1. DO NOW Questions
What organism has the most energy has the most energy?
Which organism has the least energy available?

2. Students will be able to (SWBAT)….
Model the flow of energy within an ecosystem.

3. Energy in the Ecosystem

4. Vocabulary Review ECOLOGY - the study of interactions among organisms with each other and with environment
BIOSPHERE - portion of planet where life exists

5. LEVELS OF ORGANIZATION
Species - individuals that can breed with one another
Population - all the individuals of the same species (ducks) in the same area

6. A population is always composed of same-species organisms

7. Community - all the populations that live together in an area

8. What is in your backyard community?
Silently - Take a couple minutes to write down your ideas.

9. Community - all the populations that live together in an area

10. Ecosystem - the community plus the physical factors in an area (rain, light, soil..)
Examples:
Rotting Log
Koi Pond
Lake
Clump of Dirt
A field
An old maple tree

11. Biosphere - the part of the earth that supports life

12. 1. All the different populations in an area make up the
Quick Check
1. All the different populations in an area make up the
a) biosphere b) ecosystem c)community
2. Ecology is the study of the _________________ of organisms with the environment.
3. The part of the earth that can support life is the _________.
4. All the living and non-living factors in an area make up the:
a) population b) ecosystem c)community
C - Community
Interactions
Biosphere
B – Ecosystem

13. 8. Animals that can interbreed are called a(n) ____________
5.  A group of animals that live in the same area and can interbreed is called a (n) _____________________
6. All of the different populations living in an area (plants, rabbits, coyotes...) is called the _________________________
7.  An ecosystem includes all the living and ___________ factors in an area. 
8.  Animals that can interbreed are called a(n) ____________
5. Population
6. Community
7. Non Living
8. Species

14. Models are used to make predictions.
Ecological Methods - how do we study ecology?
Observing - Experimenting Modeling
Models are used to make predictions.

15. Sometimes, you must be cautious in how a model interprets data....
Imagine graphing a person's height as they age.  
As we connect the line graph, we can make predictions.
One could predict that ….

16. Sometimes, you must be cautious in how a model interprets data....
Imagine graphing a person's height as they age.  One could predict that by the time they were age 30, they would be 22 feet tall.   
However, the model would need to account for the slowing of growth after adolescence.

17. Photosynthesis & Cellular Respiration
Where did we leave off?
Photosynthesis & Cellular Respiration

18. Cellular Respiration
What do you remember?

19. Cellular Respiration Completed in all cells
Most energy is made in the mitochondria
Creates energy (ATP) by breaking down food (glucose)
Releases carbon dioxide & water

20. Photosynthesis
What do you remember?

21. Photosynthesis
Completed only in cells of all plants and some protists and bacteria
Food (glucose) is created in the chloroplast using the sun’s energy, carbon dioxide, and water
Releases oxygen

22. Question of Study
How does the food energy created in plants transfer into the rest of the ecosystem?

23. Energy Flow
Autotrophs (producers) - capture energy and convert to "food" Ex. Plants
Heterotrophs (consumers) - must eat things
Ex. Animals

24. Types of Consumers
Herbivores organism that gain energy from plants
Carnivores organism that gains energy from animals (meat)
Omnivores organism that gains energy from plants and animals
Detritivores / Decomposers organism that gain energy from dead organisms

25. *SUNLIGHT is the main source of energy*
Photosynthesis - uses light energy to make "food"

26. Plants and Algae can make their own food
Plants and Algae can make their own food. They are the producers and the lowest level.

27. Chemosynthesis - makes food from chemicals (some bacteria do this)
Some bacteria live in deep ocean vents, and make their food from chemicals in those vents

28. Primary Productivity
- the rate at which organic matter is created by producers
More plants = more productivity.
Which of the following ecosystems has the greatest primary productivity?
a) rain forest b) desert c) tundra

