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Biodiversity of the Caribbean Biodiversity of the Caribbean A Learning Resource Prepared For: (Protecting the Eastern Caribbean Region’s Biodiversity Project) Photo supplied by: Jennifer Goad Part 1 / Section B Ecologocial Processes, Cycles & Systems February 2009 Prepared by Ekos Communications, Inc. Victoria, British Columbia, Canada [Part 1/Section B] Ecological Processes, Cycles & Systems Table of Contents Introduction CXC Learning Outcomes Matches B.1. Ecology: The Study of Living Things in their Homes B.2. Levels of organization B.2.a. The Biosphere B.2.b. Biomes B.2.c. Ecosystems B.3. Activity 6: My Special Place B.4. Activity 7: Recipe for an Ecosystem B.5. Ecosystem Functions: How Do Ecosystems Work? B.5.a. Energy Flows and Chemical Cycles B.5.b. Know Your Matter and Energy Laws! B.5.c. Food Chains B.5.d. Food Webs B.6. Activity 8: Chains and Webs B.7. Activity 9: Ecosystem Postcards! B.8. Activity 10: Create your Own Ecosystem Creature! B.9. Nutrient Cycles B.9.a. The Carbon Cycle B.9.b. The Nitrogen Cycle B.9.c. How Changes in Nutrient Cycles Affect Biodiversity B.10. Water Worlds B.10.a. The Water Cycle B.10.b. Physical Properties of Water B.10.c. Water and Weather B.11. Activity 11: Water Experiments B.12. Activity 12: Water Wings B.13. Activity 13: How Wet Is Our Planet? B.14. Activity 14: Wildlife and Water B.15. References [Part 1/Section B] Ecological Processes, Cycles & Systems Introduction This unit focuses on some ecology basics, including food webs, ecological niches, nutrient cycles and interdependence. The Water cycle, the Carbon and Nitrogen cycle and ecosystem components are highlighted. Activities engage students in exploring places that are meaningful to them, and examines connections to place and community, as well as the key components of ecosystems and ecological cycles. “Try to imagine the Earth without ecosystems… Each ecosystem represents a solution to a particular challenge to life, worked out over millennia… stripped of its ecosystems, Earth would resem- ble the stark, lifeless images beamed back from Mars…” ~World Resources 2000 – 2001 Photo supplied by: Ministry of Agriculture, Lands, Forestry and Fisheries (St. Lucia) [Part 1/Section B] Ecological Processes, Cycles & Systems CXC Learning Outcomes Matches This section will meet the learning outcomes of the CXC syllabi, as follows: INTEGRATED SCIENCE Section A – The Organism General Objectives Students should be able to demonstrate: 1. The interdependence of life processes 2. The relationship between an organism and its environment 3. The relationship between structure and function of an organism Unit XI – The Terrestrial Environment Specific Objectives Students should be able to: 7. Discuss food chains and food webs found in an environment 8. Describe the oxygen, carbon, nitrogen and water cycles Section B – The Home/Workplace UNIT II – Water and the Aquatic Environment Specific Objectives Students should be able to: 3. Explain how the water cycle provides man with a continuous fresh supply of water 4. Discuss the chemical and physical properties of water 6. Describe the relationship between living organisms in the aquatic environment 7. Discuss the effects of water pollution on aquatic life BIOLOGY SECTION A – Living Organisms in the Environment General Objectives Students should be able to demonstrate: 1. An understanding that there is both diversity and similarity of form in living organisms 2. An understanding that there is interdependence between living organism and their environment 3. An understanding that there is a flow of energy through living organisms within an eco-system 4. An understanding that materials are recycled in nature Specific Objectives Students should be able to: 1.1. Group living organisms according to observed similarities and differences 2.1. Identify the relative positions of producers and consumers in a food chain and relate the positions to the modes of feeling 2.2. Identify from a selected habitat, a food chain containing at least four organisms 2.3. Identify, from selected habitats, a herbivore, carnivore and omnivore 2.4. Identify from selected habitats, predator prey relationships 2.5. Construct a food web to include different trophic levels 2.6. Explain the role of decomposers 2.7. Discuss the advantages and disadvantages of special relationships to the organisms involved 2.8. Discuss the interdependence of organisms within a food web 3.1. Explain energy flow within a food chain or web 4.1. Explain, with examples, the continual re-use of materials in nature [Part 1/Section B] Ecological Processes, Cycles & Systems BIOLOGY Section E –Environment and Human Activities General Objectives Students should be able to demonstrate: 1. An understanding of the importance of the physical environment to living