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Ecosystem Stability and Response to Climate Change Cover Page

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Ecosystems Stability and Response to Climate Change

At the end of this unit, I will o LS 2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among

organisms in an ecosystem.

o LS 2-2: Use mathematical representations to support and revise explanations based on evidence about factors

affecting biodiversity and populations in ecosystems of different scales.

o LS 2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment

and biodiversity.

o LS 4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on

biodiversity.

o LS 2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain

relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in

a new ecosystem.

o ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for

solutions that account for societal needs and wants.

o ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for

solutions that account for societal needs and wants.

o ETS 1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable

problems that can be solved through engineering.

o ETS 1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that

account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social,

cultural, and environmental impacts.

o ETS 1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem

with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Roots, Prefixes and Suffixes I will be able to understand when I see them in words are: o Bio-, eco-, sym-, troph-, mutual-, commense-, succeed-, commune-

o –ism, -system

The terms I can clearly define are: o Background extinction, Bioaccumulation, Biodiversity, Biomass, Commensalism, Community, Competition,

Ecosystem, Extinction, Genetic diversity, Habitat, Introduced/Invasive species, Mass extinction, Mutualism,

Niche, Over-exploitation, Parasitism, Predation, Primary succession, Secondary succession, Symbiotic

relationship, Trophic levels

The assignments I will have completed by the end of this unit are:

Ecological pyramids virtual lab activity

Pyramid of biomass vs. pyramid of numbers

Energy in trophic levels

Deadly links game

What is bioaccumulation?

DDT in real life

Notes: Biodiversity

Notes: Ecological succession

Why conserve biodiversity?

Invasive species and biodiversity

Conserving biodiversity

Lab Activity: Vanishing Frogs

Chlorophyll in lakes

Carbon cycle review

Reforestation: impact on climate

Community & ecosystems unit concept map

Parent page

Community & ecosystems study guide

228

Chlorophyll in Lakes

Freshwater algae grow naturally in Maine’s lakes. Scientists hypothesize that most freshwater

algae need phosphorus to grow. In lakes that are not surrounded by human development,

phosphorus is often limited. In these phosphorus-limited lakes, algae do not tend to grow out of

control, and the lake stays in balance.

Human activities around a lake often generate excessive amounts of phosphorus that can run off

into lakes. Scientists hypothesize that the increased phosphorus can cause algae to grow out of

control. When algae multiply, they can block light and cause a green scum that may eventually

deplete oxygen in the water and make the lake unhealthy for fish and other aquatic life.

Many lakes in Maine are monitored every year to see if there are any changes in chemistry, and

to see if there are any potential problems with too much algae. The concentration of algae is

measured by the amount of chlorophyll-a found in the water.

The table below gives concentrations of chlorophyll-a and of total phosphorus measured in

several lakes from the Belgrade Lakes region. Concentrations of both chlorophyll-a and

phosphorus are measured in parts per billion (ppb).

Lake Name Total phosphorus

concentration (ppb)

Chlorophyll-a

concentration (ppb)

Chamberlain Pond 18 12

Long Pond 8 5

McGrath Pond 11 3

Salmon Pond (Ellis Pond) 14 6

Messalonskee Lake 12 4

Great Pond 9 5

Joe Pond 16 8

Penny Pond 14 2

Wellman Pond 54 23

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1. Make a graph that shows whether or not there is a relationship between phosphorus

concentration and algae growth.

Title: _________________________________________________________

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Analysis:

1. Explain how the graph supports or refutes the hypothesis that algae need phosphorus to grow.

Use data to support your claim!

2. What type of human activities increase excessive run-off of phosphorus?

3. In what way would an algae bloom decrease aquatic biodiversity? (hint: you will need to

research eutrophication)

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Notes: Community Interactions

(read pages 36-40 in your textbook)

What is a community?

A biological community is ______________________________________________

_____________________________________________________________________________

What is an ecosystem?

