Download Ecosystems - Class7-A

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Topic ecosystem
http://library.thinkquest.org/11353/gather/help.htm
http://library.thinkquest.org/11353/ecoconscious.htm
Ecology In Everyday Life
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Important Quote
-"As scientists, many of us have had profound experiences
of awe and reverence before the universe. We understand
that what is regarded as sacred is more likely to be treated
with care and respect. Our planetary home should be so
regarded. Efforts to safeguard and cherish the environment
need to be infused with a vision of the sacred. At the same
time, a much wider and deeper understanding of science
and technology is needed. If we do not understand the
problem, it is unlikely we will be able to fix it."Carl Sagan - forefront of the environmental movement in
the United States
INTRODUCTION
Many of you may not realize it, but ecology effects us daily. Every time you turn on the
ignition in your car, you are changing the environment. Whenever you are concerned
about overflowing landfills (or throw too much away), worry about global warming, the
disappearance of tropical rainforests and the ozone layer, or the killing off of many
animals to make room for houses, parking lots, and other public buildings.
The measure of environmental impact is embodied in the I=PAT equation: the scale of
human impact (I) on the environment is equal to the product of the population size (P),
consumption per person or affluence (A), and the damage done by technology (T). Since
1850, our population has increased fivefold, and the use of energy per person (A times T)
has multiplied fourfold. Thus, in the last 150 years, our impact on the environment has
increased about twenty fold! Just imagine what will happen as the population continues
to multiply, people become richer, and technology grows bigger and more destructive!
We all must be aware of these ecological issues for one main reason: we only have one
Earth! No one can replace good soil, fresh water, and other organisms that are parts of
ecosystems that are indispensable to society. We cannot survive without nature, which
among many other things, maintains the balance of gases in the atmosphere (due to
photosynthesis), fertilize soils, produce fresh water, and maintain genetic diversity.
Beginning now, we have two options:
1. Continue today's trajectory until disease and hunger combines to halt the growth
of human population, leading to catastrophe.
2. We can do something to slow down population growth as soon as possible
(hopefully by 10 billion!). By regulating birth rates by our own submission, we
can help bring the current population boom into a decline. One way to practice
this is to only have two children--one to replace each parent. We do not need any
genocide, wars, etc. to keep population down--we just need to make the decision
on our own to have less children!
Of course, this second solution brings up much argument. Some say it is a racist and
elitist idea, giving the rich and dominant a vehicle to control the poor. However, this is
not true. This solution actually can bring about some equality--everyone will be working
together to save humanity for the better. Of course, there may be a few people that are
extremely opposed to this solution, but ask yourself this: think forward many generations.
Would you want your children living in a world where there are too many mouths to feed
and no natural resources left? Just think about it!
Further Reading:
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Body Ecology
Home Ecology
Community Ecology
Terrestrial and Marine
Ecology
Cultural Ecology
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Let's Create An Ecosystem
Topic:
Ecosystems
Grade Level: 7th
Time frame: 2 hours
Purpose:
Introduce students to the concept of ecosystems by allowing student to create their own
ecosystem in a jar.
TEKS: 7.12 Science concept. The student knows that there is a relationship between
organisms and the environment. The student is expected to:
A. identify components of an ecosystem;
B. observe and describe how organism including producers, consumers, and
decomposers live together in an environment and use existing resources;
C. describe how environment support varieties of organisms
Materials:
Learning activity game, handouts, one-gallon jars or aquariums (one per class), insects,
insect collecting tools and supplies, shovel
Getting Ready:
Terms to know: Producer, consumer, decomposer, autotrophic, heterotrophic,
saprotrophic, herbivores, carnivores, omnivores, ecosystem, habitat, ecotone, landscape
Motivate:
Use the learning activity developed by Dr. J.A. Jackman to introduce trophic levels,
functions, and habitats of insects. (activity provided in attachments).
Activity:
The class will then create an ecosystem in a large container. All the component must be
in the ecosystem to work. Use insects collected on school campus. (procedures provided
in attachments)
Safety Tips:
Give students boundaries of where they can collect insect
Concept Discovery:
At this point go into details about the energy and nutrient flow an ecosystem. Start with
the sun and a brief explanation of photosynthesis, and then take the students from
producers through saprotrophic levels. Explain how an ecosystem is a cycle and how it
starts over after the saprotrophic level. Explain ecosystem, habitat, ecotone, and
landscape. Give example of each in reference to your school grounds.
