Download Ecosystem Dynamics

Ecosystem
Dynamics
Teacher’s Guide
Middle School
Editors:
Brian A. Jerome, Ph.D.
Stephanie Zak Jerome
Assistant Editors:
Sue Dier
Louise Marrier
Dean Ladago
Visual Learning Company
Brandon, Vermont
1-800-453-8481
www.visuallearningco.com
Ecosystem Dynamics
Use and Copyright:
The purchase of this video program entitles the user the right to reproduce or
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handouts for the purpose of teaching in conjunction with this video, Ecosystem
Dynamics. The right is restricted only for use with this video program. Any
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masters for any purpose other than for use with this video program is
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Sections 501 and 506).
Copyright  2003
ISBN 1−59234−068−7
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Ecosystem Dynamics
Table of
Contents
Page
A Message From our Company
5
National Standards Correlations
6
Student Learning Objectives
7
Assessment
8
Introducing the Video
9
Video Viewing Suggestions
9
Video Script
11
Answers to Student Assessments
17
Answers to Student Activities
18
Assessment and Student Activity Masters
19
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Ecosystem Dynamics
Viewing
Clearances
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Duplication rights are available, but must be negotiated with
the Visual Learning Company.
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be negotiated with the Visual Learning Company.
Closed circuit rights are available, and are defined as the use
of the program beyond a single classroom but within a single
campus. Institutions wishing to utilize the program in multiple
campuses must purchase the multiple campus version of the
program, available at a slightly higher fee.
Discounts may be granted to institutions interested in
purchasing programs in large quantities. These discounts may
be negotiated with the Visual Learning Company.
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Ecosystem Dynamics
A Message from
our Company ...
Dear Educator:
Thank you for your interest in the educational videos produced by
the Visual Learning Company. We are a Vermont-based, family owned
and operated business specializing in the production of quality
educational science videos and materials.
We have a long family tradition of education. Our grandmothers
graduated from normal school in the 1920’s to become teachers.
Brian’s mother was an elementary teacher and guidance counselor,
and his father was a high school teacher and superintendent. This
family tradition inspired Brian to become a science teacher, and to
earn a Ph.D. in education, and lead Stephanie to work on science
educational programs at NASA.
In developing this video, accompanying teacher’s guide, and student
activities, our goal is to provide educators with the highest quality
materials, thus enabling students to be successful. In this era of more
demanding standards and assessment requirements, supplementary
materials need to be curricular and standards based - this is what we
do!
Our videos and accompanying materials focus on the key concepts
and vocabulary required by national and state standards and goals.
It is our mission to help students meet these goals and standards,
while experiencing the joy and thrill of science.
Sincerely,
Brian and Stephanie Jerome
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Ecosystem Dynamics
National Standards
Correlations
National Science Education Standards
(Content Standards: 5-8, National Academy of Sciences, c. 1996)
Life Science - Content Standard C:
• A population consists of all individuals of a species that occur
together at a given place and time. All populations living together
and the physical factors with which they interact compose an
ecosystem.
• Populations of organisms can be categorized by the function they
serve in an ecosystem. Plants and some microorganisms are
producers - they make their own food. All animals, including
humans, are consumers, which obtain food by eating other
organisms. Decomposers, primarily bacterias and fungi, are
consumers that use waste materials and dead organisms for food.
Food webs indentify the relationships among producers,
consumers, and decomposers in an ecosystem.
Benchmarks for Science Literacy
(Project 2061 - AAAS, c. 1993)
The Living Environment - Flow of Matter and Energy (5E)
By the end of the 8th grade, students should know that:
• Energy can change from one form to another in living things.
Animals get energy from oxidizing their food, releasing some of its
energy as heat. Almos all food energy comes originally from
sunlight.
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Ecosystem Dynamics
Student Learning
Objectives
Upon viewing the video and completing the enclosed student
activities, students should be able to do the following:
• Define ecology as the study of relationships between living
things and their environment.
• State that all living things are interconnected with each other and
the environment.
• Provide an example of an ecosystem, and describe its general
characteristics.
• Differentiate between biotic and abiotic components.
• List examples of biotic components of a familiar ecosystem.
• List some examples of abiotic components including water
(precipitation), light, temperature, soil type, and wind.
• Define the terms population, community, and natural community.
