Nutrient Cycling

• Water Cycle• Carbon Cycle• Nitrogen Cycle

• Picture above• Description below

Goals for the day

• Be able to draw and describe 3 major Nutrient Cycles.

• Be able to discuss & explain how humans are involved in the carbon cycle.

Question of the day

What have you heard about the relationship

between carbon dioxide and temperature?

What terms do you associate with this topic?

Greenhouse Effect – Certain gases ( ) cause heat to be trapped, causing earth’s temperature

to rise

Global Warming – As the amount of CO2 (Carbon Dioxide) in the atmosphere increases

(due to the burning of fossil fuels) the temperature increases

Are Humans the cause of global warming?

Correlation or Cause and Effect?

Interpreting GraphsCorrelation vs. Cause and effect

J F M A M J J A S O N D

Interpreting GraphsCorrelation vs. Cause and effect

J F M A M J J A S O N D

Are Humans the cause of global warming?

• Increase in the amount of Carbon Dioxide in the atmosphere has been linked to an increase in the earth’s temperature.

• What ways do we (humans) contribute to the Carbon Cycle?

The Carbon CycleCell respiration: Use oxygen and produce

CO2 as a by-product.– C6H12O6 + 02 CO2 + H2O + ATP

– Photosynthesis & Cell Respiration

Combustion: The return of carbon to the form of CO2 by burning.

Are Humans the cause of global warming?

Nutrient Cycling

• Water Cycle• Carbon Cycle• Nitrogen Cycle

• Picture above• Description below

Goals for the day

1. Understand, and be able to describe the difference between r-strategists and K-strategists.

2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)

• Be able to discuss & explain how humans are involved in the carbon cycle.

Question of the dayThrough what process do humans contribute to

the Carbon Cycle that sets them apart from other organisms?

What process links humans & ALL other Organisms to the Carbon Cycle?

Populations

• A Population consists of all of the individuals of a species that live together in one place at one time.

Population Growth

Carrying Capacity: – The maximum population

size that an environment can sustain.

Limiting Factors

Types of Growth Curves

• 1. Exponential Growth Curve: A Curve where the rate of population growth increases swiftly over time. As a result, the population size increases steadily.

Types of Growth Curves

• 2. Logistic Growth Curve: An exponential growth is limited by the carrying capacity of the environment. Takes into consideration food, shelter, competition, limited resources

Rapid Growing Populations• Rapidly Growing Populations are called r-

Strategists.– Ex. Large population size is short lived. Especially

when environmental conditions deteriorate.

Characteristics:Short life spanReproduce earlyLarge # of offspring

Slow growing populations• Slow growing

populations are called k-Strategies.

Characteristics:Long life spanSlow maturingSmall # of offspringReproduce later in life.

– Ex. Whales.– Care for young a long

time

Field Guide Page

• You will CREATE 2 organisms

• One will be a K strategist, AND one will be an r strategist

• Each organism will have its own field guide page with the following attributes

Goals for the day

1. Understand, and be able to describe the difference between r-strategists and K-strategists.

2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)

• Be able to say how ozone depletion is involved in skin cancer.

Question of the day

Draw & Label an Exponential Growth Curve & a Logistic Growth Curve. What is the main thing that separates them?

Ozone Layer- absorbs harmful UV radiation from the sun.

What have you heard about the ozone layer?

Ozone Layer- absorbs harmful UV radiation from the sun.

Depletion ( ) - first noticed in the late 1970s, ozone depletion has been caused by a build up of Chloroflorocarbons (CFCs) in the upper atmosphere (Stratosphere).

Ozone Layer Depletion

• In 1987 the MONTREAL PROTOCOL, a UN Treaty was signed by 24 countries. This protocol banned the use of CFCs to prevent further damage to the ozone layer.

CFCs have are a long lived gas in the atmosphere, but due to the Montreal Protocol, which 197 countries have now signed,

CFCs are starting to dissipate ( ) and the Ozone layer is starting to heal

Depletion (Decrease ) of ozone in the atmosphere has been implicated (linked/accused ) in the cause of skin

cancer. WHY?

Due to increased amounts of radiation from the sun.

Field Guide Page

• You will CREATE 2 organisms

• One will be a K strategist, AND one will be an r strategist

• Each organism will have its own field guide page with the following attributes

Goals for the day

1. Be able to say how much energy is transferred to consumers at each level.

2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)

3. Be able to say how ozone depletion is involved in skin cancer.

Question of the day

• Why has depletion (Decrease ) of ozone in the atmosphere has been implicated (linked/accused ) in the cause of skin cancer.

Intro to ecology

• 90% energy loss for each increasing level

Energy Pyramid – 90% of energy lost at each level

Energy Pyramid • If you had 100 pounds of mice in an

environment. How many pounds of grasshoppers would have been needed to support them? More or Less?

Energy Pyramid How much energy is transferred?

Populations Activity

Goals for the day

1. Be able to say how much energy is transferred to consumers at each level.

2. Be able to say what worked and didn’t work in our germination experiment.

Question of the day• How much energy is “lost” between the

trees and the giraffes?

• Where does this energy go?

Population Graphing

The Great Germination Race

The Great Germination Race

• What worked & What didn’t

Skills Check Wednesday

• Human impacts– Global warming & Greenhouse affect

• Energy Transfer• Growth Curves & Strategists

• TEST FRIDAY

Goals for the day

1. Demonstrate what we know about human impacts, population growth curves, strategists, & Energy Transfer

2. Feel ready for the test on Friday

Question of the day• A primary consumer would by another

name be a __________, if it only eats plants.

• Is a food chain the most accurate way to represent energy flow in an environment?

Food Web – a more accurate way to represent the energy flow

between organisms in an ecosystem

Food Web

What is wrong with this Food Web?

Skills Check Wednesday

• Human impacts– Global warming & Greenhouse affect

• Energy Transfer• Growth Curves & Strategists

• TEST FRIDAY

Human population graphing & review

• Reuse Yellow Sheet – Please Return• Write on White sheet keep as first part of

your study guide!

Test Topics

• Test Questions – 1 question from each

– Co-evolutionary relationships– Types of consumers– Biomes– Nutrient Cycles– Populations– Human Impacts

Resurrection Plant

Goals for the day

1. Feel Prepared for the test tomorrow

2. Be able to say I don’t have any missing work!

Question of the day• What is more accurate than a food

chain for depicting energy relationships in an environment?

Human Population Graphing

• ________________ is the evaporation of water from the leaves of plants, and is part of the _______________ cycle.

• _____________ & _____________ are the two factors that make up the climate.

• Field of View as magnification increases field of view ________________.

Study Guide

• Staple your graphing sheet from yesterday to your study guide.

• When you are finished with your test questions staple them together as well.

Test Topics

• Test Questions – 1 question from each

– Co-evolutionary relationships– Types of consumers– Biomes– Nutrient Cycles– Populations– Human Impacts

Resurrection Plant

Study Strategies

• Complete & read through study guide until you remember everything easily

• Look over questions of the day (due tomorrow)

• Look over notes

• Review Jeopardy on our Class Website.