survey of science hs-ls2 ecosystems · 4/22/2019 · video amoeba sisters: ecological...

HS-LS2

Ecosystems

Survey of

Science

Human ActivityGrab a copy of the “The Guide” worksheet.

Instructions:

• Read the questions & answer along the preview section of the

worksheet.

• Carefully watch the video.

• Following the video, complete post-view section of the

worksheet.

Note: The “The Guide” worksheet can be located on the Survey

of Science webpage @ link:

https://www.steilacoom.k12.wa.us/Page/6601


VideoThe Guide: A Biologist in Gorongosa (34:22):

Synopsis: This film is set in war-torn Gorongosa National Park

in Mozambique, a protected area that has been the subject of a

large-scale restoration project. The film tells the story of a young

man from the local community who discovers a passion for

science after meeting world-renowned biologist E.O. Wilson.

Link @ https://www.hhmi.org/biointeractive/guide-biologist-

gorongosa

https://www.hhmi.org/biointeractive/guide-biologist-gorongosa

Entry Task(s)What do you think was the purpose of the video “The Guide”?

Human ActivityBiosphere.

• The part of the earth in which life exists including land, water,

& air or atmosphere.

p. 64

Human ActivityBiosphere:

8 km above

the Earth

11 km below

the surface of

the ocean

p. 64

Ecology?

• Scientific study of

organisms & their

Interactions within the

biosphere produce a

web of interdependence

between organisms &

their environment.

Human ActivityEcology.

• Scientific study of interactions among organisms & between

organisms & their physical environment.

p. 65

Human ActivityEcologists:

• Some focus on the interactions of individual

organisms.

• Others try to understand the influence of

interactions on the global environment.

Human ActivityEcological levels of organization.

Species

p. 64-65

Human ActivityAbiotic Factors

• Any physical, or nonliving, factor that shapes an ecosystem.

• E.g. Sunlight, heat, precipitation, humidity, wind or water

currents, soil type, etc.

Biotic Factors

• Any living (biological) part of the environment with which

organisms might interact.

• E.g. Animals, plants, mushrooms, & bacteria.

Every environment consists of a dynamic mix of biotic & abiotic

factors.

p. 66-67

Human ActivityMake a T chart & label one side Biotic & the other side Abiotic

like the example below.

On the next slide you will observe a picture & write the items

within the picture & list them as either a biotic or abiotic factor.

Abiotic Biotic

p. 66-67

Human ActivityAbiotic or Biotic?

p. 66-67

Human ActivityEcological Levels of Organization foldable.

The following should go in each square: Working from largest

level (the biosphere) to smallest level write…

• Name of the grouping

• Definition

• Drawing/sketch

Note: The “Ecological Levels of Organization” foldable can be

located on the Biology webpage @ link:


p. 64-65


Entry Task(s)How is a community defined?

• A group of organisms of different species living in the same

habitat.

Label the following as abiotic or biotic.

• Sunlight

• Black bear

• Mushroom

• Precipitation

• Grass

Ecological OrganizationEcology - Rules for Living on Earth: Crash Course Biology

#40 (10:25)

Synopsis: Hank introduces us to ecology - the study of the rules

of engagement for all of us earthlings - which seeks to explain

why the world looks and acts the way it does. The world is

crammed with things, both animate and not, that have been

interacting with each other all the time, every day, since life on

this planet began, and these interactions depend mostly on just

two things... Learn what they are as Crash Course Biology takes

its final voyage outside the body and into the entire world.

Link @ https://www.youtube.com/watch?v=izRvPaAWgyw

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

Populations & CommunitiesEcologists study populations’ geographic range, density &

distribution, growth rate, & age structure.

Geographic Range

• Area inhabited by a population.

• Can vary enormously depending on species.

p. 130-131

Populations & CommunitiesGeographic Range

Populations & CommunitiesDensity and Distribution

• Population Density = number of individuals per unit area

• Different species = different densities = same environment

• Distribution = how individuals are spaced

Random Uniform Clumped

p. 130-131

Populations & CommunitiesDensity & Distribution

• What type of distribution does

the model represent?

• How many organisms in the

population?

• What is the area of the

geographic range?