• Differentiate between producers, consumers, and deomposers in
an ecosytem, and describe some of the general relationships
between them.
• Define the term biological diversity (biodiversity) and describe its
importance in ecosystems.
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Ecosystem Dynamics
Assessment
Preliminary Test:
The Preliminary Test, provided in the Student Masters section, is an
assessment tool designed to gain an understanding of student
preexisting knowledge. It can also be used as a benchmark upon
which to assess student progress based on the objectives stated on
the previous pages.
Video Review:
The Video Review, provided in the Student Masters section, can be
used as an assessment tool or as a student activity. There are two
main parts. The first part contains questions titled “You Decide” that
can be answered during the video. The second series of ten questions
consists of a video quiz to be answered at the conclusion of the video.
Post-Test:
The Post-Test, provided in the Student Masters section, can be
utilized as an assessment tool following student completion of the
video and student activities. The results of the Post-Test can be
compared against the results of the Preliminary Test to assess student
progress.
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Ecosystem Dynamics
Introducing the
Video
Before showing the video, ask students to describe a natural area
found near the school. It may be a park, forest, pond, field, or
wetland. Next, ask students what kind of living things inhabit the
natural area. Make a list on the blackboard. After completing the list,
explain to students that these are some of the living abiotic
components of this particular ecosystem. Next, ask students what
nonliving factors impact the living things in the ecosystem. The list
may include fluctuations in temperature and wind, to name just a
few. Also, write these on the blackboard. Tell students to pay close
attention to the video for more information about the fascinating
characteristics of ecosystems.
Video Viewing Suggestions
The Student Master “Video Review” is provided for distribution to
students. You may choose to have your students complete this
Master while viewing the program or to do so upon its conclusion.
The program is approximately 20-minutes in length and includes a
ten-question video quiz. Answers are not provided to the Video Quiz
on the video, but are included in this teacher’s guide. You may
choose to grade student quizzes as an assessment tool or to review
the answers in class.
The video is content-rich with numerous vocabulary words. For this
reason you may want to periodically stop the video to review and
discuss new terminology and concepts.
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Ecosystem Dynamics
Student Assessments
And Activities
Assessment Masters:
•
Preliminary Test
•
Video Review
•
Post-Test
Student Activity Masters:
•
The Food Connection
•
In Search of Biodiversity
•
A Deep, Dark Ecosystem
•
Vocabulary of Ecosystem Dynamics
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Ecosystem Dynamics
Video Script:
Ecosystem Dynamics
1. This beautiful desert is located in southern Arizona.
2. Deserts, such as this one are dry places which receive little rainfall.
3. The plants here, such as this saguaro cactus must be able to survive for long
periods with little rainfall,
4. Animals such as rattlesnakes, must be able to cope with traveling, reproducing, and obtaining food in this arid desert environment.
5. In stark contrast to the desert is this cypress swamp located in Florida.
6. Its dominated by large cypress trees that have the ability to grow in large
amounts of water. This swamp is a place with many different . . .
7. . . . kinds of plants,. . .
8. . . . a wide variety of birds . . .
9. . . . and reptiles such as turtles and alligators.
10. The cypress swamp . . .
11. . . . and the desert are only two examples of the many different environments
on earth.
12. All the living and nonliving things with which an organism interacts make
up its environment.
13. During the next few minutes we are going to discuss some of the fascinating
features of environments . . .
14. . . . exploring not only the living and non-living characteristics, but also the
relationships between them.
15. Graphic Transition - Ecology
16. These flowers can’t live in this garden without the help from other elements
in the environment . . .
17. . . . including the sun. . .
18. . . . rain . . .
19. . . . and nutrients from the soil.
20. Similarly, fish also need things from the environment to survive . . .
21. . . . including oxygen they breathe from the water . . .
22. . . . and food they consume.
23. In turn, fish return valuable nutrients to the water which they excrete.
24. They may also serve as a source of food to other living things.
25. As you can see, in any given environment, living things are interconnected
with each other, and with the environment in which they live.
26. Ecology is the study of the relationships between living things and their
environment.
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Ecosystem Dynamics
Script (cont.)
27. And ecologists are scientists who study how living things relate to each other
and their environment.
28. Let’s now take a closer look at some of the characteristics of different environments.
29. Graphic Transition - Ecosystems
30. This tidal pool environment is quite different . . .
31. . . . from this grassland environment.