Going Further:
Keep the ecosystem in the class and watch what happens over the entire year. . .
introduce new insects as the seasons change and see what happens.
Closure:
Class discussion on their ecosystem with regards to each of the concepts presented in
class.
Assessment:
Students will tell about their ecosystem with regards to each of the concepts presented in
a journal. Students will keep a journal for six weeks. Student will be required to write in
their journal at least three days each week describing the changes they observe. Weekly
grades will be given for complete journal entries.
Connection:
Language Arts (journals)
Adapting this activity for younger student can be done by the teacher collecting the
insects and setting up the ecosystem for the students and each day they discuss the
changes they observe.
Easy Ecosystem...How Can You Make an Ecosystem?
Materials: soil, aquarium, sand, rocks, green plants, twigs and sticks, crawling insects
(ants, beetles, caterpillars) earthworms, screen, masking tape
Procedures:
1. Place the soil in the bottom of the aquarium.
2. Add the sand and rocks.
3. Position the green plants so they will be easy for the insects to climb on and
under.
4. Add an arrangement of the twigs and sticks.
5. Add the crawling insects and earthworms one at a time.
6. Place the screen on top of the aquarium.
7. Tape around the screen so it stays in place. Watch the insects and plants adapt to
the environment. What happens in the ecosystem you created?
8. When you have finished observing the ecosystem, release the insects in the places
where you found them.
Explanation:
The earth is an ecosystem, an environment of plants and animals living together. In any
ecosystem the balance of living things is important. Plants must provide food and oxygen
for the animal, and the animal must provide carbon dioxide, a colorless gas, and nutrients
for the plant, this process of recycling, or revising, is constant in an ecosystem.
Potter, Jean. John Wiley & Sons INC,. Nature in a Nutshell for kids: over 100 activities
you can do in ten minutes or less. NewYork, 1995.
DESCRIPTION OF INSECT RELATED YOUTH ACTIVITY
FOR USE AT FIELD DAYS AND SCHOOLS
May 19, 1994
John A. Jackman
TROPHIC LEVELS AND FUNCTION
Develop a set of cards with each card representing an insect or a group of insects. On
each card include a short statement of what the insect does, what it looks like or some
interesting fact. Also include habitat and function.
For functional categories use herbivore, predator, internal parasite, external parasite,
scavenger, or similar categories. Prepare a small sign for each category.
Present an introduction of insect diversity and all of the functions that insects perform in
nature. Relate insects to other herbivore/predator systems like gazelle/lions or
triceratops/tyrannosaurus. Point out that insects function in other ways as well. Suggested
facts:
-about 1 million insects now have names, really 3 to 30 million kinds
-most insects are smaller than your fingernail-under 1/4 inch-we see the giants
-more kinds of insect activity and function than any other group
Define the functional categories.
Point out that insects function in more than one category. Some are opportunists and
some change as they change life stage.
Read each card and pass them out one to each youth. If you want they can read them but
sixth graders will have trouble with the words, will not speak up well and it takes much
longer if they read them.
Once each youth has a card have them move to a station for their function. I used signs
for herbivore, predator, etc. However, some of the insects will have more than one
function and will have to walk back and forth between the signs with their function.
After they move around a bit stop them and point out that all these insects are in their
backyard, all of the functions are underway buy ignored because insects are small. Point
out that there are many herbivores and scavengers, probably fewer predators, and even
fewer specialists like parasites.
You can modify the activity also to include habitat and have them move to the correct
habitat that is on their card.
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What Makes up an Ecosystem?
Overview
Grade level: 8
Lesson Length: 50 minutes
Activities: Student created ecosystems and food web
Purpose
The students will be able to develop a model of an ecosystem in a cooperative learning
group.
TEKS: Knowledge and Skills and Student Expectations
(5) b. design and test a model to solve a problem
c. evaluate the model and improve on design
The student will be able to describe interactions within the ecosystems.
