Survey of Science HS-LS2 Ecosystems Ecosystems Grab a copy of the “The Guide” worksheet from the front counter. 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 in Google Classroom & on the Survey of Science webpage @ link: https://www.steilacoom.k12.wa.us/Page/7452 Video The 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 Entry Task(s) What do you think was the purpose of the video “The Guide”? Ecosystems Ecology?Ecology. • Scientific study of interactions among organisms & between organisms & their physical environment. Interactions within the biosphere produce a web of interdependence between organisms & their environment. p. 65 Ecosystems Ecologists: • Some focus on the interactions of individual organisms. • Others try to understand the influence of interactions on the global environment. Ecosystems Ecological levels of organization. Species p. 64-65 Ecosystems Abiotic 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 Ecosystems Make 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 Ecosystems Abiotic or Biotic? p. 66-67 Ecosystems Ecological 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 in Google Classroom & on the Survey of Science webpage @ link: https://www.steilacoom.k12.wa.us/Page/7452 p. 64-65 Ecosystems Biosphere. • The part of the earth in which life exists including land, water, & air or atmosphere. p. 64 Ecosystems Biosphere: 8 km above the Earth 11 km below the surface of the ocean p. 64 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 Organization Ecology - 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 Populations & Communities Ecologists 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 & Communities Geographic Range Entry Task(s) What are the four areas of which egologists study in populations? • Geographic range, density & distribution, growth rate, & age structure. Populations & Communities Geographic Range Populations & Communities Density 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 & Communities Density & Distribution • What type of distribution does the model represent? 2 km • How many organisms in the population? 2 km • What is the area of the geographic range? • What is the Population Density? p. 130-131 Populations & Communities Ecologists 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 & Communities Factors 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 & Communities Under ideal conditions with unlimited resources, a population will grow exponentially. p. 132-133 Populations & Communities Logistic Growth occurs when a population’s growth slows & then stops, following a period of exponential growth. p. 134-135 Populations & Communities Carrying Capacity is the maximum number of individuals of a particular species that a particular environment can support. p. 134-135 Entry Task(s) Density & Distribution • What type of distribution does the model represent? 3 km • How many organisms in the population? 2 km • What is the area of the geographic range? Populations & Communities Limiting 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 & Communities Density-Dependent Limiting Factors: Population Size Can be limited by Competition Natural Disaster Predation Unusual Weather Parasitism Hurricanes, & Disease Stress of Droughts, & Overcrowding Floods p. 138-140 Populations & Communities Competition: • 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 & Communities Predation & 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 Populations & Communities Parasitism & 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 & Communities Stress 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 & Communities Density-Independent Limiting Factors: Population Size Can be limited by Competition Natural Disaster Predation Unusual Weather Parasitism Hurricanes, & Disease Stress of Droughts, & Overcrowding Floods p. 138-140 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. Populations & Communities Process 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 in Google Classroom & on the Survey of Science webpage @ link: https://www.steilacoom.k12.wa.us/Page/7452 Food Webs “The Lynx Eats the Hare” activity Instructions: • Grab a copy of the worksheet. • 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/7452 Food Webs “The Lynx Eats the Hare” activity Food Webs “The Lynx Eats the Hare” activity Lynx & Hare Predator -Prey Graph 30 25 20 15 10 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Predator Prey Food Webs “The Lynx Eats the Hare” activity Lynx & Hare Predator -Prey Graph 20 18 16 14 12 10 8 6 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Predator Prey Food Webs “The Lynx Eats the Hare” activity Food Webs Grab 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 & on the Survey of Science webpage @ link: https://www.steilacoom.k12.wa.us/Page/7452 Assessment Review LS2 Ecosystems Assessment Review Ecosystems Identify each Primary Producer