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Ecosystems

Living Processes- To be considered alive
an organism must do all of the following:
 Movement-Ability to change position
 Sensitivity-Ability to respond to their
environments/surroundings
 Respiration-Ability to exchange gas with their
environment
 Nutrition-Ability to get or make food for
energy
 Growth-Ability to develop to reproduce
 Excretion-Ability to get rid of waste
 Reproduction-Ability to make more of its kind
Living Things
“What is a living thing?” Video with notes
(top half of page) “Living Things” title of page
Producer Needs
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Consumer Needs
Water
Air (Carbon Dioxide)
Soil/substrate to get
nutrients
Right environmental
conditions (climate,
temperature, space)
Energy (sun)
Uses energy to make
sugar
Living Things
Water
 Air (Oxygen)
 Food/Nutrients
 Right environmental
conditions
(Shelter/Space)
 Uses sugar to make
energy
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“T” Notes Producer Needs/Consumer Needs
(bottom half of page notes)
What are the similarities and differences below?
Cellular Respiration
Sugar
+
oxygen  carbon + water + heat &
dioxide
movement
Photosynthesis
carbon + water + sunlight
dioxide
 Sugar
+ oxygen
Cellular Respiration vs Photosynthesis
 Classification
Cube
◦ 2 Pieces of notebook paper
◦ Fold each in half (hamburger/vertical)
◦ Paper 1 Cut the whole hole margin off
◦ Paper 2 Cut only half the hole margin off
◦ Paper 1 on both ends fold a 1cm anchor
◦ Slide paper 2 into anchors of paper 1 and
glue
◦ Take 4 sides of notes
◦ Glue into toolkit using hole margin as
anchor
◦ Fold to close toolkit
Classification
“Classifying living things?” Video with notes
“Classifying Living Things” title of page
Side 1
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Kingdom
Phylum
Class
Order
Family
Genus
Species
Broad
Specific
6 Major Kingdoms
1.
Archaebacteria (ancient
bacteria-single celled
organisms with no nucleus for
genetic material and asexual
reproduction except no
spores)
2.
Eubacteria (true bacteriasingle celled organisms with
no nucleus for genetic
material and asexual
reproduction including
spores)
3.
Protists includes algae (single
celled organisms with a
nucleus for genetic material)
4.
Fungi includes lichens
5.
Plants
6.
Animals
Classification Cube
Side 2
Definitions:

Taxonomy is the scientific name for classification.
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Classification means to group things by similar characteristics.
◦ Classifying living things-starts very broad-only 6 kingdoms. Is it
a plant? Is it an animal? Is it a single celled organism with or
without a nucleus? Is it a fungi?
◦ Classifying ends very specific. Species are organisms that can
breed and produce fertile offspring.

Binomial nomenclature is a system for naming living things using
the genus and species. The scientific name of the living thing
Homo sapiens
◦ MUST be italicized
Gorilla gorilla
◦ Genus is capitalized
Canis lupus
◦ species is not capitalized
Tursiops truncatus
Zalophus californianus
Classification Cube
Ursus maritimus
Side 3
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Kingdom
Phylum
◦ Subphylum
Class
Order
Family
Genus
Species
K-Animalia
P-Chordata
Subphylum-Vertebrae
C-Mammalia
O-Primates
F-Hominidae
G-Homo
S-Homo sapiens
Classification Cube
Side 4

Classify and name an object from a set of
objects.
Species of Screws
Kingdom- Store
Phylum- Hardware Store
Subphylum-Lowe’s
Class- Hardware
Order-Fasteners
Family-Metal
Genus-Shortus
Species- Shortus screwius
Classification Cube

What are the 3 main purposes of a zoo?
-Education
-Species Survival
-Rehabilitation

The 4 things that must be kept in mind while
designing a zoo exhibit
-Animal's natural habitat (5 basic needs and
4 components of ecosystem)
-Safety of people and animals
-Zookeeper's ability to take care of animals
-Visitor's ability to view the animals