An ecosystem is __________________________________________________________

______________________________________________________________________________

What is the difference between a habitat and a niche?

Habitat – _________________________________________________________

_____________________________________________________________________

o Ex. A tree or grove of trees

Niche - ____________________________________________________________

_____________________________________________________________________

o How it meets its needs for food, shelter, and

reproduction.

What are 3 ways communities can interact?

1. Competition

Occurs when ____________________________________________

____________________________________________________________

2. Predation

The act of ________________________________________________

____________________________________________________________

3. Symbiotic Relationships

The close relationship _________________________________

____________________________________________________________

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List and describe 3 types of symbiotic relationships.

Mutualism:

_____________________________________________________________________

_____________________________________________________________________

o Example:

Commensalism:

_____________________________________________________________________

_____________________________________________________________________

o Example:

Parasitism:

_____________________________________________________________________

_____________________________________________________________________

o Example:

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Conserving Biodiversity

Read pages 131-135 in your textbook about protecting and restoring ecosystems. For each of the human-

caused disasters below, brainstorm a solution. Be creative but try to keep your solutions realistic.

Consider current technologies, financial cost, and preventative measures for the future.

Disaster Aspects/perspectives to consider Possible solutions

Oil spill

Industrial pollution

Acid rain

Modern agriculture

Groundwater exploitation

Urbanization

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Why Conserve Biodiversity?

When scientists speak of the variety of organisms (and their genes) in an ecosystem, they refer

to it as biodiversity. A biologically diverse ecosystem, such as an old growth forest or tropical

rain forest, is healthy, complex and stable. Nature tends to increase diversity through the process

of succession.

The opposite of biodiversity is referred to as monoculture, or the growing of one species of

organism, such as a lawn, a wheat field or corn-field. Monoculture often requires extensive use

of pesticides and herbicides (to fight nature's tendency to diversify communities) and is very

labor and energy intensive (fighting nature is tough). Humans often try to reduce diversity

because it is easier to harvest a crop (whether it is wheat, corn, a lawn or a secondary forest) if it

all contains the same species, but this creates serious problems.

When a habitat is very diverse with a variety of different species, it is much healthier and more

stable. One of the reasons for this is that disease doesn't spread as easily in a diverse community.

In this simulation, you will discover why biodiversity is so important to the stability of an

ecosystem.

Follow up questions:

1. What does biological diversity mean?

2. Why did the disease spread more in a monoculture compared to the bio-diverse culture?

3. In which forest would you need to use more chemicals to control disease? the Douglas fir

forest or the more diversified, old growth forest? Why?

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4. Which forest would have more diversity of wildlife? Why?

5. a. If you cut down the variety in a piece of forest you owned and replanted with one type

of tree, what will happen to much of the wildlife that was adapted to that forest? (Hint:

they cannot just move elsewhere. If other habitats are good, they will probably be near

carrying capacity already.)

6. Many species can only live/reproduce in a specific habitat. The spotted owl is an example

- it can only live and successfully reproduce in old growth forests (big, old cedars,

hemlocks, etc.). If these old growth forests are cut down, it's unlikely this owl will

survive. Environmentalists call it an "indicator" species." What does this mean? Why be

concerned about 1 species?

7. Growing one plant, as is the case of growing only Douglas fir, is called monoculture.

Give an example of growing one type of plant in your city.

8. Why would you need to use more insecticides in monoculture? Is this good or bad?

9. If you wanted to help wildlife, what would you with regards to the landscaping of your

own home?

236

Invasive Species and Biodiversity

Brainstorm: What is the difference between an invasive species and a native species? In what

way do you think invasive species impacts biodiversity of an ecosystem?

237

Directions: Read the Time magazine article. Number your paragraphs, and mark the text. Circle

important terms and highlight how invasive species affect of biodiversity. You will watch a short

video after the reading.