organisms 2. An ability to undertake a simple ecological study 3. An understanding of the factors that affect the growth of populations 4. An appreciation of the finite nature of the world’s resources 5. An understanding of the effects of human activities on the environment Specific Objectives Student should be able to: 1.1. Distinguish between environment and habitat 1.2. Discuss the importance of the physical environment to living organisms 2.1. Carry out a simple ecological study 3.1. Discuss the factors that affect the growth of natural population 3.2. Illustrate using examples that human populations are subject to the same constraints as other natural populations 4.1. Describe various resources and their limits 4.2. Discuss the importance of, and difficulties encountered in recycling manufactured materials 5.1. Discuss the negative impact of human activity on the environment 5.2. Discuss the implications of pollution on marine and wetland environments 5.3. Discuss means by which environment could be conserved and restored GEOGRAPHY General Objectives Students should be able to demonstrate: 1. Interest in the nature of Natural and Human Systems and their interaction 2. An understanding of the processes at work in Natural & Human Systems 3. An understanding of the inter-relationships between the natural and human environment 4. An awareness of the need for the sustainable use of our resources 5. Knowledge and understanding of geography at the local, regional and global scales 6. An awareness and understanding of factors influencing patterns and changes in economic activity 7. An appreciation for the relationship between the natural and human systems Section II – Natural Systems Specific Objectives Students should be able to: 9. Describe the water cycle [Part 1/Section B] Ecological Processes, Cycles & Systems B.1. Ecology: The Study of Living Things in their Homes ECOLOGICAL EXPLORATION We often use the word “ecology,” but what does the word actu- ally mean? Expand your studies with these helpful online resources! The word ecology comes from the two Greek words: “oikos,” meaning “house or place to live,” and “logos,” meaning “study of.” Ecology therefore, is the study of organisms in their home, a study of the relationships and interactions among living things National Geographic Wild World and their surroundings. These include both the abiotic (non- nationalgeographic.com/wildworld/terrestrial.html living things, like rocks and water) and biotic (living things, such as plants, fungi, animals, etc.) The interactions between Scientists have mapped 867 land-based ecoregions and among living and non-living things, such as the water cycle, (Terrestrial Ecoregions) across the globe. photosynthesis and prey-predator relationships, are also important Instead of being defined by political boundaries, each elements of ecology. is distinguished by its shared ecological features, climate and plant and animal communities. B.2. Levels of organization Looking at Earth from space, we see a mostly blue sphere with World Wildlife Fund green, brown and white patches on its surface. As we zoom Ecoregions of the World closer, these patches become deserts, oceans, mountains, forests worldwildlife.org/wildworld/profiles/terrestrial_nt.html and cities. If we zoom in even closer, we can pick out a wide variety of living organisms. If we could magnify these plants and WWF provides a detailed synopsis of terrestrial animals we could see that they are made up of cells which are in NeoTropical ecoregions of the world. turn made up of molecules atoms and subatomic particles. All For some Caribbean Specific examples visit: matter can be viewed as different levels of organizations – from sub-atomic particles to the universe. Ecologists focus on five Belizean pine forests (NT0302) levels of organization: organisms, populations, communities, worldwildlife.org/wildworld/profiles/terrestrial/nt/ ecosystems, and the biosphere. nt0302_full.html Greater Antilles mangroves (NT1410) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt1410_full.html Jamaican dry forests (NT0218) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt0218_full.html Jamaican moist forests (NT0131) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt0131_full.html Northern Honduras mangroves (NT1426) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt1426_full.html Trinidad and Tobago dry forests (NT0231) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt0231_full.html Trinidad and Tobago moist forests (NT0171) worldwildlife.org/wildworld/profiles/terrestrial/nt/ nt0171_full.html Reef fish swims through a vibrant coral reef Climate Change Matters Trust. (n.d.). Understanding climate change. Retrieved from: climatechangematters.net.au/understand.htm [Part 1/Section B] Ecological
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