Download liking lichens in georgia

LIKING LICHENS IN GEORGIA
How do organisms depend on one another and their
environment?
Grade Level:
Seventh grade
Subject Areas:
Interdependence of organisms
within their environments.
Duration:
Preparation: 45 minutes
Activity time: 3- 50 minute
sessions
Setting:
Classroom and laboratory
Skills/Processes:
Observation, Data collection,
Research, and Communication
Background Knowledge:
Biomes, Lichen ecology and
morphology, interdependence
of organisms.
Vocabulary:
terrestrial biomes, symbiotic
relationship and competitive
relationships
Essential Questions
1. How does your existence depend on the sun?
2. How do I affect the environment in which I live?
3. How do organisms relate to one another in an
environment for the purposes of energy exchange?
4. What adaptations make humans able to live in a
variety of environments?
Georgia Performance Standards
S7L4. Students will examine the dependence of
organisms on one another and their
environments.
c. The student will recognize that changes in
environmental conditions can affect the
survival of both individual species and/or
entire population.
d. Categorize relationships between organisms
that are competitive or mutually beneficial.
e. Describe the characteristics of Earth’s major
terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga, tundra,
and mountain) and aquatic communities
(i.e. freshwater, estuaries, and marine).
What the Student Should Know
Students will know:
♦ Human influences on environments impact the
organisms that live there.
♦ Natural events can alter environments causing
organisms to change.
♦ Mutualism is beneficial to both organisms in a
symbiotic relationship.
♦ An ecosystem is the living and nonliving parts of an
environment.
What the Student Should Be Able to Do
Students will:
♦ Identify and classify basic lichen components (alga
and fungal).
Questions to the author can be sent to the project administrator, Dr. Bob Hill at [email protected].
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Enduring Understandings
♦ The student understands that energy ultimately originates from the sun.
♦ The student understands that energy is transferred, not lost or gained.
♦ The student understands that all organisms depend on each other for energy and survival.
♦ The student understands that life is in a delicate balance.
♦ The student understands that we impact our environment.
♦ The student understands that nature impacts environment.
♦ The student understands that inter-dependent relationships are vital to the survival of
organisms.
♦ The student understands that many organisms compete for the same resources.
♦ The student understands that certain organisms have adapted to helping or hurting others
in their struggle for energy.
Background
Biomes “are distinct ecological communities of plants and animals living together in a particular
climate. Scientists classify biomes in various ways, but the major biomes include aquatic, deserts,
forests, grasslands, and tundra” (http://pisces.sdsu.edu/ONLINE_LESSONS/glossary.htm).
These communities vary in temperature, moisture, and light. Plants and animals have adapted to
the conditions found within biomes. For example, caribou have capable of living on the tundra.
“Grass and other tundra plants are their main food in summer, but in winter caribou feed mainly
on lichens, scraping away the snow with their hoofs to expose the plants”
(http://www.mbgnet.net/sets/tundra/index.htm).
An ecosystem is much smaller than a biome. “An ecosystem is a living community
which depends on each member and its surrounding environment. In fact, a biome can be made
up of multiple ecosystems. The living part of an ecosystem is sometimes called a food chain”
(http://www.planetpals.com/foodchain.html). Food webs and chains are a common science
lesson in text books at this level. The emphasis in this lesson should focus on the flow of energy
from the Sun and its’ transfer among organisms.
Energy is necessary for survival. As humans, we get energy from the food we eat. Other
living organisms also get energy from the food they eat or nutrients they absorb. A food chain is
a model that illustrates how energy moves through an ecosystem and depicts how each living
organism gets its food.
The following is an excerpt about food webs/chains from
http://www.vtaide.com/png/foodchains.htm.
“A food chain shows how each living thing gets its food. Some animals eat plants and
some animals eat other animals. For example, a simple food chain links the trees &
shrubs, the giraffes (that eat trees & shrubs), and the lions (that eat the giraffes). Each
link in this chain is food for the next link. A food chain always starts with plant life and
ends with an animal.
1. Plants are called producers because they are able to use light energy from the Sun
to produce food (sugar) from carbon dioxide and water.