• What is the Population

Density?

p. 130-131

2 km

2 km

Entry Task(s)Density & Distribution

• What type of distribution does

the model represent?

• How many organisms in the

population?

• What is the area of the

geographic range?

3 km

2 km

Populations & CommunitiesEcologists study populations’ geographic range, density &

distribution, growth rate, & age structure.

Growth Rate:

• Determines whether a population increases, decreases, or

remains the same.

• Exponential growth & logistic growth.

Age Structure:

• Number of males & females of each age in a population.

• White Sharks reach sexual maturity between 8-15 years.

p. 130-131

Populations & CommunitiesFactors that can affect population size

are the birthrate, death rate, & the

rate individuals enter & leave the

population.

What two factors add fish to the

population?

What two factors remove fish from the

population?

p. 132

Populations & CommunitiesUnder ideal conditions with unlimited resources, a population

will grow exponentially.

p. 132-133

Populations & CommunitiesLogistic Growth occurs when a population’s growth slows & then

stops, following a period of exponential growth.

p. 134-135

Populations & CommunitiesCarrying Capacity is the maximum number of individuals of a

particular species that a particular environment can support.

p. 134-135

Populations & CommunitiesLimiting factor?

• Factor that controls the growth of a

population.

• Acting separately or together, limiting factors

determine the carrying capacity of an

environment for a species.

Limiting Factor = Limits or controls population

growth

p. 137

Populations & CommunitiesDensity-Dependent Limiting Factors:

Population Size

Competition

Predation

Parasitism & Disease

Unusual Weather

Natural Disaster

Can be limited by

Stress of Overcrowding

Hurricanes, Droughts, &

Floods

p. 138-140

Populations & CommunitiesCompetition:

• Crowding = Competition for resources

• Resources get used up

• Members of the same or different species

How can competition affect the birthrate or

death rate of a population?

p. 138

Populations & CommunitiesPredation & Herbivory:

Predator-Prey Relationships

• Populations cycle up &

down

Herbivore Effects

• Same cycling as predator-prey relationship

• Moose & Balsam Fir

Humans as Predators

• Death rates so high that birthrates cannot keep up.

p. 138-139

Predation & Herbivory:

Predator-Prey Relationships

• Populations cycle up &

down

Populations & CommunitiesParasitism & Disease:

Parasitism = weakens host = may cause death

• Feeds at the expense of the host

Disease = weakens organism = may cause death

• Canine parvovirus (CPV)

p. 140

Populations & CommunitiesStress from overcrowding:

Fighting amongst species

Stress = weakens organism = low birthrate, high death rate

• Females may neglect, kill, or even eat their own offspring

p. 140

Populations & CommunitiesDensity-Independent Limiting Factors:

Population Size

Competition

Predation

Parasitism & Disease

Unusual Weather

Natural Disaster

Can be limited by

Stress of Overcrowding

Hurricanes, Droughts, &

Floods

p. 138-140

Populations & CommunitiesTrue Density-Independence?

• May vary with population density.

• Human activity can also have an impact.

p. 140

Populations & CommunitiesProcess Oriented Guided Inquiry Learning:

• Population Growth.

Instructions:

• You will work in your groups; do not go beyond stop signs

without the rest of your group.

• Designate 1 representative to seek assistance from another

group 1st if you get stuck, then the teacher.

Note: The “POGIL - Population Growth” can be located on the

Biology webpage @ link:



Entry Task(s)What is carrying capacity?

• Largest number of individuals of a particular species that a

particular environment can support.

What determines the carrying capacity of a particular

environment?

• Limiting factors, both density-dependent & density-

independent.

AssessmentYou may begin the assessment when you receive a copy. All

work will be written on the assessment.

Remember…

• NO talking & keep your eyes on your own paper.

• NO electronics! That includes headphones.

• Only YOUR science notebook & worksheets may be used.

When you are finished…

• Check to make sure you thoroughly answered all questions.

• Place your assessment in the inbox on the front counter.

• Silently complete any missing work or assignment from

another class.

Entry Task(s)Sketch a graph of logistic growth & provide an example of a

density dependent limiting factor for the graph.

