1. Interdependence of Life: Ecosystems

2. Discuss this Ecological Terminology
Which of these words do you know?
Environment
Ecology
Biotic vs. Abiotic
Population & Community
Ecosystem
Biosphere
Biomass
Ecological Terminology
Environment – surroundings of an organism including the plants, animals and microbes with which it interacts.
Ecology – study of how living organisms interact with the physical and biological environments. A German biologist, Ernst Haeckel, coined the term ecology in 1866.
Abiotic - non-living chemical and physical factors of the environment (e.g. temperature, light, water, soil, nutrients).
Biotic – living organisms that are part of the environment.
Population – a group of individuals of the same species living in the same geographic area.
Community – all interacting populations living in the same geographic area.
Ecosystem – all interacting communities of organisms and abiotic factors of the environment within a defined area.
Biosphere – the global ecosystem, including all the earth’s regions that can support life (land, air, water).
Biomass - refers to living and recently dead biological material that can be used as fuel or for industrial production.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Wikipedia.org
Banded Spiny Lobster – Ula –
Panulirus marginatus
Geez, I can’t even pronounce my own name!

3. PART I: Class Activity Time!
How can we learn a whole lot of new stuff without a whole lot of effort?
EASY - just try memorize (or take quick notes) on 3 of the next 10 slides! Do this with 1 or 2 partners if you like. Your effort will be rewarded in a game afterwards!
The next 10 slides are about:
Ecosystems (3 slides)
Zonation (3 slides)
Energy (4 slides)
READY?
To Teacher: this activity is similar to the “find someone who…” bingo type of activities done in workshops where strangers need to get to know each other. In this case, the 8 categories in Slide #16 relate to Gardner’s 8 kinds of intelligences or learning styles.
Re: Game & Prizes - to motivate students one or more prizes could be given. These can be bonus points, omitting a student’s lowest assignment score in the grade book, giving them an automatic ‘A’ on today’s homework, or a special classroom privilege (e.g. computer time out, enjoy a lesson in a beach chair, a student-selected privilege). If competition doesn’t inspire your students, you might also consider giving the winner the choice of a class prize if the activity is approached positively and/or results in most of the class learning something.

4. Coral Reefs are rich, diverse and productive ecosystems
1. Ecosystems are …
Dude! Am I biotic or abiotic or wut?!
All members of a community, along with their physical and chemical environments.
They …
Vary greatly in size
Are Dynamic
energy flow
chemical cycling
Change over time
(called succession)
Ecosystems
An ecosystem is composed of:
Biota: all interacting organisms;
Physical aspects: (abiotic) temperature, sunlight, soil, and other factors;
Chemical aspects: (abiotic) Energy, nutrients and important biological elements.
Ecosystems vary in size from microscopic environments to large geographical areas.
boundaries of are not distinct
activities of one ecosystem impact other ecosystems.
Energy and nutrients (chemicals) continuously move through ecosystems.
Because energy cannot be recycled, a continuous input is required, almost always by sunlight. Elements such as carbon, sulfur, phosphorus, and nitrogen are recycled within ecosystems through biogeochemical cycles. Both energy and chemicals are transferred by photosynthesis and feeding relationships. The flow of carbon through ecosystems closely parallels the flow of energy.
Over long periods of time, ecosystems change in appearance and composition. Succession is the regular replacement of populations in a habitat. Some communities may follow a recognizable sequence of change but humans and other physical and chemical changes are having a large effect on this sequence.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Ricklefs, R.E. & Miller, G.L. (2000). Ecology (4th ed.). New York: W.H. Freeman and Co.
Coral Reefs are rich, diverse and productive ecosystems