2. Animals cannot make their own food so they must eat plants and/or other animals.
They are called consumers. There are three groups of consumers.
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a. Animals that eat ONLY PLANTS are called herbivores (or primary
consumers).
b. Animals that eat OTHER ANIMALS are called carnivores.
carnivores that eat herbivores are called secondary consumers
carnivores that eat other carnivores are called tertiary consumers
e.g., killer whales in an ocean food web ... phytoplankton → small
fishes → seals → killer whales
3. Animals and people who eat BOTH animals and plants are called omnivores.
4. Then there are decomposers (bacteria and fungi) which feed on decaying matter.
These decomposers speed up the decaying process that releases mineral salts back
into the food chain for absorption by plants as nutrients.
In a food chain, energy is passed from one link to another. When a herbivore eats, only a
fraction of the energy (that it gets from the plant food) becomes new body mass; the rest
of the energy is lost as waste or used up by the herbivore to carry out its life processes
(e.g., movement, digestion, reproduction). Therefore, when the herbivore is eaten by a
carnivore, it passes only a small amount of total energy (that it has received) to the
carnivore. Of the energy transferred from the herbivore to the carnivore, some energy
will be "wasted" or "used up" by the carnivore. The carnivore then has to eat many
herbivores to get enough energy to grow.
Because of the large amount of energy that is lost at each link, the amount of energy that
is transferred gets lesser and lesser ...
1. The further along the food chain you go, the less food (and hence energy) remains
available.
The above energy pyramid shows many trees & shrubs providing food and energy to
giraffes. Note that as we go up, there are fewer giraffes than trees & shrubs and even
fewer lions than giraffes ... as we go further along a food chain, there are fewer and fewer
consumers. In other words, a large mass of living things at the base is required to support
a few at the top ... many herbivores are needed to support a few carnivores
2. Most food chains have no more than four or five links.
There cannot be too many links in a single food chain because the animals at the
end of the chain would not get enough food (and hence energy) to stay alive.
Most animals are part of more than one food chain and eat more than one kind of
food in order to meet their food and energy requirements. These interconnected
food chains form a food web.”
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Another excellent source concerning energy transfer within ecosystems and organisms
may be found at:
http://www.roomd113.com/TAKS%20NOTES/Objective%203%20Ecosystem%20and%20Intera
ction.pdf. On this site is more information and diagrams illustrating the flow of energy through
the ecosystem from autotrophs (produce their own food) through heterotrophs (use other sources
of food) and decomposers.
Habitats change over time. Sometimes the change is slow, while at other times a
catastrophe such as a hurricane or tornado can alter the habitat quickly. Organisms have
developed the ability to change over time. In natural selection, those organisms with traits that
better help them cope with environmental stressors and pressures will overcome a changing
habitat and survive. The surviving adults will produce offspring that have the advantageous trait
that are able to survive too. Some species go extinct because the group is unable to cope with a
changing habitat. Human-induced causes such as overharvesting, introduced exotic/non-native
species, destruction of habitat, and/or pollution have resulted in the extinction of many species.
Lichens are organisms composed of either algae or cyanobacteria living in a relationship
with a fungus. “Many biologists consider lichens to be one of the finest examples of symbiosis
(two or more organisms living together) because lichens are widespread and the algal cells
appear to be healthy inside the lichens” (Taken from W. Purvis, Lichens, 2000, p. 6). Symbiosis
allows the algae or cynaobacteria and fungus partners to benefit. By living together, the lichen
body can colonize in many different environments that they could not live alone.
“The fungus can live in places lacking the organic matter that they would
normally need as a source of nutrients. Algae and cyanobacteria, which usually
live in aquatic or moist habitats, can live in drier places. They can also be
affected adversely by high light intensity and, given the protection of the fungus,
they can expand into environments where light intensity is high” (Purvis, 2000, p.
7).
Lichens may be crust-like, scaly or leafy, or shrubby in form and are classified on the
basis of the fungal partner. They can be grouped based on their body types. Those resembling
leaves are referred to as foliose lichens and others like crusts are crustose lichens and shrubby
forms are fruticose lichens. They commonly grow on trees and rocks, but may be found growing
on sandy soils and upon the sides of buildings and tombstones. Georgia lichens are an array of
colors-grey, browns, green, yellow, and orange.