32. There are a wide variety of different environments on earth.
33. To help make sense of these many different environments, ecologists have
found it useful to divide the world into ecological systems called ecosystems.
34. You Decide! What is an ecosystem?
35. An ecosystem, such as this salt marsh, consists of all the living and non-living
things in a specific area.
36. The boundaries are rather arbitrary. For example, an ecosystem can be as
small as this tidal pool . . .
37. . . . or as large as the ocean.
38. It is important to remember however that boundaries placed on ecosystems
are for the most part artificial, . . .
39. . . . and ecosystems overlap each other.
40. It is also important to remember that ecosystems are not isolated, but are
connected to the outside world.
41. Let’s study some of the different features of ecosystems a little more closely.
42. Graphic Transition – Abiotic Ecosystem Components
43. This relatively small meadow in Iowa is a type of ecosystem referred to as a
grassland.
44. The plants and animals that live here or visit this ecosystem are affected by a
number of physical factors.
45. These physical factors are also referred to as non-living abiotic factors or
abiotic components.
46. Let’s briefly discuss some of the various abiotic components found in this
grassland ecosystem.
47. You Decide! What do all living things need?
48. Water is an abiotic component essential to living things and all ecosystems.
49. This grassland receives water in the form of snow and rain.
50. Another abiotic component that all living things either directly or indirectly
depend on is light from the sun.
51. The plants in this grassland need the sun to carry out the process of photosynthesis.
52. And many animals need the sun to see, and for warmth.
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Ecosystem Dynamics
Script (cont.)
53. Temperature is another abiotic component which affects all ecosystems.
54. This grassland ecosystem experiences temperature fluctuations throughout the
year that have a big impact on plants and animals
55. Soil type is also an abiotic component of ecosystems found on land.
56. The soil here is quite fertile and contains useful minerals which enable plants
to flourish.
57. Wind is an abiotic factor which can significantly effect ecosystems.
58. This grassland ecosystem is frequently swept by strong, sustained winds which
may howl for days.
59. Fire, another abiotic component, often consumes grasslands.
60. But fire is not always a bad thing. It plays an essential role in sustaining
grassland ecosystems.
61. These are some of the major abiotic components which not only affect grassland ecosystems . . .
62. . . . but most ecosystems on land. Let’s now take a closer look at biotic ecosystem components.
63. Graphic Transition – Biotic Ecosystem Components
64. When we think of nature we usually think of living things such as . . .
65. . . . plants and animals. The biotic components of an ecosystem include all the
living things in an area.
66. This is a monarch butterfly.
67. And this is a tiger swallow tail butterfly
68. You Decide! Why are these butterflies different from each other?
69. These butterflies are members of two different species.
70. A species consists of a group of organisms which can successfully reproduce
among themselves.
71. Members of the same species possess similar characteristics.
72. They often appear and behave similarly, like these Canada geese.
73. A group of the same species in the same area is called a population.
74. For example, the water lilies in this pond make up a water lily population.
75. And the geese in this field make up a population . . .
76. . . . as do the turtles in this pond.
77. Rarely in nature is a single population of organisms the only population in a
place.
78. For example, in this wetland located in the Florida Everglades . . .
79. . . . there are populations of alligators . . .
80. . . . anhingas . . .
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Ecosystem Dynamics
Script (cont.)
81. . . . fish . . .
82. . . . and water lilies, to name just a few.
83. All these different populations of living things make up a community.
84. A community consists of all the living organisms in an area.
85. Ecologists often categorize areas by natural communities.
86. A natural community consists of all the plants and animals interacting with
their environment.
87. The definition of a natural community is similar to that of an ecosystem. But
the size of an ecosystem is variable from as small as a tidal pool . . .
88. . . . to as large as an entire mountain range.
89. Ecologists tend to refer to natural communities in more localized areas such
as a hillsides, swamps, or forests.
90. For example, this community is referred to as a hemlock forest. It is called
that because hemlocks are the dominant tree, although many other plants and
animals are found here.
91. Graphic Transition – Roles in Ecosystems
92. Even though you can’t see any animals in this meadow, you can see other
living things.
93. What are they?
94. That’s right – plants. Plants are found nearly every place on earth.
95. Most plants don’t eat other things for energy
96. You Decide! How do plants get their energy?
97. Plants produce energy via the process of photosynthesis.
98. In the process of photosynthesis, plants produce energy from the light of the
sun while taking in carbon dioxide and water.