Zoology-the study of animals

Zoologist-person who studies animals
Why Zoos?
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Threatened
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Endangered
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Extinct
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Zoo Exhibit Project and Field Trip
◦ Species that are close to becoming endangered
◦ Species that are close to becoming extinct
◦ Species that no longer exists
◦ Students will identify how to provide animals living in a zoo an
environment mimicking their natural habitat while meeting safety
standards for animals and people, providing visitors the opportunity to
see the animals, and making sure zookeepers can care for the animals
effectively.
Why Zoos?
Biomes:
Global areas of the same
climate and ecosystems.
Tundra, deserts
Ecosystems:
All the living and
non-living things
in an area.
Communities:
All the living
things within
the ecosystem
Autotrophs:
Organisms that
make their own
food
Heterotrophs:
Organisms that
need to eat
other living
things for
food
Populations:
All the same
species in a
community
Habitats:
Area which has the
basic needs of an organism
Niche: the unique role an
organism plays in a community.
Parts of Ecosystems
Diversity:
Lots of variety
Biotic = Living
Abiotic = Non-Living
non-living things
in an ecosystem
sun, water, soil, air, etc
(Draw examples)
Abiotic Factors
Living organisms which make
their own food from sun’s
energy. Plants (draw ex)
Producers
Primary
Consumers:
Eats producers
herbivores
Secondary
Consumers:
Eats primary
consumers
Tertiary
Consumers:
Eats secondary
consumers
Living
organisms
which
eat other
organisms
for
energy.
Animals
Consumers
•
•
•
•
Living
organisms
which
break-down
dead things
and recycle
nutrients.
worms
Bacteria
Fungi
Some Insects
Worms
Decomposers
What do the two way arrows mean?
Interdependency:
Each component of the system is dependent upon the other
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Fold Ecosystem sheet in half (hamburger)
Fold in four long quarters
Add Types of Consumers one in each
section
Glue blank half of back into toolkit
Title of page Ecosystems
Ecosystems
Herbivores Eats plants
Eat other animals
Carnivores (meat)
Eat
plants
and
Omnivores
animals (meat)
Scavengers Eat “left-overs,”
whatever they can find
Types of Consumers
INVERTEBRATES:Spinal Cord but No Backbone
Sponges
•No organs, just cells and tissues
•Live in water
•Attach to something
•Asexual or sexual
Jellyfish and Corals
•No organs, just cells and tissues
•Mostly salt water
•Free moving
•Asexual or sexual
Worms
•Round, Flat, or Segmented
•Distinct head and body organs
•Live in or near water
•Free moving
•Asexual or sexual
Mollusks
•Well develop body organs and systems
•Soft body, most have shells
•Salt or fresh water, or near moisture.
•Free moving
•Sexual
Starfish, Sand Dollars, and Sea Urchins
•No head or brain, but organ systems
•Radially symmetrical (same around 1pt)
•Salt water
•Free moving
•Asexual or sexual
Arthropods
•Well developed body systems
•Segmented Body
•Exoskeleton
•Free moving
•Sexual
•4 Groups
Lobsters and Crayfish
In or near water
Spiders, Mites, and Ticks
•2 body segments
•8 legs
•No antenna
Millipedes and Centipedes
•1-2 pairs of legs per body segment
•Antenna
Insects
•3 body segments
•6 legs
•Most have 2-4 wings
Consumers: Major Animal Groups
VERTEBRATES:Spinal Cord, Backbone, Skull, Paired Appendages, Sexual, Move Free
Amphibians
•Well developed body systems
•Absorption through skin
•Must be in or near water/moister
•Exothermic (cold-blooded)
•Most have 4 legs
•most lay soft eggs
Reptiles
•Well developed body systems
•Breath air
•Scaly skin
•Exothermic (cold-blooded)
•Most have 4 legs
•most lay leathery eggs
Fish
•Well developed body systems
•Gills
•Live in water
•2 chambered heart
•Exothermic (cold-blooded)
Avians (birds)
•Well developed body systems
•Breath air
•Feathers
•No teeth
•1 set of wings and 1 set of legs
•Endothermic (warm-blooded)
•many fly
•most lay hard shelled eggs
Mammals
•Well developed body systems
•Breath air
•Hair
•Endothermic (warm-blooded)
•Mammary glands (produce milk)
•most have live births
Consumers: Major Animal Groups