Forget the Asian Carp. Here’s

a New Great Lakes Invasive

Species to Worry About

The flying Asian carp have been making their way into the Great Lakes. But now a new fish, the

Eurasian ruffe, is threatening to invade the region.

Conservationists and wildlife officials have been policing the porous border between

the Mississippi watershed and the Great Lakes for years. Their main concern: preventing Asian

carp, an invasive species that has established itself in the Mississippi River system, from invading

the Great Lakes, where the voracious eaters could cause havoc with natives. (Not to mention

knocking a few recreational boaters out cold. Some Asian carp have a habit of launching

themselves like missiles out of the water when they hear the roar of an approaching motorboat, as

learned in this TIME video from 2010.)

Officials haven’t had a whole lot of luck with their containment effort, despite spending tens of

millions of dollars on the battle. A study in October found for the first time that a subspecies of

Asian carp, grass carp, had successfully reproduced within the Great Lakes watershed, in a

tributary of a river that feeds into Lake Erie.

Now it turns out that there may be reason to worry about another invasive species—going in the

other direction. Scientists with the Nature Conservancy, the University of Notre Dame and Central

Michigan University have for the first time discovered DNA from the Eurasian ruffe in two water

samples taken in July from Lake Michigan’s Calumet Harbor in Chicago. While a Eurasian ruffe

might sound like some kind of Siberian motorcycle gang, it’s actually an invasive species of small

perch native to central and western Europe that established itself in Lake Superior in the mid-

1980s after hitching a ride in a European freighter’s ballast water tanks. Since then it’s been slowly

spreading around the southern shore of Lake Superior, before invading northern Lakes Michigan

and Huron.

If Eurasian ruffes do establish themselves in the Mississippi watershed, the consequences would

not be good. The ruffes have been identified by the U.S. Army Corps of Engineers as one of the

29 species that have the potential to transfer between the Great Lakes and the Mississippi River

basin. Ruffes are comfortable in large rivers, and the Mississippi and its tributaries have twice the

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number of native fish as the Great Lakes basin does. That’s a lot of local fish that could be

displaced if the ruffes move in.

“The Eurasian ruffe is a relatively small fish that produces a lot of eggs and reaches maturity very

quickly,” says Lindsay Chadderton, the Aquatic Invasive Species Director for The Nature

Conservancy’s Great Lakes Project. “They feed from the bottom of the food chain, and they’re

going to compete with native and introduced species dependent on the same fauna.”

Still, Illinois officials note that no live ruffe have yet been captured in Calumet Harbor, and it’s

possible the water containing the genetic material could have come from a bait bucket or ballast

tanks, not from an actual fish. But even the possibility that ruffe could be poised to continue their

invasion underscores how vulnerable the Great Lakes and the Mississippi basin are to invasive

species and the need for some kind of two-way species barrier in the artificial canal in Chicago

that connects the two systems. Invasive species might be inevitable - nature has a way of going

where we don’t want it to go, but we don’t have to make it easy for them.

Reflect: After reading and watching the video, were your initial ideas about how invasive

species impacts the ecosystem correct or incorrect? Explain and summarize what you learned

about invasive species in the space below.

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Thinking about Biodiversity – what would happen if…

1. What would happen if all of the jackrabbits in a food web died suddenly?

2. Is the disappearance of one species from Earth important, or will another species fill its

niche?

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Deadly Links Game: What happened to your animal?

In the environment in which these animals live, a pesticide was sprayed onto the crops to prevent

damage by the grasshoppers. The colored food pieces represent plants that contained the

pesticide. Grasshoppers, shrews, and hawks should check their food pieces. What might have

happened to the grasshoppers with colored food pieces?

1. What may have happened to grasshoppers that ate the colored food pieces?

2. Do shrews have more or less colored pieces than grasshoppers? What might happen to the

shrews that ate grasshoppers with too many colored pieces?

3. Which organism had the highest number of colored food pieces? Why?

4. Based on this activity, try to come up with a working definition for “bioaccumulation.” What

do you think this term means? Don’t worry. You will get the chance to revise your definition

later. Use evidence from the activity to support your working definition.

