Unit #17 - Ecology On the following slides, the green sections are the most important. Underline words = vocabulary! Background Image from National Geographic; Photograph by Stephen Toner/Getty Images

Ecology Scavenger Hunt Search for and find pictures that match 3 of the following vocabulary terms: autotroph, heterotroph, consumer, producer, decomposer, parasite, herbivore, carnivore, omnivore Staple and label the terms on your strip of paper.

Who is Who? Consumer Producer

Who is Who? Predator Prey http://www.huffingtonpost.com/2010/03/05/most-dramatic-predatorpre_n_447712.html#s65332&title=Leopard_Seal_Eats

Autotroph Primary Consumer http://photography.nationalgeographic.com/photography/photo-of-the-day/gecko-palm-frond/

Herbivore Carnivore Omnivore

The ice and steam in Iceland’s landscape (background slide) is an example of a specific environment.

Intro. To Ecology Textbook Reference pg. 36 Different parts of the world have different in environments. Everything on Earth [air, water, plants and animals] is connected. In this unit, we will study the interdependence and interactions between organisms and their environment; better known as ecology. Background Image from National Geographic; Photograph by Stephen Toner/Getty Images

Factors of Ecology Textbook Reference pg. 37-38 Abiotic Factors – non-living things in an environment; EX soil, water, light, temperature, wind and space. Biotic Factors – living things in an environment; EX plants & animals. http://www.sciencebitz.com/wp-content/uploads/2007/06/biotic-abiotic.gif

The Biosphere Textbook Reference pg. 39-40 The Earth is divided into different spheres. The biosphere (“bio” meaning life) includes all living things; a biological community including life on land, in water, and in air. That community is grouped in various levels of organization. http://earthobservatory.nasa.gov/Study/LivingEarth/Images/living_earth.jpg

Levels of Organization Textbook Reference pg. 40 A species is group of similar organisms that can reproduce with each other. Population – groups of the same species that live together in the same area. EX Bison (the species) in Montana (the population) http://sustainablecommunitysolutions.com/wp-content/uploads/2008/05/buffalo.jpg http://photography.nationalgeographic.com/cgi-bin/pod/PhotoOfTheDay.cgi?day=26&month=10&year=02; Photograph by Sam Abell

Levels Cont. Textbook Reference pg. 40 A community is the different species living in a specific area. An ecosystem is a collection of all organisms living within their environment. http://content.answers.com/main/content/wp/en-commons/3/32/Nwhi_-_French_Frigate_Shoals_reef_-_many_fish.jpg EX the coral reef in the picture includes fish and non-living rocks, etc.; It’s an ecosystem.

Bellringer Identify the appropriate terms for the following: Field Mouse; Grasshopper; Red-tailed Hawk

Energy Flow 1. 4. 3. 2.

Producers/Autotrophs Textbook Reference pg. 46 “Self feeding “ organisms that capture energy from sunlight are called autotrophs (they automatically make their own food) EX plants & bacteria AKA producers. All other organisms somehow depend on the producers for food. http://www.vtaide.com/png/foodchains.htm

Consumers/Heterotrophs Textbook Reference pg. 47 “Feeding” organisms that have to eat are called heterotrophs (AKA consumers). Types of consumers include: Herbivores – obtain energy by eating plants. (cows, deer, caterpillars) Carnivores – obtain energy by eating animals. (snakes, tigers) http://www.sheppardsoftware.com/content/animals/kidscorner/images/foodchain/fullchain.gif

Cont. http://www.sheppardsoftware.com/content/animals/kidscorner/images/foodchain/fullchain.gif Omnivores – obtain energy by eating both plants and animals (humans, bears) Saprobes: Detritvores – obtain energy by eating dead organisms (vultures, buzzards) Decomposers – obtain energy by breaking down organic matter (bacteria, fungi)

Which vocabulary term am I? Hawk Holly Wheat Shark Chimpanzee

Energy Flow Textbook Reference pg. 48-50 Food chains show the pathway for the transfer of energy. A producer always starts a food chain. Arrows show the movement of energy (from the grass, to the grasshopper) http://www.jenningsk12.net/WE/peimann/Science/FoodChains/food_chain.jpe

Energy Flow Cont. Textbook Reference pg. 50-51 Food webs are the interconnected food chains in a community. They usually show more detailed relationships. Snakes eat how many types of organisms? (Follow Arrows) http://www.agen.ufl.edu/~chyn/age2062/lect/lect_28/40_07.GIF Many organisms in a food chain can eat more than one type of food. Many organisms are also food for more than one organism.