(8) c. describe interactions in ecosystems
(1 1 ) a. identify that change in environment can affect survival of species
Materials
National Geographic Magazines
Hunter/Fisherman Magazines
Insect Magazines
Pictures
Markers
Poster Board
Glue
Getting Ready
This lesson will be the first one in a series that will go over many dimensions of the
environment. For this lesson, the teacher and students need to bring magazines with
various pictures of animals, insects, and vegetation. Students also need to know the
differences between predators and prey, and have knowledge about the basic
requirements of an ecosystem. In previous lessons, the students have been taught the
definitions of autotrophic, heterotrophic, and saprotrophic organisms. This lesson will aid
in future lessons having to do with food webs, primary and secondary producers, and
consumers. Students must also prove previous to this lesson that they can work ingroups.
Motivation
I will ask students to think back to our field trip when we were gathering insects. I will
pose the question: Imagine what would happen if the insects had no predators. Would the
park change in any way? Do you think that there would be any type of major damage
done to the vegetation at the park? After this series of questions, I will tell students that
today it is their duty to create the perfect ecosystem. They will have to create an
ecosystem with a working food chain.
Activity
Students will be given the task of creating their own ecosystem. They can include water,
trees, animals, insects, and whatever else they decide to incorporate into their system.
They will be working in-groups of three and everyone must agree on what makes the
ecosystem work. They must label the items that can be labeled as either autotrophic,
heterotrophic, or saprotrophic energy sources. All members of the groups must agree on
the labels assigned to the different organisms. In addition to the labels, they must draw in
pencil arrows between organisms hat feed on other organisms. They will have a teacher
given handout that gives them an example of this concept. I want them to also point out
the energy lost between each exchange by a different shaped arrow. When they complete
this task, I will have each group share with the class and explain why they chose and set
up their ecosystem in that particular manner. When completed I will use the students'
ecosystems as visuals for my explanation. As a group we will discuss what makes up an
ecosystem, the organisms that feed upon each other, and review the concepts of
autotrophs, heterotrophs, and saprotrophs. During this session, students will be
encouraged to ta]k notes for an upcoming quiz. Throughout the discussion I will continue
to make references to predators and their prey within the systems. Students would also be
asked critical thinking questions. For example: What would happen if all of the prey were
to die off~? How does abiotic factors effect the success of predators? What would happen
if all of the predators were removed? What would occur if all insects were taken out of
the ecosystem? As we move through the example ecosystems that were created, I will
allow students to correct any errors made in labeling.
Safety
There are no safety tips for this lesson.
Concept Discovery
Students will receive a handout of a food web and the energy and nutrient flow in
ecosystems. Students will also be asked to read a portion on ecosystems and
animaVinsect interactions form their textbook. The Internet wiU also be available so that
they can visit different ecosystems around the world.
Going Further
1. I will pose a question or problem to the class: If all ofthe heterotrophs could
magically make their own food, what would happen to the system? Describe in
words what you think the earth would be like if no organism depended on another
for food/energy? Propose a solution to the problem that would arise.
2. I would show a short news clip of the Exxon Valdez oil spill. I would then ask the
students to discuss in-groups of three what they think would happen if something
similar were to happen offthe Gulf Coast. Students would individually write a
two- page write-up of their thoughts. I would ask them to include what animals
and insects would be lost. In addition, I would have them tell how they think it
would disrupt the food chain.
Closure
To close this lesson, I would show a real life example of an ecosystem at work. This
would be done through a short video showing progression from primary producers all the
way up the chain. I would then ask the students to point out similarities between the one
they viewed and the ones we discussed in class.
Assessment
The student made ecosystems were used as part of my teaching and would not be graded
as either right or wrong. However, the students would receive a grade on their corrected
product and on how well they worked in-groups. Students will be quizzed at the end of
the unit over the concepts covered in today's lesson.
Connections
Language Arts: This activity could easily be connected to language arts by allowing
students to write a story about their interaction with their ecosystem. Or, they could
observe a familiar system and write journal entries.
Social Studies: Students could look at particular food chains within a specified landscape
For example, they could look at a tropical rain forest and compare it to the prairies of the
central United States. In doing this, they could use their mapping skills and learn
geographical concepts.
Printer friendly text
Lesson Plan #: AELP-ECL0200
Ecosystems
An Educator's Reference Desk Lesson Plan
Submitted by: Erika N. Cusick and Peggy Pearce
Email: [email protected]
School/University/Affiliation: University of Montana, Missoula, MT 59801
Endorsed by: Lisa Blank
University of Montana, Missoula, MT 59801
Date: November 27, 2000
Grade Level: 6
Subject(s):
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Science/Ecology
Duration: 1 hour
Description: Students will become familiar with the terms ecosystem, biotic, and
abiotic. They will understand what an ecosystem is and the role of abiotic and biotic
factors. Students will create an ecosystem using designated materials.