242

Create a Pyramid of Numbers from your “Deadly Links” Food Chain

1. Fill in the table below with the name of and total number of each “link” in your food chain:

Role Name of organism Number of organisms

Producers

Primary (1⁰) Consumers

Secondary (2⁰) Consumers

Tertiary (3⁰) Consumers

2. Using the graph paper below, create a pyramid of numbers from your deadly links food chain.

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What is Bio-Accumulation?

First, watch a quick video that your teacher will present to you on bio-accumulation.

Bioaccumulation is the increase in concentration of a substance in living organisms as they take

in contaminated air, water, or food.

As bigger animals eat smaller animals, the level of contamination in the food is added to the

level of contamination already in their body and often stored in fat.

What do the circles in each level respresent?

Assuming that a pesticide was added to the water that the algae grow in, defend which organism

on this food chain would be the most affected. Use the space below for your response.

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2

245

Graphing DDT in Long Island

1. Graph the data points in the graph provided below:

2. Do the graph and data show biological magnification? Why or why not?

246

Notes: Biodiversity

(read pages 116-131 in your textbook)

What is biodiversity?

Biodiversity is ___________________________________________________________

_____________________________________________________________________________.

It increases the ___________________________________________________

It contributes to __________________________________________________

What are extinction and genetic diversity?

Extinction is ______________________________________________________________

______________________________________________________________________________

Genetic diversity is ______________________________________________________

______________________________________________________________________________

Genetic diversity increase the chances ________________________

_____________________________________________________________________

_____________________________________________________________________

Read pages 118-120 and describe, in your own words, the importance of biodiversity.

What is the difference between mass extinction and background extinction?

Mass extinction:

________________________________________________

_____________________________________________________________________

Background extinction: _______________________________________

_____________________________________________________________________

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What are 5 factors that threaten biodiversity?

1. Overexploitation - ______________________________________________

_____________________________________________________________________

2. Habitat loss (two types):

____________________________ of habitat

____________________________ of habitat

3. Fragmentation of Habitat - ___________________________________

_____________________________________________________________________

4. Pollution

Acid precipitation occurs when __________________ acid and

___________________ acid fall to Earth’s surface as rain, sleet,

snow, or fog.

Eutrophication occurs when ______________________________

________________________________________________________________

________________________________________________________________

5. Introduced Species - ___________________________________________

_____________________________________________________________________

What is biological magnification?

Biological magnification is ____________________________________________

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Intentionally Left Blank

for additional notes and brainstorming

249

Types of Succession Venn Diagram

250

Notes: Ecological Succession (read pages 62-65 in your textbook)

What is ecological succession?

Ecological succession is _______________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What is primary succession?

Primary succession is __________________________________________________

______________________________________________________________________________

Soil is formed by __________________________ (fungus & algae).

These are called ________________________ species.

Eventually the area becomes a climax community - ________

_____________________________________________________________________

What is secondary succession?

Secondary succession is ________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The images on the opposite page shows ecological succession. In a paragraph, describe what is

happening in each image. What type of succession is this?

251

Opening Biodiversity Discussion:

Imagine a food web where there are only 5 different types of animals in each trophic level. What do

you think would happen to this ecosystem? Record your discussion ideas in the space below.

252

Lab Activity: The Vanishing Frogs

Objective: To determine an ecosystem’s health by examining a single population of frogs and to

investigate the decline of the population due to factors such as changes in local climate, acid

precipitation, disease, parasites, environmental contamination, habitat loss and degradation due to

direct human impacts, fungal infections, and increases in UV radiation. We will also see if

protecting a species may or may not help the species stabilize over time.

Materials: graph paper 25 six-sided dice frog containers

Procedure:

1. Each group begins with a population of 20 healthy frogs and a dice.

2. Each roll of the dice represents a one-year period of time. The numbers on the dice represents events that occur during a frog’s lifetime. Keep track of the numbers of births and deaths of frogs each year by removing frogs from your containers or adding frogs from your containers. Your teacher will have extra frogs to add to your population, if you need.