2 flipper with pyramid
 Fold an anchor on landscape side
 Fold anchor in ½
 Cut at fold to anchor
 Cut bottom section into 2 equal
sections
 Fold the top ½ into 2 opposite triangles
 Cut one leg of a triangle
 Complete notes and glue pyramid
together.
 Glue anchor into toolkit
 Complete flipper notes
Relationships Between Organisms
•
Relationship where organisms live on, in or
near another (write this on anchor to pyramid)
– Commensalism- One organism benefits, the other is
not effected.
Example Drawing: Small bird makes nest under
eagle’s nest
– Mutualism-both organisms benefit
Example Drawing: sea anemone and clown fish
– Parasite/Host-One organism is harmed by the other
Example Drawing: cat and flea
Symbiosis
One organism hunts and eats the other
 Example: Bear-Predator, Salmon-Prey
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Predator/Prey
Organisms “fight” for the same needs,
such as water, sunlight, prey, etc.
 If an organism loses the fight, then it dies.
 Example: Trees in a forest competing for
sunlight.
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Competition
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Adaptation: _____________
in a species
Changes
over________
periods of time which help
long
the organism _______
survive in the environment.
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Food Chain: An _________
in which
order
organisms are ___________
consumed in an
ecosystem and the arrows show the flow
of _________.
energy
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Food Web: Many food _________
form a
chains
food web and show multiple relationships
and the arrows show the flow of
________.
energy
Ecosystem Vocab
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Wild: Organisms that survive on their own
___
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Domestic: Organisms which depend on
________
humans for survival after many
_____________
generations
of breeding.
◦ Humans get something in _________
return

Feral: Domestic animals that have become
______
wild again
Ecosystem Vocab

Surveying Plants
◦ Complete Data Table
Decomposers

Producers make food through Photosynthesis
SEEDLESS PLANTS
SEED PLANTS
• spores (no seeds)
• In or near water
•seeds
•Do not need to be in or near water
Algae and Mosses
•No roots, leaves, or flowers
•Non-vascular (No transport tubes)
Conifers and Flowering Plants
•Stems, roots
•Vascular(Xylem and Phloem)
(transport tubes)
Algae
•No stems
•3 Types of Algae
Brown (floating seaweed)
Red (kelp)
Green
Mosses
•Have stems
Ferns, Horsetails, and Club Mosses
•Leaves, stems, roots
•Vascular (Xylem and Phloem) (transport
tubes)
•Conifers (Evergreen Trees)
•needles (instead of leaves)
cones (instead of flowers)
•Seeds (Gymnosperm-Cones)
Flowering Plants (Trees, grasses,
flowers, etc.)
•leaves and flowers
•Seeds (Angiosperms-Flowers)
PRODUCERS: MAJOR PLANT GROUPS
Xylem-Tubes that take water and other
nutrients from the roots up into the plant,
also has thick cell walls to help support
plant.
 Phloem-Tubes that carry food throughout
the plant, can move up and down unlike
xylem.
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PRODUCERS: MAJOR PLANT GROUPS
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Roots
◦ Support and draws in nutrients, including water
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Stem
◦ Support, transports substances
 (Xylem and Phloem)
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Leaves
◦ Place for photosynthesis (chloroplasts)
◦ Stomata-structure on under side of leaf for gas
exchange.
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Flower
◦ Reproductive organ
 Pistal-Female Parts (Ovule-Egg)
 Stamen-Male Parts (Pollen-Sperm)
Structures and Functions of Flowering Plants
Part of a Flower
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Nitrogen Cycle, Carbon Cycle, Water Cycle
Biological Clock-Natural cycles to indicate
breeding, seasonal changes, etc.
Migration-Adaptation of changing locations
to avoid harsh conditions or for breeding
Hibernation-Adaptation when animals
sleep deeply slowing body systems to
avoid harsh conditions
Diurnal-Organisms active during the day,
to avoid competition with other organisms
Nocturnal-Organisms active during the
night to avoid competition with other
organisms.
Cycles in Nature
Natural Selection
◦ “_________________”
Survival of the Fittest meaning if an
organism is well _________
adapted for the area it
will _______,
survive if not it will die.
 Carrying Capacity
◦ The ______________
number/amount of specific kind of
organism that can live in a given area
_________
without damaging the area.
 Limiting Factors
◦ Needs that ________
the number of
limit
__________
organisms that can live in an area, such
as, food, _____,
water shelter, _____,
space seasons.

Understanding Interactions