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ECO, BIODIV CONSERV ZOOLOGY/BOTANY UNIT 4 ECOLOGY, BIODIVERSITY AND CONSERVATION SYLLABUS Outside data collecting, library, internet, computer enhanced 2 Weeks presentation software, hardware (projector, AV equipment), teacher handouts, lab materials, current journals, references. DAY 1 LESSON Conservation/Biodiversity Guided Reading: Text, read aloud, selected readings; responses HOMEWORK/DUE Texts in the room 2-5 Lab: Biodiversity Outside data collecting Graphing data Mouse slides Lab report writing DUE Day 3: Reading Responses 6-8 Ecology Guided Reading: Text, read aloud, selected readings (See the visuals in the unit packet…read the text passages for explanations; responses DUE Day 8: Lab Report 9 Respond to EQ/KQ questions. DUE: Bubblegram Answers DUE: Ecology Responses 10 Padlet: Important people in researching this topic 11 DUE: EQ/KQ Question Responses DUE: Padlet posts EQ/KQ Questions: 1. How does number of individuals within a population influence an ecosystem? 2. How do numbers of species within a population influence an ecosystem? 3. How does interdependence influence populations. 4. How do stimuli/response influence organisms? 5. Why conserve species? 6. How do abiotic/biotic factors influence individuals/communities? 7. How do current scientific advances (genetics, tech, etc) influence changes in organisms and their relationships? BIODIVERSITY-Introduction Biodiversity is the measure of the relative ‘health’ of an ecological area. This measure is based on the number of different species in the area, as well as the numbers of individuals of each species. These indicators of health measures include microscopic organisms (bacteria/decomposers, some protists), producers (autotrophic plants, some protists), and consumers (some protists, fungi, heterotrophic animals). These organisms are the biotic factors, or living things, in an area. These organisms in turn, rely on the abiotic, or non-living factors in an area. Examples of abiotic factors are: salinity, climate/weather/temperature, pH, wind, water, composition of soil such as sand vs organic layers, and seasonal factors such as number of sunlight hours. Factors that change the abiotic conditions often result in a disruption and eventually an imbalance in the biodiversity of an area. For example, dumping toxic chemicals into a waterway may pollute aquatic plant and fish habitat to the point that planbts die, leaving a gap where fish fry used to hatch and grow, leading to fewer and fewer fish reaching adulthood. As the water becomes more polluted, fish die directly from the pollution. Factors that change the biotic conditions may lead to an imbalance as well. For example, paths, dirt roads, and paved roads laid down in a forest will result in small pockets of fragmented forested area separated by the roadway barrier. Small organisms cannot or will not cross the barrier as they will be exposed to predation. This may lead to inbreeding depression in the species, which can lead to species collapse. As a result, predator organisms that use the collapsed species as a food source now will not have sufficient food. This may result in starvation, disease, emigration of the predator species. Since the removal of the predator, other organisms may increase in number. Therefore, an imbalance results in the biodiversity of the area. Sustainability reflects a conservation-focused use of a natural area. For example, some jungle areas that were heavily poached of wildlife are now actively promoting eco-tourism and benefitting from an increased economic gain as well as a healthier biodiversity of organisms. This sort of land use is a win-win situation whereby tourists actively participate in the conservation of an area ($$$ spent on the tour) and actively learn about the ecological significance of the area. Human populations benefit by producing and selling ‘goods and services’ to the tourists. Of course, some areas must be set aside as ‘wild’ due to the nature of the native species or for safety issues. Watch the mouse pathway slides. Continue the activity below. Biodiversity—Oak Tress and Effects of Human Pathways…A Study of Interactions _______Score Name________________________________ Listen as I read aloud from the Aldo Leopold book, A Sand County Almanac. Write a 5-10 sentence response below stating how this information may affect your life. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ Watch the slide presentation, answering the slide questions as you go. Compare and contrast the life events of the old oak reading with the barrier’s effects on the mice. Use specific examples from each source. Use quotes. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ After the slide presentation, work together with a partner to formulate a question of your own on some issue that affects biodiversity. In order to facilitate this, read ch 6 in the Dragonfly book AND ch 23 in the Owl book. Use the other reference books I have out for you as well. Pay special attention to Zeger’s book, At the Crossroads. Write your question here: ________________________________________________________________________________________________ Choose one other group to work with. Read each other’s question and discuss some methods or strategies that you might use in order to answer the question. Write at least two methods or strategies below that you might use to answer your own question. 1. _____________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ 2. ____________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ What materials would you need for ONE of the Methods strategies? Method______________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ On a plain piece of paper, make a blank data table that you might use to collect data from the above Methods. Biodiversity Lab One of the mainstays of checking the health of biodiversity is a quantitative analysis of the number of different species in any one particular habitat or location. Do not confuse this with the number of individuals in any one species. It is not the same. How are these two concepts the same? _______________________________________________________________________________________________ _______________________________________________________________________________________________ How are they different? _______________________________________________________________________________________________ _______________________________________________________________________________________________ The idea here is that the more species that exist in a particular habitat, the more varied the food sources, the more predator/prey interation, and the more choices organisms have for mates, thus keeping populations healthy. Unfortunately, this usually requires a large natural area and in today’s reality of an exponentially increasing human population, large natural areas are diminishing rapidly. Moreover, as you have seen from the mouse study, even large areas that are preserved but have pathways bisecting them, put a strain on breeding populations, causing inbreeding and a decline of species health. Method In this lab, you will be given a small area in which to conduct a quick, really, really quick, data collection of the habitat and its inhabitants. 