3. When you have collected all of your data, you will share your data with the class.

4. Repeat the game with a starting population of 20 healthy frogs, for Game 2, then again for Game 3.

5. Graph the class data on graph paper. You will need to create a key and use three different colors, each game represented by a different color.

Game 1: Perfect Frogland

1 = death by starvation (remove a frog)

2 = tadpole metamorphoses into a frog (add a frog)

3 = abundant food supply for 1 year (population unchanged)

4 = tadpole metamorphoses into a frog (add a frog)

5 = eaten by a snake (remove a frog)

6 = healthy habitat (population unchanged)

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Game 2: Humans vs. Nature

1 = death by pollution-induced starvation (remove a frog)

2 = tadpole metamorphoses into a frog (add a frog)

3 = habitat destroyed by filling in wetlands to build houses (remove a frog)

4 = habitat destroyed by building dams or canals for irrigation purposes

(remove a frog)

5 = eaten by introduced species of snake or fish (remove a frog)

6 = destroyed by building new roads (remove a frog)

Game 3: Government vs. Nature: Now that the frog populations are

declining, can the Endangered Species Act save them?

1 = death by pollution-induced starvation (remove a frog)

2 = tadpole metamorphoses into a frog (add a frog)

3 = habitat saved by using the Endangered Species Act (population

unchanged)

4 = habitat destroyed by to build a new road (remove a frog)

5 = eaten by an introduced species of snake or fish (remove a frog)

6 = habitat destroyed by building dams or canals for irrigation purposes

(remove a frog)

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Vanishing Frog Lab Data:

Year Game 1:

Perfect Frog-land

Game 2:

Humans vs. Nature

Game 3:

Government vs. Nature

Group

Results

Class

Results

Group

Results

Class

Results

Group

Results

Class

Results

0

1

2

3

4

5

6

7

8

9

10

11

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Vanishing Frog Lab Graph:

Graph the data collected during the lab below.

Title: ____________________________________________________

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Analysis:

1. Explain the results from your games. What happened to the frog population in each game?

Explain why the number of frogs changed with each game.

2. Based upon your graph, rank the three “Frog Lands,” from best to worst.

3. What will happen to the ecosystem if all of the frogs vanish?

4. If a frog population does not decline after habitat destruction, what might be the reason?

5. What does UV radiation have to do with frog decline

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Reforestation: Impact on Climate

1. What do you already know about climate change? And in what ways do you think

deforestation drives climate change?

2. Watch the following short video on climate change by Bill Nye.

https://www.youtube.com/watch?v=tugoFbmOoZM

As you watch the video, jot down notes on what you didn’t already know.

3. In addition, watch another short video on reforestation and the impact on climate.

http://vimeo.com/77792711

As you watch the video, jot down the benefits of reforestation.

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Socratic Seminar on the Pros and Cons of Deforestation

You will be participating in a Socratic seminar. In this seminar, you will be grouped by roles and

will discuss through sharing different perspectives on the pros and cons of deforestation. The

roles are:

Conservationists: Forests are home to many species of plants and animals.

Logger: My job is to cut down trees and without this job I cannot provide for my family.

Pharmacist: Many medicines come from our forests and many are yet to be discovered.

Farmer: I clear away land by burning a few acres of trees to grow crops for my family to

eat.

Environmentalist: Forests help moderate climate change by taking in carbon dioxide

during the day. Too much carbon dioxide leads to an increase in greenhouse gases,

which causes changes in our climate.

Restaurant owner: I need paper and meat products to meet my customers’ demands.

To prepare for the seminar, you will research more information about your role in small groups.

Organize your research using the Placemat Strategy. On one placemat, write down supporting

evidence for your position for or against deforestation. On the other write down ways in which

the actions associated with your role impact the carbon cycle.