Lichens are important to an ecosystem. They can live in adverse conditions and in
locations were plants cannot thrive. They are early colonizers after disturbances and have a role
in soil formation. Lichens provide a food source to some mammals such as reindeer living in the
Artic. However, more common they are used by birds as nesting material. Humans harvest
lichens to make dyes, healing aids and tonics.
For more information on lichen morphology and ecology, visit
♦ Introduction to Lichens: An Alliance between Kingdoms at
http://www.ucmp.berkeley.edu/fungi/lichens/lichens.html
♦ Lichens of North America at http://www.lichen.com
♦ 10 Things You Should Know About Lichens at
hhttp://ohioline.osu.edu/sc195/029.html
♦ What is a Lichen? at http://www.earthlife.net/lichens/lichen.html
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♦ Lichenland: Fun with Lichens from Oregon State University at
http://ocid.nacse.org/lichenland
♦ Lichens, written by William Purvis, 2000, Smithsonian Institution Press,
Washington, D.C. (out of print, available from used booksellers)
However, like most organisms, when the environment is altered, lichens become stressed
and may die. Air pollution occurs when air moves across the Earth and picks up harmful gases
and particles produced from human activities. When some lichens are exposed to certain
pollutants, especially to sulfur dioxide (SO2) emitted from coal-burning power plants, lichens are
injured and die. Lichens have also shown sensitivity to some other pollutants, such as heavy
metals, nitrous oxides, and ozone, but for the most part lichen damage can be attributed to SO2.
The effect of these pollutants may be observed on lichen distribution (arrangement of lichens
over a set area) and diversity (the presence of different lichen species and their relative
abundance).
Humans can improve air quality for lichens by limiting pollutants from vehicles and
industries and altering the way they live. Some ways to reduce air pollution is:
• Check car emissions. Make repairs to emission systems.
• Drive less. Take mass transit, carpool, and bike.
• Pump gasoline in the evening and early morning.
• Convert vehicles to alternative fuels.
• Support scrubbers and other pollution-control devices that remove noxious
substances from industrial and coal-burning operations.
Materials
Copies of A Guide to Twelve Common & Conspicuous Lichens of Georgia’s Piedmont
♦
found at: http://www.crms.uga.edu/lichens/Georgia_Lichen_Guide.pdf
♦ Chart paper or cards to create food webs
♦ Copies of the crossword puzzles and word search activities and lichen
terminology/vocabulary reference sheet (optional)
Activities:
Activity #1
1. The student designs a model, brochure, slide show, or a project board of a selected
biome.
a. To demonstrate substantial understanding of the selected biome and the
relationships of the organisms in that biome, students will design a food web.
2. Use suggested assessment and grading rubric below.
Activity #2
1. Draw a food chain depicting producers, consumers, and decomposers of an ecosystem.
Label specific predator/prey relationships with an energy flow diagram. Meet with
classmates who chose the same ecosystem and sketch a food web using all relationships.
a. Discuss the value of interdependence in the food web and explain the cause/effect
relationships that happen with changes to the organisms in the web
(overabundance or scarcity).
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b. Describe scenarios of analogous relationships in the students’ lives that
demonstrate competition, commensalisms, mutualism, and parasitism.
Activity #3
1. Students identify endangered/extinct species and develop a written or oral presentation
presenting their information to their peers.
Extension
Have students complete the crossword puzzles and word search activities. Distribute a list of
lichen terms to assist with these activities, if desired.
Performance Assessment
Students will:
♦ Within a defined area, identify one or more lichen(s).
♦ Identify the necessary requirements for a sustainable life for a lichen species.
♦ Identify the possible pollution (natural and human influenced) to harm this lichen.
♦ Research information on the identified Lichen.
♦ The student designs a model, brochure, slide show, or a project board of a selected
lichen. To demonstrate substantial understanding of the selected Lichen and the relationships
of the organisms in that Lichen, students will design an ideal habitat.
Suggested Performance Task Rubric Template
Subject: Life Science
Grade Level: 7
Unit: 4– Interdependence of Life: Ecology
1
2
3
4
The
student:
Below the
Standard
Approaching the
Standard
Meets the
Standard
Exceeds the
Standard
Accurate
biome
conditions.