99. In turn, they produce oxygen and energy.
100. Plants are generally referred to as producers in that they produce their own
energy.
101. Plants are not the only producers.
102. Certain types of bacteria are also capable of producing energy from chemical compounds they take in.
103. Animals cannot produce their own energy, and must eat other living things
to obtain energy.
104. For example, these sheep are eating grass for energy.
105. And this bird is eating a fish.
106. Decomposers are a third group of organisms found in ecosystems.
107. Decomposers break down the remains of dead animals and plants into
simpler substances.
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Ecosystem Dynamics
Script (cont.)
108. Certain types of bacteria play a big role in decomposing once living plantsand
animals.
109. Decomposers return valuable nutrients to the soil which are then uti
lized by plants.
110. Graphic Transition – Energy in Ecosystems
111. As we just mentioned, animals including humans need to eat other living
things to obtain energy.
112. In most ecosystems, the relationship between producers, consumers, and
decomposers is quite complex.
113. This is a simplified diagram of the pathway of energy flow in a forest
ecosystem.
114. Notice how the paths of energy from one organism to another cross
frequently, forming a web.
115. This is referred to as a food web.
116. If you were to list the feeding relationships between all the plants and
animals in this forest, it would consist of dozens of organisms, creating a
very complex food web.
117. From this diagram it is easy to see that all living things in an ecosystem
are interconnected.
118. Graphic Transition - Biodiversity
119. A significant portion of the central plains of North America were once
covered by grasslands.
120. Many different types of grasslands dominated the landscape.
121. Here in Iowa, a type of grassland called the Tallgrass prairie supported
hundreds of different species of plants and animals.
122. Today, over 90% of the Tallgrass prairie has been replaced by agricul
tural crops such as corn.
123. In most areas, the number of species has greatly decreased.
124. Species diversity, also called biological diversity, describes the overall
number of species in an area.
125. Biodiversity, short for biological diversity, varies from place to place.
126. You Decide! What is the biodiversity of this corn field?
127. This corn field has a relatively low biodiversity – made up of just a
single species of corn plant.
128. This wetland on the other hand has high biodiversity, made up of dozens
of different kinds of plants and animals.
129. Rain forests are believed to have the highest biodiversity . . .
130. . . . containing as many as 2 million species of plants and animals!
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Ecosystem Dynamics
Script (cont.)
131. Generally speaking, when ecosystems are not altered by humans
biodiversity increases . . .
132. . . . and it generally becomes a more stable ecosystem.
133. Graphic Transition – Summing Up
134. During the past few minutes we have explored some of the features of
ecosystems.
135. We have discussed some of the major abiotic components found in eco
systems including . . .
136. . . . temperature . . .
137. . . . . water . .
138. . . . soil type . . .
139. . . . and wind.
140. We also took a look at the biotic components, and some of the ways they
interact with the physical environment.
141. We discussed how ecologists categorize areas into natural communities
142. We explored how energy flows in ecosystems, . . .
143. . . . and we talked about the concept of biodiversity.
144. So the next time you take a walk in the forest. . .
145. . . . visit a wetland . . .
146. . . . or just sit in a nearby park, . . .
147. . . . think about some of the things we have discussed during the past
few
minutes.
148. You just might think about your world a little differently.
Fill in the correct word to complete the sentence. Good luck and let’s get started.
1. Living things are _____ with each other and the environment.
2. _________ is the study of living things in the environment.
3. Wind is an example of an _____ factor.
4. Plants and animals are _____ components.
5. These flowers belong to the same ________.
6. A group of the same species makes up a ___________.
7. A __________ consists of all the living things in a place.
8. ________ make their own energy.
9. ________ break down the remains of once living things.
10. ________ describes the overall number of species in an area.
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Ecosystem Dynamics
Answers to
Student Assessments
Preliminary Test (pgs 20-21)
1. ecologists
2. abiotic
3. environment
4. species
5. biodiversity
6. decomposers
7. web
8. population
9. community
10. consumers
11. true
12. false
13. false
14. true
15. false
16. true
17. false
18. false
19. true
20. true
Video Quiz: (pg. 22)
1. interconnected
2. ecology
3. abiotic
4. biotic
5. species
6. population
7. community
8. plants
9. decomposers
10. biodiversity
Post Test (pgs 23-24)
1. false
2. true
3. true
4. false
5. true
6. false
7. false
8. false
9. true
10. true
11. community
12. biodiversity
13. abiotic
14. decomposers
15. species
16. consumers
17. ecologists
18. web
19. population
20. environment
Video Review (pg 22)
1. An ecosystem consists of all the living
and nonliving things in a specific area.