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What evidence do you have in

support of your argument for

or against deforestation?

260

How does evidence

for your role impact the

carbon cycle?

261

Offsetting the Global Carbon Emissions

You will now find a tree outside. Select a tree that is at least 5 feet tall of known species.

Measure the circumference at breast height in cm. Breast height is the circumference of the tree

at 4.5 feet from the base.

Use the equation below to measure the biomass of the tree. Information about the species

coefficient can be found at: http://www.yale.edu/fes519b/saltonstall/biomass2.html#estimate

Calculate the biomass of your tree in kg ______________

Formula: M=aDb

M= biomass

a= species coefficient

D= diameter at breast height

b= species coefficient b

After calculating the biomass, determine the amount of carbon stored in their tree.

Is the species hardwood or softwood? ______________________

Calculate the amount of carbon in your tree in kg: __________________

Hardwood trees: Multiply biomass (M) by 0.521

Softwood trees: Multiply biomass (M) by 0.498

Covert kg to tons to make it easier to compare your measurement and the carbon counter’s

measurement of greenhouse gases in the air: ______________

(1 metric ton = 1000 kg)

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TABLE 1

Species-Dependent Coefficient and Exponent Values for Biomass Equation

Hoosier National Forest, Indiana

Tree Species a b D (in cm) Number of

trees in

Hoosier

National

Forest

CC/FIA Plots

Percentage

of tree in

Forest

Total

Biomass

Ash, white .1063 2.4798 24 139

Basswood .0617 2.5328 10 8

American Beech .0842 2.5715 26 88

River Birch,

black/sweet

.0629 2.6606 27 2

Cedar, Red .1019 2.3000 20 53

Cherry, Black .0716 2.6174 19 292

Elm, American .0629 2.6606 20 26

Elm, slippery/red .0629 2.6606 21 115

Black Locust .0792 2.6349 17 24

Flowering dogwood .0792 2.6349 11 7

Hackberry .0792 2.6349 32 2

Hickory, mockernut .0792 2.6349 3.3 1

Hickory, pignut .0792 2.6349 30 70

Hickory, shagbark .0792 2.6349 25 24

Hop hornbeam .0792 2.6349 14 4

Bluebeech/hornbeam .0792 2.6349 14 1

Maple, Red .0910 2.5080 22 162

Maple, Sugar .2064 2.5300 22 244

Oak, black .0904 2.5143 32 179

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Oak, chestnut .0554 2.7276 32 126

Oak, Northern red .1130 2.4572 39 89

Oak, white .0579 2.6887 34 227

Pine, white .1617 2.1420 25 62

Sumac, Staghorn .0825 2.4680 4 2

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Compare your figure to how much carbon dioxide is expected to be emitted by 2025.

Reflect:

Would you have enough trees in Hoosier National Forest in Indiana to offset the carbon

emissions in North America in 2025? Use the data you calculated in the previous pages to

support your answer.

If not, how many more trees would you need to plant? Is this number of trees/amount of land

needed to plant the trees practical?

Why or why not?

265

Intentionally Left Blank

for Brainstorming

266

Intentionally Left Blank

for Brainstorming

267

Rainforests of Brazil

Directions: Recently, you and your classmates have been studying global problems and issues from

a variety of perspectives. It is now your turn to create a proposal/or a practical solution to the

deforestation problem in Brazil. Consider everything that you learned from this unit, especially the

data! Think about what we discussed in the Socratic seminar, and all of the topics you learned in

recent activities on climate change, carbon foot-printing, and so forth. Read the article below and

watch a short introductory video so that you fully understand the nature of the problem. Mark the

text as you read. Start by numbering paragraphs, circling terms, circling data/evidence, and

highlighting important information. Pay special attention to the benefits of their rainforest and

what might be contributing to the deforestation problem. Also, use mobile technology to explore

the links provided at the end of the reading to gather more data.