• Nesting sites: without the proper location for spawning the

fertilized eggs do not survive.

(K)

VideoSerious Science: Biological Carrying Capacity (4:34)

Synopsis: This video explores how fish & wildlife biologists

manage natural resources for the overall health of certain

species & the ecosystem where they live.

Link @ https://www.youtube.com/watch?v=QI2ixJeIxEU

https://www.youtube.com/watch?v=QI2ixJeIxEU

Populations & Communities“Carrying Capacity” activity

Instructions:

• Grab a copy of the worksheet.

• Read & answer each question.

Note: The “Carrying Capacity” activity worksheet can be located

in Google Classroom & the Biology webpage @ link:



Food WebsGrab a copy of the “Fun with Food Webs & Ecosystems”

worksheet from the front counter.

Instructions:

• Grab a ChromeBook from the cart (the number that

corresponds to the number on your desk).

• Complete the “Fun with Food Webs & Ecosystems”

worksheet.

Note: The “Fun with Food Webs & Ecosystems” worksheet can

be located in Google Classroom & the Biology webpage @

link: https://www.steilacoom.k12.wa.us/Page/6600


Entry Task(s)What ecological relationships were you able to identify in the

food webs activity?

Food WebsIdentify each color as either

a primary

producer or

one of the 6

consumers.

p. 72

Primary Producer

Carnivore

Herbivore

Omnivore

Detritivore

Decomposers

Scavengers

Food WebsWhat does interdependence mean?

• Inter- means “between or among”

What things in your life are interdependent?

Food WebsFood Web:

• A network of complex

interactions formed by the

feeding relationships among

various organisms in an

ecosystem.

• Consists of multiple food

chains linked together.

• Decomposers & detritivores

return nutrients back into the

system.

Food WebsComplexity of food webs & disturbances:

Food WebsHow might an increase in the herring population affect the

emperor penguin population?

• Emperor penguins eat herring. An increase in the emperor

penguin’s food source would likely lead to increase in their

population.

Suppose the killer whale population is significantly reduced by

disease. How might this affect the leopard seal population?

• A decrease in the killer whale population might lead to an

increase in the leopard seal population, because killer whales

a leopard seal’s only predator.

Food WebsKeystone species?

A single species who’s presence dramatically impacts the

structure of communities.

• i.g. otters being hunted

Not all keystone species affects are due to predation.

• i.g. beavers building dams

VideoSome Animals Are More Equal than Others: Keystone

Species and Trophic Cascades (19:28)

Synopsis: Robert Paine’s starfish exclusion experiments on the

coast of Washington state showed that removing starfish from

this marine ecosystem has a big impact on the population sizes

of other species, establishing the starfish as a keystone species.

Kelp forest ecosystems of the North Pacific are regulated by the

presence or absence of sea otters, which feed on sea urchins

that consume kelp. These direct & indirect effects of sea otters

on other species describe a trophic cascade.

Link @ https://www.youtube.com/watch?v=hRGg5it5FMI

https://www.youtube.com/watch?v=hRGg5it5FMI

VideoSome Animals Are More Equal than Others: Keystone

Species and Trophic Cascades (19:28)

Instructions:

• Read through the questions prior to watching the video.

• As you watch the video listen for the answers & complete the

answers to each question.

• You may seek assistance from the members of your assigned

team.

Note: The “Some Animals Are More Equal Than Others”

worksheet can be located in Google Classroom & the Biology

webpage @ link: https://www.steilacoom.k12.wa.us/Page/6600


Entry Task(s)In the following food web, which organism is considered the

keystone species? Explain your reasoning

Food WebsComplexity of food webs & disturbances:

VideoAmoeba Sisters: Ecological Relationships (6:49)

Synopsis: Explore several ecological relationships with The

Amoeba Sisters! Ecological relationships discussed include

predation, competition, & symbiotic relationships (parasitism,

mutualism, & commensalism).

Link @ https://www.youtube.com/watch?v=rNjPI84sApQ

https://www.youtube.com/watch?v=rNjPI84sApQ

Food Webs“The Lynx Eats the Hare” activity

Instructions:


• Follow the procedures provided.

• Data will be recorded on the back page.