1. You will collect both quantitative (numbers), and qualitative (adjectives that describe) data. 2. Make graphs of at least three different habitats (one yours, two from other students) using qualitative data. 3. Make one graph comparing three different habitats to yours using quantitative data. 4. Write a short Introduction in which you explain the importance of diversity and its effects on organisms. 5. Write a Results section for your choice of the graphs. The Results only report what you got, not why you got these results. 6. Write a Conclusion/Discussion section in which you: a. restate the issue b. restate the results c. state why you think you got these results d. suggest what these results imply for the health of the habitats e. tell what you might change about this study Lattitude Species Richness Habitat Size and Species Richness Species Interaction and Species Richness Community Stability and Species Richness How Disturbances Affect Community Stability Animal Grazing Fire Types of Succession Primary succession is the series of community changes which occur on an entirely new habitat which has never been colonized before. For example, a newly quarried rock face or sand dunes. Secondary succession is the series of community changes which take place on a previously colonized, but disturbed or damaged habitat. For example, after felling trees in a woodland, land clearance or a fire. Primary Secondary Why Succession May Not Be Predictable http://www.answers.com/Q/What_impact_do_humans_have_on_succession Succession is the process by which one plant community replaces another over time in a given space, i.e. grassland to deciduous forest to coniferous forest. Natural events, such as forest fires, can reset the succession cycle back to a grassland, for instance, at any point in the cycle. Humans can impact succession in a number of ways by suspending succession in one phase or another or by causing an event that restarts the succession cycle (i.e. starting a forest fire). Suspending succession: We suspend succession when we promote one type of ecological community over another. For example, we manage some forests for the purpose of harvesting timber at a later time. Here, the emphasis is on mature, full-bodied trees that have balanced competition from neighboring trees. These trees will be harvested before they begin to fall down and begin to turn the forest into an old-growth forest where new growth comes up where old trees fall in the forest. Promoting and attempting to sustain this type of forest prohibits plants and animals that specialize in old-growth forests from getting established. Another interesting way in which we impact succession has been the impetus to extinguish all forest fires since the early 1900s. Fires are naturally occurring and are an important way in which forest ages are regulated naturally, which, in turn, regulates the mosaic of food sources and wildlife habitats that occur. Putting out fires for most of the last century has resulted in larger forest fires more recently and decreased plant & animal diversity. Restarting succession: We also can restart succession by starting wildfires, either intentionally or unintentionally. While not inherently bad in the grand scheme of nature after all, nature in many cases depends on fire - it is a way in which man impacts succession. Ecology Graphing Role of Competition in Shaping Communities Use of Scarce Resources—Cities Planning and City Management Size of Species Niche—Fundamental and Realized http://www.biology-online.org/dictionary/Fundamental_niche Definition noun The full range of environmental conditions and resources an organism can possibly occupy and use, especially when limiting factors are absent in its habitat. Supplement The fundamental niche describes the potential area and resources an organism is capable of using. But the presence of limiting factors such as direct competition with other organisms, the organism tends to occupy a niche narrower than this. Continued… http://www.biology-online.org/dictionary/Realized_niche Definition noun The part of fundamental niche that an organism occupies as a result of limiting factors present in its habitat. Supplement The presence of competing species in an environment is one example of a limiting factor that restrains or narrows an organism's ecological niche. In a realized niche, the organism tends to occupy and play an ecological role where it is mostly highly adapted. Dividing Resources Among Species Competition and Limitations of Resource Use Competition Without Division of Resources Inter/Intra Specific Competition Predation and Competition Biodiversity and Productivity Use the computer to check out this site: http://eurekaelearning.com/index.php/resources/biocoenosis_biosphere_ecosyste m_evolution_energy_species_gene_homeostasis_generation_population_air_seat_suc cession_t_page_17.html Coevolution Commensalism Mutualism Parasitism Interspecific Competition Predator Adaptation Prey Adaptations Important People in Researching Unit Topics Background Scientists rarely work independently. Most frequently, they work in groups, internationally, and over long periods of time together in order to develop ideas that are tested and developed into theories. Often, they work using discoveries from past scientists and may even tweak these theories to make them more reflective of new data and evidence. Method 1. Each of you will get a topic/researcher to read about and post to a Padlet. a. Name of researcher b. Area of research c. General time period researcher lived d. Two interesting discoveries e. Any controversy associated with the researcher/discovery. f. Source of information (url) 2. You must then comment on the Padlet stickee belonging to the peer to which you are assigned. a. Your name must be at the top. b. DO state if something is missing. c. DO state if topic is adequately discussed. For example: ‘Jane Doe discovered that Glog, the residue formed when lightning strikes ants, does interesting things.’ Unfortunately, Ms. Doe does not tell WHAT interesting thins Glog does!!! Scientists/Topics 1. Gaia 2. Indicator species 3. E O Wilson 4. Edge Effect 5. Aldo Leopold 6. Island Biogeography 7. Biodiversity 8. R H. MacArthur 9. Endangered species 10. Deep Ecology 11. Population ecology 12. Predator/prey interactions 13. Paul R Ehrlich 14. Condors/bald eagles 15. Clumped, solitary, saturated 16. World’s nursery 17. Zoos