  Significance.

Slides:



Advertisements
Similar presentations
THE SILENCE OF THE FROGS
Advertisements

Matter and Energy in the Ecosystem
Unit 1 – Diversity in Ecosystems  What is an ecosystem? a term used to describe the relationships among the many species living in an environment and.
Ecology.
  Significance.
Who’s Who in a Food Chain? Food Chain A food chain tells us what is eaten by what in an ecosystem.
(c) McGraw Hill Ryerson Effect of Bioaccumulation on Ecosystems Amphibians (like frogs) live on both land and in the water.  They are also sensitive.
THIS IS With Host... Your Vocab. words Food WebsEcosystem s Misc.Plants Food Chains 100.
Ecology.
Lesson 1: Introduction to Ecology Lesson 2: Roles in Energy Transfer
Science 10 Sustainability of Ecosystems. How does society fit into your paradigm and society’s paradigm?  Explain how a paradigm shift can change scientific.
Ecology Learning Targets I can identify ways that organisms interact with other organisms and non-living things I can describe feeding relationships.
Chapter 3 - Ecosystems.
Ecology.
Ecosystems Jeopardy Q $100 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200
THE SILENCE OF THE FROGS Chapter 1.1.  Amphibians have been around for more than 400 million years.  Frogs and their relatives have adapted to the ice.
Environment The physical surroundings of an organism, including all the conditions and circumstances that affect its development.
(c) McGraw Hill Ryerson 2007 Chapter 2 Energy Flow & Nutrient Cycles 2.3 Effects of Bioaccumulation on Ecosystems p Words to Know: Bioaccumulationkeystone.
Ecology Organisms. Niche It is an organisms role in the community. It includes: –what it eats –What eats it –What and how much resources it uses Can you.
THE SILENCE OF THE FROGS
Biology 20 Unit A: Energy and Matter Exchange in the Biosphere. Chapter 1: The Biosphere as a Closed System “ Joy in looking and comprehending is natures.
Chapter 18 – Interaction of Living Things. The Web of Life All living things are connected in a web of life Ecology - the study of the interactions of.
Organisms and Environments 5.9A
Mrs. Geist Biology, Fall Swansboro High School.
EQ: What is an ecosystem? Vocabulary Words Environment Ecosystem Population Community.
Unit 1: Sustaining Ecosystems & Weather In groups, consider the following questions: 1.How are living and non-living things in our world connected? 2.Why.
1.The least amount of energy is available at the ______________ level of an energy pyramid. 2.Approximately what percentage of the energy in the plants.
00002-E-1 – 1 December 2003 Adults and children estimated to be living with HIV/AIDS as of end 2003 Total: 34 – 46 million Western Europe – 680.
In the early 1950s, there was an outbreak of a serious disease called malaria amongst the Dayak people of Borneo.
1.The least amount of energy is available at the ______________ level of an energy pyramid. 2.Approximately what percentage of the energy in the plants.
Food Chains and Webs Adapted from Reba Wiggins Food Chain  Order in which animals eat plants and other animals.  Always begins with autotrophs.  Arrows.
$1 Million $500,000 $250,000 $125,000 $64,000 $32,000 $16,000 $8,000 $4,000 $2,000 $1,000 $500 $300 $200 $100 Welcome.
Bioaccumulation and Biomagnification.  Pesticide  Kills pests  Insecticide  Kills insects  Herbicide  Kills plants.
By : Jacie del Valle. What is a Food Chain? A food chain shows the feeding relationships between organisms in an ecosystem. Producers Herbivores Carnivores.
Food Webs Within Ecosystems
ECOLOGY Ecology (ee-KAHL-uh-jee) is the scientific study of interactions among organisms and between organisms and their environment. Ecology (ee-KAHL-uh-jee)
An Introduction to Ecology
The main source of energy for life on Earth comes from the Sun. Plants use light energy from the sun to make food.
Ecology: The Silence of the Frogs
Interactions with Ecosystems Notes for Test. Abiotic: a non-living factor that affects an ecosystem (ie. rain, water, sunlight) Biotic: a living factor.
Study of how organisms INTERACT with each other and their environment
Habitat and Lifestyle Unit A: Topic 2. Interdependence Each species relies on many other species in its environment No species can survive by itself Example:
Biology Chapter 2 Principles of Ecology. 2.1 Organisms & Their Environment Ecology-the study of interactions that take place between organisms and their.
Producers, Consumers & Decomposers
Important Vocabulary 1. Ecology9. Commensalism 2. Ecologist 10. Sustainability 3. Ecosystem 11. Ecological Footprint 4. Habitat 12. Natural Resources.
Ecology Notes. Ecology Ecology is the study of interactions between organisms and their environment.
THE SILENCE OF THE FROGS Chapter 1.1.  Amphibians have been around for more than ___________ years.  Frogs and their relatives have adapted to the ice.
Topic 4 How Organisms interact Pg 38-48
Significance.
Paradigm Shift.
Food CHAINS Chapter 3 Lesson 1.
Food chains and food webs
EQ: What is an ecosystem?
The study of the interactions between organisms & the environment.
Chapter 3 - Ecosystems.
Chapter 10 Lesson 3 Matter and Energy in Ecosystems
Ecology The study of relationships between all organisms and their environment. Ecosystem is all biotic (living) and abiotic (nonliving) things that.
Topic 4: How Organisms Interact
True or false? 1. An ecosystem is all the animals that live together in a given area. 2. A layer of decayed leaves that covers the soil in a forest is.
Food chain By: Angel Purgason.
Unit 1: Diversity in Ecosystems
Diversity in Ecosystems
Food Chain By: Abby Hickman.
Unit A: Energy and Matter Exchange in the Biosphere
Chapter 3 The Biosphere.
Food Chain By: Dylan Sage.
By: Casey Harris Food Chain.
Food Chain By: Hayden Rohloff.
Who’s Who in a Food Chain?
Food Chain By: Robert Andrew.
Presentation transcript:

  Significance

Lyrics…  The mention of God, makes me strange,  The battle of words, and the wars we wage,  And the castles of time, we build up straight,  Just to run out of room, and we build sideways.  Sometimes I feel, my blood runs cold  And the conscious stain, won’t wash away,  Tell me what are we waiting for and the acid rain,  Right through my veins, tell me what are we waiting for.  And I’m catching a bird, and it makes me feel,  Like I’m talking to her, through the atmosphere,  And I know that I’m right, but can’t let go,  The beauty in flight, and the world we know.

 Sometimes I feel, my blood runs cold.  And the conscious stain, won’t wash away,  Tell me what are we waiting for.  And the acid rain, right through my veins,  Tell me what are we waiting for.  We’re so far gone,  But we can’t let go.  We’re so far gone,  That my blood runs cold.  The conscious stain,  Won’t wash away,  Tell me what are we waiting for.  The acid rain,  Right through my veins,  Tell me what are we waiting for.  The hurricanes and tidal waves,  Tell me what are we waiting for.  The conscious stain,  Won’t wash away,  Tell me what are we waiting for

Adults and children estimated to be living with HIV/AIDS as of end 2002 Total: 42 million Western Europe North Africa & Middle East Sub-Saharan Africa 29.4 million Eastern Europe & Central Asia 1.2 million South & South-East Asia 6 million Australia & New Zealand North America Caribbean Latin America 1.5 million East Asia & Pacific 1.2 million

Malaria 90% of Malaria cases are in Africa, 2.7 million people die of malaria each year in Africa. Population of Africa - 933,448,292 people

Interconnectedness…  Pest Control Chain Reaction To treat a malaria outbreak in Borneo in the 1950s, the World Health Organization (WHO) sprayed DDT to kill mosquitoes. But the DDT also killed parasitic wasps which were controlling thatch-eating caterpillars. As a result, the thatched roofs of many homes fell down, and the DDT-poisoned insects were eaten by geckoes, which were in turn eaten by cats. The cats perished, which led to the multiplication of rats, and then outbreaks of sylvatic plague and typhus. To put an end to this destructive chain of events, WHO had to parachute 145,000 live cats into the area to control the rats.