2. Water, most also need air and sunlight.
3. These two different butterflies are two
distinct species.
4. Plants produce energy through the
process of photosynthesis.
5. This cornfield has a relatively low
biodiversity.
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Ecosystem Dynamics
Answers to
Student Activities
The Food Connection (pgs. 25-26)
Vocabulary (pg. 30)
Answers will vary
1. ecosystem, b
2. producers, f
3. abiotic, j
4. population, h
5. food web, g
6. photosynthesis, a
7. decomposers, c
8. community, i
9. biodiversity, d
10. biotic, e
In Search of Biodiversity (pgs.27-28)
The types and numbers of different
plant and animal species found will
vary. You may want to have students
write their data on the blackboard,
and then discuss the data as a class.
A Deep, Dark Ecosystem (pg. 29)
4. Chemosynthetic bacteria derive their
energy from certain chemical compounds. Plants use light to create energy
via the process of photosynthesis.
1. Hydrothermal vent communities were
first discovered in 1977 off the western
coast of South America.
2. Seawater seeps through the crust where
it comes in contact with magma. The super
heated water then rises through cracks in the
ocean floor.
5. Scientists did not previously know of
such a diverse community of organisms
that did not ultimately depend on light
from the sun.
3. Hydrogen sulfide is used by bacteria to
produce energy.
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Assessment
and Student
Activity
Masters
19
Ecosystem Dynamics
Name___________________
Preliminary Test
Directions: Fill in the blank with the correct word. A list of possible
answers is provided at the bottom of the page.
1. ___________ study the relationships and interactions between living
organisms.
2. Water, light, wind, and temperature are ____________ components.
3. All the living and nonliving things with which an organism interacts is called
the ______________.
4. A ______________ consists of a group of organisms that can successfully
reproduce among themselves.
5. Most wetlands have relatively high _____________.
6. ____________ return valuable nutrients to the soil by breaking down dead
organisms.
7. A food ____________ illustrates feeding relationships and energy exchange in
an ecosystem.
8. All the frogs from the same species in a pond make up a _______________.
9. All the different populations of living things in an area make up a
______________.
10. ______________ must eat other living things to obtain energy.
decreases
ecologists
consumers
environment
ecosystem
community
biodiversity
biotic
abiotic
decomposers
species
producers
population
web
20
2003
Ecosystem Dynamics
Name___________________
Preliminary Test
Directions: Decide whether the answer is True (T) or False (F).
11. Ecosystems can be as small as a tidal pool or as large as
the ocean.
T
F
12. Water and sunlight are biotic components.
T
F
13. Ecosystems have well defined boundaries.
T
F
14. Most living things directly or indirectly depend on light
from the sun.
T
F
15. Plants are generally referred to as decomposers.
T
F
16. A group of the same species in the same area is referred to
as a population.
T
F
17. Most animals can produce their own energy.
T
F
18. In most ecosystems, the relationship between producers,
consumers, and decomposers is quite simple.
T
F
19. Some types of bacteria can produce their own energy.
T
F
20. Rain forests are believed to have the highest biodiversity
of any land biome.
T
F
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2003
Ecosystem Dynamics
Name___________________
Video Review
Directions: During the course of the program, answer the “You Decide”
questions as they are presented in the video. Answer the Video Quiz questions at
the end of the video.
You Decide:
1. What is an ecosystem?
Answer _______________________
2. What do all living things need?
Answer _______________________
3. What makes these butterflies different
from each other?
Answer _______________________
Answer _______________________
4. How do plants get their energy?
Answer _______________________
5. What is the biodiversity of this corn
field?
Video Quiz:
1. Living things are _______________ with each other and the environment.
2. _____________ is the study of living things in the environment.
3. Wind is an example of an ______________ factor.
4. Plants and animals are ________________ components.
5. These flowers belong to the same _________________.
6. A group of the same species makes up a ___________________.
7. A _______________ consists of all the living things in a place.
8. ________________ make their own energy.
