Ecological Relationships Module 8D Summer 2004

All of you will be able to:  collect data to investigate a question about a habitat using appropriate apparatus and techniques;  use ICT to collect, store and present information.  name some organisms found in a habitat.  and describe how they are adapted to environmental conditions;  recognise that the abundance and distribution of organisms is different in different habitats.

Some of you will be able to:  Suggest what data should be collected to investigate a habitat.  Use a sampling technique to collect data.  classify some plant specimens  identify and name organisms; describe how they are adapted to the environmental conditions  Explain why there are more organisms than others in some places

Lesson 1 Walt:  that organisms only survive in a habitat where they have everything they need for life and reproduction Wilf:  suggest how organisms living in different habitats get the essentials for life and reproduction  identify organisms likely to be found in a habitat

2: 28/5/04 Changing habitats Walt:  all feeding relationships within a habitat are interconnected.  make predictions about the effect of different environmental factors on plant and animal populations. Wilf:  identify the food chains which make up a food web  use the terms ‘producer’, ‘consumer’ and other terms related to feeding  predict how changing the size of one population will affect the numbers of other species

Keywords  Habitat  Environmental conditions  Adapted  Survive  Predator  Consumer  Producer  Green plant  Herbivore  Carnivore

What happens to the bog environment? Is this good or bad?  You have the information about the development of the bog.  Use this information to fill in the table –  What is happening at the bog?  Which is the producer, consumer … etc.  When you have done this: plan your poster – use the evidence from the sheet and real knowledge about bogs and insects and birds.  Then draw your poster – use scientific keywords to help you.

Is building a road good or bad?  What happens to the bog environment?  Is this morally good or bad?  Why?  Is it useful to have an extra road?  Why is it useful?  What might be a problem?

ClassificationWalt:  The groups for living organisms  Adaptations of plants  How to use keys for identifying plants Extension:  Using key to identify real plant samples Wilf: 1Your ideas to start 2A worksheet 8D.1e with groups and your ideas  Corrections on the worksheet if necessary 3Describe why mosses and liverworts live in damp habitats.  Ext: Why vascular plants live in many places 4 Read and use w/ s 8D.1f Q 1  Ext: finish work on 8D.1f (items 2 and 3) 5 What have you learned today?

Classification We classify living organisms into two main groups (but there are more):  Animals  What are the main groups of the animal kingdom?  Plants  What are the main groups of the plant kingdom?  8D slide 6 to find out

Classification How can we separate living organisms into two main groups?

Classification We classify animals into two main groups:  vertebrates  amphibians  birds  fish  mammals  reptiles  invertebrates  annelids  arthropods  coelenterates  flatworms  molluscs

Classification We separate plants into two main types:  Non-vascular plants These have no special transport system to move water and nutrients. These have no special transport system to move water and nutrients.  Vascular plants These have special transport systems to move water and nutrients. These have special transport systems to move water and nutrients.

Classification We separate plants into two main types:  Non-vascular plants They are usually found in damp places where there is a lot of water. They have thin leaves that lose water easily and no proper roots to absorb water.  Vascular plants These have special transport systems to move water and nutrients. These have special transport systems to move water and nutrients. The xylem carries water and salts. The xylem carries water and salts. The phloem carries sugars. The phloem carries sugars.

The plant kingdom plants Non- vascular Mosses and liverworts vascular fernsconifers Flowering plants

Characteristics of plants?  Thin leaves  No water proof layer  No proper roots  Spores in a capsule  Strong roots  Strong leaves  Water proof layer on leaves  Spores under leaves  Leaves like needles  Seeds in a cone  Leaves with waterproof layer  Flowers that produce seeds in a fruit

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Measuring environments  how to frame questions that can be investigated to use scientific knowledge and understanding to raise questions about habitats to decide what data might be collected and how to present data how to use ICT to measure and record environmental factors  decide on questions to be investigated suggest data to be collected

Measuring environments  What is different about different places – e.g. pond, bog, parkland, meadow, woodland, desert?  Decide on two things that you could measure about the environment itself e.g. temperature  Discuss and then write down the instructions for someone else to measure those things for you.

Interdependence – or how living things depend on each other Walt:  all feeding relationships within a habitat are interconnected  that food webs are made up of a number of food chains Wilf:  identify the food chains which make up a food web  use the terms ‘producer’, ‘consumer’ and other terms related to feeding  predict how changing the size of one population will affect the numbers of other species

Today’s work: 1.What do humans depend on so we can survive? 2.Read text book pages 46 to 47 3.Answer questions 1 to 5 4.Read text book page 48 5.Answer questions 6 and 7 – explain carefully 6.Read text book page 49 7.Answer questions 8 and 9 8.Test your learning by completing worksheet 8D.1a

Interdependence or how living things depend on each other  Producer  Consumer  Herbivore  Carnivore  Omnivore  Predator  Food chain  Food web  Pyramid of numbers

Revision and checking understanding  Try to complete worksheet 8D.3a without using your textbook.  Check you have got this correct.  Complete 8D summary sheet:  Fill in words  Link ideas  Check with the book to understand where you went wrong and what you did right.  Try the dominoes game to make food chains or even food webs.