THE SILENCE OF THE FROGS Chapter 1.1

 Amphibians have been around for more than 400 million years.  Frogs and their relatives have adapted to the ice age and global warming.  They can be found in most ecosystems that include water.  ECOSYSTEM – is a term used to describe the relationships among the many species living in an environment and the relationship among those organisms and the non-living components of the environment.  Examples: Wetlands, marshes, deserts, lakes, oceans, forests.

Why are Scientists Concerned  Many believe that the health of amphibians indicates the health of the ecosystem they live in.  Amphi ( “on both sides”)  Bios ( “life” )  Meaning that Frogs have two lifes – water and land

 Frogs occupy two different ecosystems  Tadpoles – water ecosystem  Adult Frogs – Land and Forest  Since they are in two ecosystems, they are also in two FOOD CHAINS.  FOOD CHAIN – Is a step-by-step sequence linking organisms that feed on each other, starting with a food source such as a plants (producers), and continuing with animals and other living things that feed on plants and on each other (consumers)

All food Chains start with Sun as it’s source of energy!  PRODUCER – an organism that can make their own food to give themselves energy.  EXAMPLE: Plants, algae  CONSUMERS: an organism that must get its energy by eating another organism ( cannot make their own food )  EXAMPLE: animals

FROGS IN THEIR ECOSYSTEMS  What do adult frogs eat?  Insects ( mostly )  Small fish ( limited )  What animals eat frogs?  Large fish  Predatory birds  Reptiles  Small mammals

 The adult frog is part of a food chain that includes PRODUCERS, HERBIVORES, CARNIVORES, OMNIVORES.  HERBIVORE – Organism that eat only plants  EXAMPLE : Deer, Cow  CARNIVORE – Organism that eats only animals  EXAMPLE : Hawk, Tiger

 OMNIVORE : Organism that eats both plants and animals.  EXAMPLE: Bears, Humans  What do tadpoles eat?  Algae ( small plant-like organisms)  Both living and dead

 The Tadpole is a herbivore, where the adult frog is a carnivore. Therefore the Tadpole is in a different food chain.  The Tadpole has two food sources:  1. producers ( algae )  2. Detritus  DETRITUS – Waste from plants and animals, including their dead remains

 Detritus food chains are critical in the recycling of matter in ecosystems.  Decomposers are in a Detritus food chain which helps release nutrients to the soil and water. Plants and algae use those nutrients to grow.  DECOMPOSERS – An organism that gets its energy by consuming and breaking down detritus.  EXAMPLES: Bacteria, fungus

THE SILENCE OF THE FROGS (pg wksheet)  Questions 1-11  Food chain Handout

Food Chains

WHY ARE FROGS DISAPPEARING?

The Last Frog Video After viewing the video, respond to the following: 1. List 3 reasons cited in the video that helps explain the disappearance of the frogs. 2. What are some things that WE can do as a society to help prevent further declination of the frog species?

What are the four major factors given in the text for frog decline?

1. LOSS OF HABITAT This is mentioned as the main cause We are destroying the water with pollution We are cutting down forests We are building highways and cities between the two ecosystems.

2. AIR AND WATER QUALITY Frogs have thin skin and no protection from the sun. Frogs breathe through their skin and by lungs. Acid rain therefore can go through their skin This affects their ability to reproduce

3. ULTRAVIOLET RADIATION The thin skin is also susceptible to UV radiation. Frogs have adapted by developing a black skin and laying black eggs. Scientists don’t believe that frogs will adapt as fast as global warming. Why not that, beat the ice age!!!

4. CLIMATE CHANGES Human activities are causing changes in the climate. Increase use of fossil fuels ( coal, oil, gas). Climate changes affect the local ecosystems.

PLEASE ANSWER QUESTIONS PAGE 13 - #2,3 Page 11 will help you with answers.