Introductory Video to the Amazon Rainforest of Brazil

https://www.youtube.com/watch?v=T3bPaUQjwG4

One of Brazil’s most valuable assets is its dense covering of rainforests. Of course,

the Amazon Rainforest is the most significant of these, covering a vast portion of the

country and providing the ideal habitat to approximately one-third of all animal species in

the world. To date, there have been identified approximately 56 000 species of plants

(described), 1 700 bird species, 695 amphibian species, 578 mammal species and 651

reptile species.

Rainforests cover almost 60% of the entire area of Brazil at 477 698 000 hectares, which

is equivalent to 1 844 394 square miles or just under 3 million square kilometres. This

means that Brazil is home to a third of the world’s rainforests, making it one of the most

intriguing and beautiful lands on earth. The dense rainforests of Brazil consume an

enormous amount of the world’s Carbon Dioxide and release Oxygen in return. However,

when they are destroyed, the trees release the Carbon as greenhouse gases, with huge

implications for earth and its atmosphere.

Most of the rainforest areas in Brazil are concentrated within the Amazon Basin, which is

particularly humid, with year-round precipitation, making for the ideal ‘jungle’

environment.

The Brazilian rainforests, also dubbed as the “lungs of the world” for the valuable

Oxygen that they release during respiration, serve many purposes for humankind. This has,

unfortunately, led to their large-scale destruction. Currently, more than 5.5% of the

rainforests are used for production, approximately a quarter are used for social services and

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about 45% serve multiple services. Only about 8.5% of the rainforests enjoy a conservation

status, while less than 20% are officially protected. Of all the tree species, there are 7 880

native tree species, of which 34 are critically endangered, 100 are endangered and 187 are

vulnerable.

Deforestation, the destruction of these priceless rainforests, is the result of several

activities, including:

• Agriculture – replacing the rainforest vegetation with grass for cattle and crops

for human consumption. This extends both to commercial agriculture and small-

scale farming.

• Urbanization – as the number of people in Brazil grows, the amount of space that

they occupy needs to be expanded. Rainforests are being cleared to make way for

urban and suburban expansion.

• Infrastructure – new roads and other infrastructural changes invariably extend

into the Amazon Basin and other rainforests in time.

• Logging – the cutting down of trees for timber or for clearing an area for other

purposes is a major industry in Brazil, providing jobs to many people.

If deforestation continues at its current rate, the entire Amazon Rainforest will be depleted

by the end of the 21st century. Some of the valuable fruits, spices and other plants that this

gem yields include coconuts, avocados, lemons, grapefruit, bananas, guavas, figs, oranges,

pineapples, mangos, tomatoes, corn, potatoes, rice, black pepper, cayenne pepper,

chocolate, cinnamon, cloves, ginger, sugar cane, turmeric, coffee, vanilla nuts and cashew

nuts. Incredibly, about 25% of the modern prescription drugs that come from plants

actually hail from rainforest vegetation. These include drugs that tackle cancer, AIDS

symptoms, viruses and infections.

There is no question, then, as to the importance of these natural treasures, and the urgency

with which they need to be conserved and protected.

For more information, please view:

http://rainforests.mongabay.com/20brazil.htm and

http://www.rain-tree.com/facts.htm

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Proposal/Solution to Deforestation in Brazil

Directions: Create a proposal or a practical solution to the deforestation problem in

Brazil. You are tasked with the responsibility of recommending to the governing body of

Brazil how to maintain a sustainable Amazon rainforest ecosystem while also meeting

their needs for urbanization, agriculture, infrastructure, and logging. Use the space in the

following pages to brainstorm your proposal. After you complete your draft proposal for

homework, you will be placed in a group to share out your individual proposal. Your

group will then decide on the best aspects of EVERYONE’s proposal and create a

collaborative proposal that you will finally present to the class or the “Government of

Brazil” The class (acting government) will then vote and accept ONE of the proposals

presented and reject the rest.