Goals: Students will gain an understanding of what an ecosystem is and the role that
humans play in ecosystems.
Objectives:
1. Students will be able to define the term ecosystem as a working unit made up of
organisms interacting with each other and with nonliving factors. More
specifically for this lesson, an ecosystem will be a 2-liter bottle filled with sand,
gravel, an Elodea plant, water, fish, fish food, and sunlight.
2. Students will be able to discuss ecosystems in their surroundings.
3. Students will be able to create their own ecosystem, with given materials, in a
bottle.
Materials:
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2-liter bottle
sand
aquatic plants (Elodea)
gravel
scissors
ruler
water
fish (1 small goldfish or guppy per student)
fish food
paper
writing utensils
for the station activity: aquarium, plant with worm, bottle of nail polish, and a
moldy sandwich
Vocabulary:
1. ecosystem - an ecological community together with its environment,
functioning as a unit
2. biotic- the living parts of an ecosystem
3. abiotic- the nonliving parts of an ecosystem
Procedure:
Scientific Explanation:
What is an ecosystem? The biosphere is the part of the Earth that contains all the living
things on the planet. Each ecosystem that we study is a part of the biosphere. A system
is a group of things that interact with one another. The organisms that make up the
living part of an ecosystem are called biotic factors. An organism depends on other
biotic factors for food, shelter, protection, and reproduction. Nonliving things that we
find in an ecosystem are called abiotic factors. Abiotic factors have an effect on the
type and number of organisms living in an ecosystem. Some abiotic factors include
soil, water, temperature, and sunlight.
Focus Phase:
Have students observe a working aquarium. Have students get into groups of two to
think-pair-share about abiotic and biotic elements in the demonstrated ecosystem.
Discuss the various elements that may be found in an ecosystem. Brainstorm elements
and have students decide if the elements are abiotic or biotic.
Challenge Phase:
Have four stations (aquarium, plant with worm, bottle of nail polish, moldy sandwich)
set up for students to visit in small groups. As a group, students will decide whether or
not each station is an ecosystem. Also have students determine what parts of the system
are abiotic or biotic. Have students make predictions about whether or not the station
fits the definition of an ecosystem. Have students make further predictions about what
each station might need to fit the definition of an ecosystem. One person in the group
will record the group's ideas and answers. This information will be shared with the
class at a later time.
Concept Introduction:
As a class, share the results of the challenge phase. Which stations did students identify
as ecosystems? Students should have determined that the aquarium and the plant with
worm are ecosystems. The moldy sandwich is part of an ecosystem. The bottle of nail
polish is not an ecosystem. Have students share their ideas about what needs to be
added to make non-ecosystem stations an ecosystem. For the bottle of nail polish to
become an ecosystem, it needs a source of energy, food, water, and a population of
"animals" which could maintain life in extreme conditions. The sandwich is part of an
ecosystem, but to be an ecosystem of its own, it would require another source of food
that could maintain its growth. As a class, brainstorm factors necessary for an
ecosystem and list them on the board.
Inform students that they are going to be creating an ecosystem in a 2-liter bottle. They
will be given a 2-liter bottle, aquatic sand, gravel, an Elodea plant, water, and
eventually, one fish to add to their ecosystem. Students must first draw an ecosystem
and have it approved before they can get their materials and begin construction.
Concept Application:
After all students have had their plans approved, they may begin building their
ecosystem. They will be given all the materials that they will need, except for the fish.
Students will have some leniency in the construction of the ecosystem, but because
they will be given a live fish to add to their ecosystem, the ecosystem must be safe for
the fish. Once students have completed the construction of their ecosystem, students
will explain how the fish will be able to survive in this ecosystem, and what they, as
students, must provide to ensure the success of the ecosystem (i.e. food, sunlight,
oxygen, clean water).
Assessment: Students will be assessed on their ability to construct an ecosystem that is
a safe and successful environment for a live fish. In their journals, students will be
asked to describe the elements that make up their ecosystem. They should also explain
the role that they will play in their ecosystem.
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