Pyramid of Energy Textbook Reference pg. 52 Energy pyramids show how energy moves through an ecosystem. Producers are always at bottom (with the most energy, most biomass). Animals gain only a partial amount of energy from the food they eat – most is lost as heat. In this example, tertiary consumers are at the top – they have the least amount of energy available in the system. http://www.etap.org/demo/biology_files/lesson6/kep26.jpg

Pyramid of Energy Cont. Textbook Reference pg. 52 1st Trophic level – at the bottom; producers, closest to the sun, most amount of energy (100%) 2nd Trophic Level – primary consumers, herbivores (10% of the energy) 3rd Trophic Level – secondary consumers, (1% of the energy) 4th Trophic Level – tertiary consumers, (0.1% of the energy) Each level of the pyramid represents a trophic level. http://www.arcytech.org/java/population/images/pyramid1.gif

Symbiosis Textbook Reference pg. 44-45 When two species interact closely together it is called symbiosis (which means “living together”). In mutualism, both species benefit from the relationship. The butterfly and the flower are helped. In commensalism, one member benefits and the other isn’t helped nor harmed. In parasitism, one organism harms another. In predation, one species benefits and the other is killed. http://images.google.com/imgres?imgurl=http://qarrtsiluni.files.wordpress.com/2007/12/asmyth4_dsc_9821-symbiosis.jpg&imgrefurl=http://qarrtsiluni.com/2007/12/17/symbiosis/&h=426&w=640&sz=96&hl=en&start=3&um=1&tbnid=4IZ__26Bk7ZjTM:&tbnh=91&tbnw=137&prev=/images%3Fq%3Dsymbiosis%26um%3D1%26hl%3Den%26rlz%3D1T4ADBR_enUS272US272; Photograph by Anne Morrison Smyth

Recycling the Biosphere Textbook Reference pg. 52 The nutrients of the Earth are constantly being recycled. There are specific cycles necessary for life on Earth to exist: The Water Cycle The Carbon Cycle The Nitrogen Cycle The Phosphorous Cycle http://science.nationalgeographic.com/science/photos/earth-moon-gallery.html; Photograph courtesy NASA

The Water Cycle Textbook Reference pg. 53-54 Let’s examine the graphic and gauge our prior knowledge. The water cycle is defined as the movement of water through different reservoirs on Earth in any phase (solid, liquid, gas). #2 = Condensation #3 = Evaporation #4 = Precipitation Sketch/label the graphic within your notes. http://education.jlab.org/reading/img/water_cycle_01.gif

Water Cycle Definitions Condensation – water in the atmosphere cools to form clouds Precipitation – water returns to Earth’s surface in the form of rain, snow, sleet, or hail http://www.sawater.com.au/NR/rdonlyres/657AC917-D6E3-4E55-AAD1-38119A0ACBB4/0/diag_water_cycle.gif Evaporation – water changes from a liquid to a gas Transpiration – water evaporating from the leaves of plants

The Carbon Cycle Textbook Reference pg. 54 Carbon is an important element found in living tissues – the carbon cycle is the movement of carbon through the Earth. You can find calcium carbonate (CaCO3) in your bones. Humans and other animals breathe out carbon dioxide (CO2). Plants need CO2 for photosynthesis. http://www.kidsgeo.com/images/carbon-cycle.gif

Follow the arrows to show where the carbon goes within the cycle. http://io.uwinnipeg.ca/~simmons/16cm05/1116/54-17-CarbonCycle-L.gif

The Nitrogen Cycle Textbook Reference pg. 56 The nitrogen cycle moves nitrogen from the soil into organisms; you can also find nitrogen in water and in the atmosphere. The nitrogen is another important element for life; it is involved in building proteins which are found in all organisms. http://sbi.oregonstate.edu/about/images/cycle.gif

Habitat The type of environment in which a particular species lives is its habitat; or the place where an organism lives out its life. Penguins only naturally live in a specific habitat. Photograph by Maria Stenzel; http://animals.nationalgeographic.com/animals/photos/penguins/king-penguins-beach_image.html

Biomes Textbook Reference pg. 70-83 Biome - ecosystems that have the same climate and similar organisms. There are many different biomes of the world. Some examples are below: Desert Tropical Rainforest Tundra http://fedphoto.com/photos/d/177-2/MossesHohRainForest_7306.jpg

What is a limiting factor? Textbook Reference pg. 65-66 Factors that limit the number of organisms in an ecosystem is a limiting factor; it can abiotic or biotic. http://3.bp.blogspot.com/_sob8E7nEtu0/SlVVhzbMrLI/AAAAAAAAAfo/3VxEnHANBT0/s320/tolerance+limits.jpg

Ecological Succession Textbook Reference pg. 67-69 The natural changes that take place in a community over time is called succession. http://faculty.southwest.tn.edu/rburkett/ES%20%20we21.jpg

Succession Cont. Textbook Reference pg. 67-69 Primary Succession – when the first [initial] organisms to colonize barren land [EX pioneer species lichen, mosses] http://www.sciencebitz.com/wp-content/uploads/2008/01/primary-success.jpg

Comparison photos showing the decline of Pedersen Glacier in Kenai Fjords National Park, Alaska. In addition to the decline of the glacier itself, the lagoon in front of the glacier has also shrunk allowing an expansion of the surrounding grassland. Image

Succession Cont. Textbook Reference pg. 67-69 Secondary Succession – the changes in a community after it is damaged [EX forest fire]. http://m7science.wikispaces.com/file/view/Secondary_Succession.png/215427266/640x291/Secondary_Succession.png

Succession Cont. Textbook Reference pg. 67-69 When the community of organisms becomes stable, it is a climax community. http://bot1320.nicerweb.com/Locked/media/ch10/Succession.jpg

Unit Conclusion Humans inhabit the world and interact with other organisms and the planet; we affect the survival of our species and many others. Humans impact the rate of extinction more than any other species on the planet. Understanding how organisms interact (ecology) allows us to fight for change and protect future generations of endangered species. http://www.chrismadden.co.uk/eco/endangered-species-list.gif