• You will work with your neighbor, but both copies will be filled

in (I will collect the second copy).

Note: The “The Lynx Eats the Hare” activity worksheet can be

located in google classroom & on the Biology webpage @ link:



Entry Task(s)Which predator may be impacted most by the loss of the

keystone species, salmon? Explain your reasoning.


Instructions:


• Follow the procedures provided.

• Data will be recorded on the back page.

• You will work with your neighbor, but both copies will be filled

in (I will collect the second copy).

Note: The “The Lynx Eats the Hare” activity worksheet can be

located in google classroom & on the Survey of Science

webpage @ link: https://www.steilacoom.k12.wa.us/Page/6826



0

5

10

15

20

25

30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Lynx & Hare Predator -Prey Graph

Predator Prey


0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Lynx & Hare Predator -Prey Graph

Predator Prey

Populations & CommunitiesSymbiosis is any relationship in which two species live closely

together.

• Symbiosis means “living together”

There are 3 main classes of symbiotic relationships:

• Mutualism

• Parasitism

• Commensalism

p. 103

Populations & CommunitiesSymbiosis.

Mutualism is a relationship between two species in which both

__________.

• +

• e.g. Sea anemone & clownfish.

What could happen to the sea anemone if the clownfish died?

p. 103

benefit


Parasitism is a relationship in which one organism lives

__________ or __________ another organism & _________ it.

• +

• e.g. Brown leech feeding on a human.

p. 104

inside on harms


Commensalism is a relationship in which one organism benefits

& the other is neither __________ nor __________.

• + K (neutral)

• e.g. Barnacles attached to whales.

p. 103

helped harmed

Populations & CommunitiesAnswer the following.

1. TAPEWORM & ANIMALS: Tapeworms are segmented

flatworms that attach themselves to the insides of the intestines

of animals such as cows, pigs, & humans. Tapeworms get food

by eating the host's (animal) partly digested food, depriving the

host (animal) of nutrients.

Organism 1: ☐ helped ☐ harmed ☐ not harmed/not helped


Symbiotic Relationship: _____________________________

Populations & CommunitiesAnswer the following.

2. REMORA & SHARK: Remora fish are small fish that make

their niche by picking up the scraps that sharks leave behind

while feeding. The shark makes no attempt to prey on the

remora fish.



Symbiotic Relationship: _____________________________

BiodiversityBiodiversity

Refers to the variety of life on Earth at all its levels.

• From genes to ecosystems

BiodiversityWhy is biodiversity important?

p. 166

BiodiversityTypes of biodiversity:

• Ecosystem Diversity = habitats, communities, & ecological

processes

• Species Diversity = number of different species

• Genetic Diversity = different forms of genetic information

p. 166-167

Populations & CommunitiesTypes of biodiversity:

• Ecosystem Diversity = habitats, communities, & ecological

processes

• Species Diversity = number of different species

• Genetic Diversity = different forms of genetic information

p. 166-167

BiodiversityWhich food web contains a high biodiversity?

Entry Task(s)Will the biodiversity of this ecosystem be significantly impacted

by the loss of the Marsh Hawk? Explain your reasoning.

BiodiversityGrab a copy of the “What is Biodiversity?” article & question

worksheet.

• Read the article thoroughly, highlighting or underlining key

information.

• Answer the questions on the worksheet.

• Only the questions worksheet will be submitted by the end of

the period; Keep & tape the article into your ISN.

Note: The “What is Biodiversity?” article & question worksheet

can be located in google classroom & on the Survey of

Science webpage @ link:



Entry Task(s)According to the article, can some regions be more biodiverse

than others? Quote your evidence.

• “Some areas are more biodiverse than others.”

According to the article & Edward O. Wilson, why is biodiversity

important?

• “well-being of humankind”

What is the cause of mass-extinctions & the loss of biodiversity?

• “human activities”

AssessmentLS2 Ecosystems - Food Webs & Ecological Relationships

Limiting Factors

Abiotic vs Biotic


Limiting Factors

Carrying Capacity (graphs)


Keystone Species

Food Web Impacts

survey of science hs-ls2 ecosystems · 4/22/2019 · video amoeba sisters: ecological...

Documents