29. Consumers are heterotrophs.
Herbivores are primary consumers.
Secondary consumers typically eat herbivores.
Tertiary consumers typically eat secondary consumers.
Quaternary consumers typically eat tertiary consumers.
Student Misconceptions and Concerns
For many students, understanding ecosystems is like appreciating art. Although both are visible to the naked eye, some background is required to understand the method of composition, the significance of components, and the nature of interactions. The fundamentals introduced in this chapter are new ways to see generally familiar systems.
Teaching Tips
1. Students have often had prior exposure to the concepts of food webs and food chains. Present a food web (perhaps Figure 37.9) to your class and challenge them to predict the consequences of a decrease or increase in the population of one of the organisms. This activity can help students understand how difficult it is to make precise predictions about these complex systems.
2. Many students have been exposed to diverse ecosystems only through television and movies, which have likely focused on a few species. Before discussing this chapter, consider showing the class a good video (it need not be long) about an ecosystem. The video can then serve as a shared recent experience to which you can relate the content of this chapter. Alternately, you can relate some of the basics of this chapter to a local or regional example with which most students are familiar. There may even be a distinct community on your campus, such as a pond, wooded area, etc., that students could visit and return from with new insights.
© 2012 Pearson Education, Inc. 29

30. FOOD CHAINS AND FOOD WEBS - shows the flow of energy in an ecosystem
– Notice the arrows show the flow of energy
hawk
snake 3
mouse 2
plant 1

31. Food Web Quaternary, tertiary, Figure 37.9 31 and secondary consumers
primary
consumers
Primary
consumers
Figure 37.9 A food web
Producers
(plants) 31

32. Food chains connected form food webs.
Notice that
consumers may eat more than one type of producer
several species of consumers may feed on the same species of producer.
Student Misconceptions and Concerns
For many students, understanding ecosystems is like appreciating art. Although both are visible to the naked eye, some background is required to understand the method of composition, the significance of components, and the nature of interactions. The fundamentals introduced in this chapter are new ways to see generally familiar systems.
Teaching Tips
1. Students have often had prior exposure to the concepts of food webs and food chains. Present a food web (perhaps Figure 37.9) to your class and challenge them to predict the consequences of a decrease or increase in the population of one of the organisms. This activity can help students understand how difficult it is to make precise predictions about these complex systems.
2. Many students have been exposed to diverse ecosystems only through television and movies, which have likely focused on a few species. Before discussing this chapter, consider showing the class a good video (it need not be long) about an ecosystem. The video can then serve as a shared recent experience to which you can relate the content of this chapter. Alternately, you can relate some of the basics of this chapter to a local or regional example with which most students are familiar. There may even be a distinct community on your campus, such as a pond, wooded area, etc., that students could visit and return from with new insights.
© 2012 Pearson Education, Inc. 32

33. Primary Consumers (1st)
Secondary Consumers
(2nd)
Tertiary Consumers
(3rd)
* Find the Omnivore.

34. Ecological (Trophic) Pyramids
Energy Pyramid - shows how much energy is produced at each level.

35. Draw an energy pyramid of your choice.

36. Pyramid of Numbers - What do you notice?

37. Approximately 90% loss of energy at each trophic level Energy
Figure 37.UN03
Approximately 90%
loss of energy at
each trophic level
Figure 37.UN03 Reviewing the Concepts, 37.16
Energy 37

38. 37.16 Energy supply limits the length of food chains
A pyramid of production shows the flow of energy from producers to primary consumers and to higher trophic levels.
Only about 10% of the energy stored at each trophic level is available to the next level.
Teaching Tips
Why do food chains and webs typically have only three to five levels? This question, which is seldom considered by students, is addressed directly in this section of the chapter. It can spark a good opening discussion before a lecture on food chains and food webs.
© 2012 Pearson Education, Inc. 38

39. After Death
Detritivores derive their energy from detritus, the dead material produced at all the trophic levels.
Decomposers
are mainly prokaryotes and fungi and
secrete enzymes that digest molecules in organic materials and convert them into inorganic forms, in the process called decomposition.
Student Misconceptions and Concerns
For many students, understanding ecosystems is like appreciating art. Although both are visible to the naked eye, some background is required to understand the method of composition, the significance of components, and the nature of interactions. The fundamentals introduced in this chapter are new ways to see generally familiar systems.
Teaching Tips
1. Students have often had prior exposure to the concepts of food webs and food chains. Present a food web (perhaps Figure 37.9) to your class and challenge them to predict the consequences of a decrease or increase in the population of one of the organisms. This activity can help students understand how difficult it is to make precise predictions about these complex systems.
2. Many students have been exposed to diverse ecosystems only through television and movies, which have likely focused on a few species. Before discussing this chapter, consider showing the class a good video (it need not be long) about an ecosystem. The video can then serve as a shared recent experience to which you can relate the content of this chapter. Alternately, you can relate some of the basics of this chapter to a local or regional example with which most students are familiar. There may even be a distinct community on your campus, such as a pond, wooded area, etc., that students could visit and return from with new insights.
© 2012 Pearson Education, Inc. 39