(i.e.
temperature
, moisture,
etc.)
Adequate
diversity
and number
of
organisms.
Students have not
described any of the
environmental
conditions of the
selected biome.
Students do not have all
conditions in the environment,
and/or they are not correctly
described.
Students are aware of
correct conditions for
biome, but they do not
have all of the necessary
information to complete
the project.
Students have addressed
all environmental
conditions for the biome
and the conditions are
correct.
Students have only
vertebrates or only
animals and have not
considered lower life
forms.
Students have included at least
2 types of plants/ plankton, 2
types of vertebrates and 2
types of invertebrates. OR
students lack one major group.
Students have included
at least 3 types of plants/
plankton, 3 types of
vertebrates and 3 types
of invertebrates.
Students have included at
least 5 types of plants/
plankton, 5 types of
vertebrates and 5 types of
invertebrates.
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Score
Criteria
Food web
that is
broad,
including a
diversity of
food
sources for
consumers
and all
trophic
levels.
Classificati
on of all
organisms
in the food
web based
on their
trophic
level.
Highlight of
symbiotic
relationship
found in the
biome.
Consumers are
linked to producers,
or lower level
consumers, but not
all organisms are
connected to the sun.
Students have created a food
chain instead of a food web,
with limited connection to sun.
Web has less than three
tertiary consumers
and/or each consumer
has less than 3 food
sources, but all
organisms are connected
to sun.
Web has at least 3 tertiary
consumers that have at
least 3 food sources and
all organisms have a
connection to the sun.
Most organisms have
been omitted from
the trophic
classification and or
all producers have
been omitted.
Most the organisms are
trophically classified, some
have been omitted and one or
more categories are incorrect
or the consumers have been
collapsed into one category.
Most the organisms are
trophically classified,
some have been omitted
but all are classified
correctly as tertiary,
secondary, primary
consumers, producers or
decomposers
All organisms are
included in a trophic
classification that labels
them as tertiary,
secondary, primary
consumers, producers or
decomposers and
presented in an energy
pyramid.
Two organisms that
do not have a
symbiotic
relationship were
identified.
Two organisms were
identified, the elements
of their relationship are
completely explained
OR their relationship has
been labeled mutually
beneficial, commensal,
or parasitic.
Two organisms were
identified, the elements of
their relationship is
completely explained and
their relationship has been
labeled mutually
beneficial, commensal, or
parasitic.
Presentation
of work is
creative and
neat.
Project is generally
messy and shows
lack of organization.
Two organisms were
identified, the elements of
their relationship are
completely explained OR their
relationship has been labeled
mutually beneficial,
commensal, or parasitic but
one of these tasks was
incorrect.
Project is visually appealing,
well-organized but does not
follow directions.
Project is visually
appealing or well
organized and has
clearly been prepared.
Project is visually
appealing, well organized
and has clearly been
prepared.
Adapted from © (2002) Pearson Education, Inc. All rights reserved. The portfolio connection: Student work linked to Standards, 2nd edition by
Kay Burke, Robin Fogarty & Susan Belgrad. Published under license from Lesson Lab, a division of Pearson Education, Inc. 1-57517-439-1.
www.lessonlab.com 800-348-4474
LIKING LICHENS PROJECT- www.georgialichens.org
This exercise was produced for Georgia’s Teacher Quality Higher Education Program, a federal program under the Board of
Regents of the University System of Georgia. It is funded through the United States Department of Education as part of the
No Child Left Behind Act (Title II, Part A, of Public Law 107-110). Its purpose is to aid instruction in the workshops, Liking
Lichens: Exploring Lichen Ecology and the Environment (Principle investigators: Robert J. Hill and Tommy Jordan). It was
produced in cooperation with the UGA, Department of Lifelong Education, Administration, and Policy; the UGA
Department of Geography, Center for Remote Sensing & Mapping Science; and the Oconee River Georgia Youth Science &
Technology Center (GYSTC) at Northeast Georgia Regional Educational Service Agency. Authors: Tina Pagan and Tom
Sewell.
August 2007
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