Proposal Requirements:

Proposal to the government must be clear. The proposal must be a solution to

current problem of deforestation and the negative environmental impacts of

deforestation on a global scale.

The proposal should clearly demonstrate how the solution would allow Brazil to

maintain a sustainable rainforest ecosystem, while managing their needs for

urbanization, agriculture, infrastructure, and logging.

The proposal should address everybody’s needs and predict the impact for all

parties involved.

You should be able to support your proposal with data, statistics, facts, evidence,

or explanation of impact.

Your proposal should be convincing!

Final proposal can also include pictures or illustrations.

Final proposal will require all members to speak and present.

270

Individual Draft of Proposal/Solution to Deforestation in Brazil

271

Individual Draft of Proposal/Solution to Deforestation in Brazil

272

Group Collaboration/Brainstorm

of Proposal/Solution to Deforestation in Brazil

273

Ecosystem Stability and Response to Climate Change Study Guide

Review each of the topics in the left column, and add important information on the right. The more

details you add to your study guide, the better prepared you will be for the exam. Remember to

review not only the notes for this unit, but also all of the activities and articles we read. The following link

has a fun activity to review succession, too.

http://www.projectsharetexas.org/resource/ecological-succession

Topics Notes

Definitions of the terms:

Community

Ecosystem

Biome

Types of symbiosis & examples

Mutualism

Commensalism

Parasitism

Habitat vs. Niche

Predation vs. Competition

274

Law of Conservation of

Energy

Law of Conservation of

Matter

How does energy enter the

food chain?

How does energy leave the

food chain?

How does energy transfer up

the food chain?

Sample Energy Calculations: Show

your work.

If an organism eats 80 kJ of

energy, and 10 kJ are used

to build its own tissues, what

percent of energy leaves the

trophic system due to heat,

respiration, and waste?

In this same organism, 25 kJ

of energy leaves the trophic

system as waste (urine, fecal

matter, etc.) How much

energy left the trophic

system due to this

organism’s cellular

respiratory process?

275

What is Bioaccumulation?

Which trophic level is often

most affected by toxins and

why?

What is the difference between:

Biodiversity

Genetic Diversity

Ecological Diversity

What are 5 factors that

threaten biodiversity and

why?

276

Invasive vs. Native species

Compare the two forms of

succession:

Primary succession

Secondary succession

Pioneer species vs. Climax

Species

Explain or diagram how the

Carbon cycle through the

ecosystem. In the diagram or

explanation, specify the

processes involved in the

cycling of carbon.

277

Explain the environmental

impact of excess carbon in

the atmosphere.

What is/are limiting

resource(s) in aquatic

systems such as lakes?

What types of human

activities have increased this

resource thus causing

uncontrolled growth of

algae?

Explain the environmental

impact of uncontrolled

growth of algae in aquatic

systems.

How are these three pyramids the

same? How are these three pyramids

different? What “alternative” shapes

can these pyramids take and why?

Pyramids of Numbers

Pyramids of Biomass

Pyramids of Energy

278

Explain how human activities have

negatively impacted the ecosystem.

Use specific examples that have not

been discussed previously in this

study guide.

279

Ecosystem Stability and Response to Climate Change Unit Concept Map

280

Parent/ Significant Adult Review Page

Student Portion

Unit Summary (write a summary of the past unit using 5-7 sentences. Use your concept map to guide

your writing. Be sure to include all important topics from the unit):

Explain your favorite topic/activity this unit:

281

Adult Portion

Dear Parent/ Significant Adult:

This Interactive Notebook represents your student’s learning to date and should contain the work your

student has completed. Please take some time to look at the unit your student just completed, read his/ her

reflection and respond to the following

Ask your child to explain biomagnification to you. Record your discussion below:

Look through your student’s notebook. Which assignment do you think your student excelled at and why?

Parent/ Significant Adult Signature:

Comments? Questions? Concerns? Feel free to email your child’s teacher.