9. ________________ break down the remains of once living things.
10. ________________ describes the overall number of species in an area.
22
2003
Ecosystem Dynamics
Name___________________
Post Test
Directions: Decide whether the answer is True (T) or False (F).
T
F
2. A group of the same species in the same area is referred to T
as a population.
F
3. Some types of bacteria can produce their own energy.
T
F
4. In most ecosystems, the relationship between producers,
consumers, and decomposers is quite simple.
T
F
5. Rain forests are believed to have the highest biodiversity
of any land biome.
T
F
6. Plants are generally referred to as decomposers.
T
F
7. Water and sunlight are biotic components.
T
F
8. Most animals can produce their own energy.
T
F
9. Most living things directly or indirectly depend on light
from the sun.
T
F
10. Ecosystems can be as large as the ocean or as small as a
tidal pool.
T
F
1. Ecosystems have well defined boundaries.
23
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Ecosystem Dynamics
Name___________________
Post Test
Directions: Fill in the blank with the correct word. Choose from the
list of possible answers at the bottom of the page.
11. All the different populations of living things in an area make up a
____________.
12. Most wetlands have a relatively high ___________.
13. Water, light, wind, and temperature are ____________ components.
14. ____________ return valuable nutrients to the soil by breaking down dead
organisms.
15. A ____________ consists of a group of organisms that can successfully
reproduce among themselves.
16. ______________ must eat other living things to obtain energy.
17. ______________ study the relationships and interactions between living
organisms.
18. A food ____________ illustrates feeding relationships and energy exchange
in an ecosystem.
19. All the frogs from the same species in a pond make up a _______________.
20. All the living and non-living things with which an organism interacts is called
the ________________.
producers
consumers
web
ecologists
species
decomposers
decreases
ecosystem
biotic
abiotic
environment
community
population
biodiversity
24
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.
Ecosystem Dynamics
Name___________________
The Food Connection
Objective: The students will construct a food web to illustrate the food connections
and related energy paths between organisms in an environment.
Background: What do runners need to finish a race or soccer players need to complete a game? . . . skills and an abundance of energy. Energy is vital to the existance
of all living things. We need energy to stay alive, grow, and reproduce. Where does
this energy come from? We receive our energy from food. Humans and other organisms that cannot produce their own food are called consumers. Consumers depend
on food sources to live. Where do these food sources ultimately originate? All living
things, directly or indirectly, depend on light from the sun. Light energy from the sun
is absorbed by plants and is converted to usuable energy in the process of photosynthesis. Photosynthesis occurs when plants produce energy using the light of the sun
while taking in carbon dioxide and water. Organisms that can make thier own food
are called producers. Producers include plants, in particular green plants, and other
plant-like organisms such as algae. Energy is then transferred when consumers feed
off of the producers.
Herbivores such as insects, deer, rabbits, and mice are animals that feed on producers
(plants). Carnivores are animals that feed on other animals. These include wolves,
tigers, lynx, lions and sharks. And omnivores such as humans, bears, skunks, and
reccoons are organisms which eat both plants and animals.
A food chain is a diagram illunstrating how energy passes from one organism to
another. For example: Sun
Clover
Rabbit
Coyote (the arrows indicate
the direction that energy moves.) The energy available at each link decreases as heat
energy is lost. Food chains usually consist of three to four links. Many food chains
often exist in a single ecosystem. These food chain pathways overlap creating a food
web.
FOOD WEB ACTIVITY:
Materials
- yarn (a few different colors) cut in varying lengths and tape (optional)
- Field Guides. A good reference is Whitaker, John, O., The Audubon Society Field
Guide To North American Mammals, Alfred A. Knopf, Inc. 1998.
- index cards labeled with the names of plants and animals found in an Adirondack
Mountain ecosystem. (use the producer and consumer list). The Adirondack Park is
located in Upstate New York. The Adirondack Park includes approximately six
million acres of both public and privately owned land. The park is a mountainous
region with forests, lakes and ponds.
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Ecosystem Dynamics
Name___________________
The Food Connection
(cont.)