40. Light energy Chemical energy Chemical elements
Figure 37.14 C h e m i c a l y n g
Energy flow
Light
energy
Chemical
energy
Heat
energy
Figure A terrarium ecosystem
Chemical
elements
Bacteria,
protists,
and fungi 40

41. Plant material eaten by caterpillar 100 kilocalories (kcal) 35 kcal
Figure 37.16A
Plant material
eaten by caterpillar
100 kilocalories (kcal)
Figure 37.16A The fate of leaf biomass consumed by a caterpillar
35 kcal
Cellular
respiration
50 kcal
Feces
15 kcal
Growth 41

42. 37.16 Energy supply limits the length of food chains
A caterpillar represents a primary consumer.
Of the organic compounds a caterpillar ingests, about
50% is eliminated in feces,
35% is used in cellular respiration
15% is used for growth.
About 10% (15%) is available to be eaten
Teaching Tips
Why do food chains and webs typically have only three to five levels? This question, which is seldom considered by students, is addressed directly in this section of the chapter. It can spark a good opening discussion before a lecture on food chains and food webs.
© 2012 Pearson Education, Inc. 42

43. Autotrophs Heterotrophs Producer Herbivore (primary consumer)
Figure 37.UN02
Autotrophs
Heterotrophs
Producer
Herbivore
(primary
consumer)
Carnivore
(secondary
consumer)
Energy
Light
Chemical
elements
Detritus
Figure 37.UN02 Reviewing the Concepts, 37.14
Decomposer
Inorganic compounds
(chemical elements) 43

44. Humans are naturally omnivores
37.17 CONNECTION: A pyramid of production explains the ecological cost of meat
Humans are naturally omnivores
grain or fruit - primary consumers
beef or other meat from herbivores - secondary consumers
fish like trout or salmon - tertiary or quaternary consumers.
Student Misconceptions and Concerns
The environmental impact of eating farm animals is little appreciated by most students who otherwise may be concerned about global climate change and the conservation of natural ecosystems. This chapter section helps explain the basis of the increased costs associated with a diet that includes meat.
Teaching Tips
Some students might be interested in eating more proteins and fewer carbohydrates because of popular diet plans. But do high-protein diets always require the consumption of more meat? The many sources of plant proteins might be surprising to students. Some high-protein vegetarian options are described by the Vegetarian Society at its website,
© 2012 Pearson Education, Inc. 44

45. What is one reason people become vegetarians?
Only about 10% of the chemical energy available in a trophic level is passed to the next higher trophic level.
Therefore, the human population has about ten times more energy available to it when people eat plants instead of the meat of herbivores.
Eating meat of any kind is expensive economically and environmentally.
Student Misconceptions and Concerns
The environmental impact of eating farm animals is little appreciated by most students who otherwise may be concerned about global climate change and the conservation of natural ecosystems. This chapter section helps explain the basis of the increased costs associated with a diet that includes meat.
Teaching Tips
Some students might be interested in eating more proteins and fewer carbohydrates because of popular diet plans. But do high-protein diets always require the consumption of more meat? The many sources of plant proteins might be surprising to students. Some high-protein vegetarian options are described by the Vegetarian Society at its website,
© 2012 Pearson Education, Inc. 45

46. Secondary consumers Primary consumers
Figure 37.17_1
Trophic level
Secondary
consumers
Primary
consumers
Vegetarians
Figure 37.17_1 Food energy available to people eating at different trophic levels (part 1)
Producers
Corn 46

47. Secondary consumers Primary consumers
Figure 37.17_2
Trophic level
Secondary
consumers
Meat-eaters
Primary
consumers
Cattle
Figure 37.17_2 Food energy available to people eating at different trophic levels (part 2)
Producers
Corn 47

48. Secondary consumers Primary consumers
Figure 37.17
Trophic level
Secondary
consumers
Meat-eaters
Primary
consumers
Vegetarians
Cattle
Producers
Corn
Corn
Figure Food energy available to people eating at different trophic levels 48

49. Check for Understanding
1. An organism that only eats plants is called a ______________________________
On a food web, this organism is also called a ____________________ consumer.
2. An ecosystem can support a [ small number / large number ] of top predators.
3. In a pyramid of numbers, what type of organism makes up the base of the pyramid? [ producers / consumers / predators ]
4. On a food web, secondary consumers are eaten by _____________ consumers.
5. On a food web, arrows represent a) the flow of energy b) the passage of time