Producers - clover, maple, birch, aspen, hemlock, dogwood, spruces, American yew,
blackberries, raspberries, blueberries, wild strawberries, shrubs, ferns, grass, seeds
Herbivores - porcupine, white-tailed deer, southern red backed vole, snowshoe hare, Eastern
chipmunk, red squirrel, beaver, moose, woodland vole, Southern bog lemming
Carnivores - bobcat, Canada lynx, long-tailed weasel, mink
Omnivores - humans, black bear, deermouse, grey fox, red fox, racoon, marten , fisher, coyote
Directions for Teachers:
Part A - Divide the students into several groups. Provide each group with a set of the animal
and plant cards. Next, provide reference materials for the students to caterogize the organisms
(producers, herbivores, carnivores or omnivores), and to determine what they eat. Next, have
the students create all the possible food chains that can be made from their cards by lining
them up on a table or the floor.
Part B - Now guide each group to combine their food chains by forming a food web. The
students should discuss the different ways they can set up the food web. The yarn and tape
(optional) can now be used to connect the cards. The different colors of yarn could be used to
identify producers and the types of consumers. (If tape is used, apply it lightly.) Now have
the students remove an animal from the web. Ask the following queston: Can a new
connection be created? Guide the students to reorganize the web. Continue to remove
organisms, each time asking how the web will be affected.
Activity Questions To Discuss Or Write On The Board For Students
1. Which animals are competing for the same food sources?
2. Are there any animals that depend on only one food source?
3. What would happen if:
a. all the mice in this ecosystem die from a disease?
b. all the sunlight was blocked by dust for several months in this ecosystem?
c. an insect, that eats maple tree buds, is introduced into this system?
Extension Activities:
1. Make your own food web poster using pictures from publications or draw the
pictures. Use different color yarn or markers to illustrate the many pathways
between producers and consumers.
2. Create your own food web using a different ecosystem, such as the desert or
rain forest.
3. Create food chains or a food web by having students line up. The students may use
yarn or hold hands to form connections.
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Ecosystem Dynamics
Name___________________
In Search of Biodiversity
Objective: The students will predict and estimate the biodiversity of an area. The
students will observe, identify, estimate and tally the amount of plant and animal life
in a given environment.
Background: Imagine walking through a forest. Pretend to look around and observe
your surroundings. What might you see and hear? How many different types of
plants and animals would you see? Now imagine yourself in a corn field. How many
plant and animal species would you find in this area as compared to a forest?
Biological diversity or biodiversity refers to the total number of animal and plant
species in a given area. If an area has high biodiversity, such as a forest, it is the
home to several species of plants and animals. If the biodiversity is low, such as a
corn field or a well manicured lawn, there would be a relatively low number of total
plant and animal species in the area.
Plants: Plants may be classified as herbaceous or woody. Woody plants are plants
that have woody stems such as trees and shrubs. Herbaceous plants are
nonwoody plants and include wildflowers and weeds. Woody and herbaceous plants can
be found in many habitats.
Animals: There are often many animals in forest, field, and pond areas. At first
glance you may not see these animals, however, they are there. Mammals, reptiles,
invertebrates (animals without a backbone), amphibians and birds leave signs or
evidence indicating where they have been and what they have been doing. Animal
tracks and scat are a type of sign. Scat is animal excrement or droppings, and tracks
are animal footprints. Animals can be indentified by the scat and tracks they leave
behind. Feeding marks, animal homes, sounds, smells, feeding evidence, hair, feathers, tunnels, and a scratch on a tree are all observable signs that animals have been in
a place. Look carefully for the clues animals leave behind.
Materials: Animal and Plant Field Guides - The National Audubon Society publishes
excellent animal and plant field guides. Select guides reprsentative of your geographical area. The internet can also be useful. Related sites will often include
pictures of specific plants and animals. Key phrases to use: animal tracks, animal
signs and tracks, field guides for plants, etc.
- clipboards, pencils, paper, plant/animal charts and a tape measure
- an area to observe: woods, park, field, etc.
- string and some type of stake (tree twigs, popsicle sticks) to string off an area.
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Ecosystem Dynamics
Name___________________
In Search of Biodiversity
Directions:
1. Select an area to study.
2. Divide into four groups. Each group should have a set of the materials and field
guides.
3. Assign each member of the group a job - recorder, counter, etc.
4. Decide how the plants and animals will be classified. For example, specific plant
names may be used, as well as broad plant categories. Whatever is decided, be
consistent between the groups. Make two tables (animals/plants) to record your
findings. Some sample tables are given below.
5. At the sample locaton find a central area to observe. From this central point,
measure off eight, one meter by one meter study plots. Place the study plots every
five meters, radiating from the central point.
6. Before the actual counting begins, each group should predict if they think the area
will have relatively high or low diversity. Also predict how many different
animals and plant species you will find.
7. Now begin to tally the plant and animals species you find. Use the guides and
sketch drawings to identify the different species. Record the observations in
the tables you have made.
8. Total up the individual plant and animal species that were found. Then tally the
total number of plants and animal species found.
9. Interpret your findings.
EXAMPLES FOR TABLES
Plants
Animals
Herbaceous (Description)
Sign Species
A
nest bird
B
track deer
C
web spider
Total Amount
Total Amount
Discussion Questions:
1. How many different plant species did you find?
2. What type of animals do you think live in this habitat?
3. Compare the results of the different plots observed. Did the number of plants and
animal signs vary from one area to another? Why are some plants and animal species
more abundant in an area than other species?
4. Was the biodiversity high or low in the area you observed? Why?
5. What are the factors, if any, that may affect the diversity of the area you observed?
Why?
6. What type of biome would you classify the study area as?
7. What type of community is this area?
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Ecosystem Dynamics
Name___________________
A Deep, Dark Ecosystem
In 1977, off the western coast of South America, in nearly 2500 meters of water, one
of the most amazing discoveries in modern marine science was made. Deep sea
vehicles penetrated the deep, dark waters to discover a world of life never known to
exist. Located along a region of volcanically active seafloor spreading called the
Galapagos Rift, this discovery would change the way scientists think about ecosystems.
These small pockets of life, often referred to as oasisses of life, are found in areas
dominated by active movement in the earth’s crust. Here seawater comes in contact
with magma beneath the seafloor. The superheated water later emerges through
cracks referred to as hydrothermal vents. Plumes of water, hot enough to melt lead,
may reach temperatures exceeding 700 degrees Fahrenheit. The water emerging from
the vents is rich in a chemical compound called hydrogen sulfide, a key component in
fueling life in this hydrothermal vent ecosystem.
In the years following the 1977 discovery in the Galapagos Rift, scientists visited
similar geologic zones with deep-sea submersibles throughout the world. Equipped
with instruments capable of taking temperature readings, rock samples, photographs,
and video, our understanding of these new ecosystems has grown tremendously. One
of the most interesting questions scientists have tried to answer is – how can such a
vast array of life exist without depending on the sun for energy? Scientists have
discovered hundreds of different kinds of bacteria capable of creating energy from
hydrogen sulfide and carbon dioxide in a process called chemosynthesis. Instead of
plants or plant-like organisms serving as the basis of the food chain, chemosynthetic
bacteria fill the role. This complex ecosystem is based not on photosynthesis but on
chemosynthesis. Giant clams, bizarre blood-red tube worms, crabs, and fish are just a
few of the organisms that make up this incredible deep, dark ecosystem.
Questions:
1.
2.
3.
4.
5.
When and where were hydrothermal vents ecosystems first discovered?
What happens to sea waters in hydrothermal vents?
What role does hydrogen sulfide play in hydrothermal vents?
How do chemosynthetic bacteria create energy differently from plants?
Why was the discovery of hydrothermal vents such a scientific breakthrough?
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Ecosystem Dynamics
Name___________________
Vocabulary of Ecosystem
Dynamics
Directions: Unscramble the vocabulary words in the first column. Match the words
to the definitions in the second column.
___1) teeyssmoc
a. The process by which plants produce energy
from the light of the sun while taking in
carbon dioxide and water.
___2) srecdoupr
b. An area which can vary in size and consists
of all the living organisms and their interactions
with nonliving components.
___3) ciibota
___4) noppailout
___5) odof ebw
___6) ttpooehshsseniy
c. These organisms break down the remains of
dead plants and animals into simpler substances.
d. The total number of all the animal and plant
species in an ecosystem.
e. The living components of an ecosystem.
___7) cpooseedrms
f.
___8) immcnuyto
___9) sviibdrioyet
___10) iitcob
Organisms that can make their own food, ususally
green plants.
g. The flow of energy patterns involving the feeding
relationships between producers and consumers in
a community.
h. All the members of the same species living in one
place.
i. All the populations of different species living in
the same area.
j. The nonliving, physical factors that affect the
living components in an ecosystem.
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