5. 2. Aquatic Ecosystems (types)
Kawainui Marsh
Freshwater
Flowing Water
Lakes
Wetlands
Estuaries
Oceans
(see next slide)
Aquatic Ecosystems
Aquatic ecosystems make up the largest part of the biosphere. Water depth, flow, chemistry, available light, and temperature are key factors in describing aquatic ecosystems.
Flowing bodies of water, such as rivers, streams, and creeks, are influenced by excess water draining from the surface of land. Organisms are well adapted to the flow.
Lakes – have three major areas: littoral (shallow, near shore), limnetic (farther from shore, near surface), and profundal zones (deep, below light penetration).
Wetlands – swamps, marshes, and bogs may contain fresh, salty, or brackish water. Many wetlands are productive ecosystems, serving as important breeding grounds for animals.
Estuaries – form where a freshwater river meets the ocean. Estuaries are extremely productive because of the rich organic nutrients and available light, and they are usually bordered by coastal wetlands.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Ricklefs, R. E. & Miller, G. L. (2000). Ecology (4th ed.). New York: W.H. Freeman and Co.
Image References
Snake River. NPS photo. Retrieved from
Teton Range and Mountain Lake. NPS photo. Retrieved from
Bird at Kawainui Marsh:
I’m looking for waterfront, quiet kine ‘hood … l’dat!

6. Intertidal or littoral Coastal or neritic Coral Reefs Open Ocean
3. Ocean Ecosystems
Ocean Zones
Intertidal or littoral
Coastal or neritic
Coral Reefs
Open Ocean
Benthic
Aquatic Ecosystems cont’d …
Oceans – communities living in oceans are greatly influenced by depth and light penetration.
Intertidal or littoral region – where land meets water, between high and low tide.
Coastal or neritic zone – extends from the low tide mark to the continental shelf drop-off.
Coral Reefs – found in shallow warm coastal areas, diverse and productive communities. Dinoflagellates occur as symbionts in many corals, providing the nutrients to make coral reefs one of the most productive ecosystems in the world.
Open Ocean – divided into photic (enough light for photosynthesis) and aphotic (insufficient light for photosynthesis) zones.
Benthic – bottom layer, varies in productivity.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Ricklefs, R. E. & Miller, G. L. (2000). Ecology (4th ed.). New York: W.H. Freeman and Co.
Image References
Snake River. NPS photo. Retrieved from
Teton Range and Mountain Lake. NPS photo. Retrieved from
Queen’s Bath Kalapana

7. 4. Zonation in Lakes Zonation in Lakes
The PHOTIC ZONE is an area where there is sufficient light for photosynthesis. Within the photic zone, the shallow area found close to shore is designated as the LITTORAL ZONE, the surface water away from the shore is referred to as the LIMNETIC ZONE.
The area where very little light penetrates and the primary organisms are heterotrophic is called the PROFUNDAL (aphotic) ZONE. The BENTHIC ZONE (the bottom of lakes) and profundal zone contain organisms that feed off decaying organic matter called detritus. The benthic zone usually has higher biodiversity than the profundal zone.
Lakes are often are categorized as OLIGOTROPHIC or EUTROPHIC by their production of organic matter. Oligotrophic lakes are generally deeper, have sparse nutrients, and clear blue water. Eutrophic lakes tend to be more shallow and have a rich nutrient supply.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image Reference
Young, M. (2004). Zonation in Lakes. Baylor College of Medicine, Center For Educational Outreach.

8. 5. Zonation in a Marine Environment
The marine environment is categorized by distance from shore, amount of light, and depth of water. The PHOTIC zone (depths which receive sufficient light to support photosynthesis) consists of the INTERTIDAL zone (exposed to air when the tide changes), the NERITIC zone (water less than 300 meters deep) and the OCEANIC zone. Water depths that receive insufficient light to support photosynthesis are designated as aphotic. The third ocean environment consists of the bottom or BENTHIC zone, which spans across all ocean depths. A variety of organisms that feed on detritus (decomposing organic matter) live in the benthic zone. The deepest benthic area is referred to as the ABYSSAL ZONE. Organisms living in the abyssal zone (usually considered to be at depths greater than 12,000 ft or 4,000 m) are adapted to extremely cold temperatures and high pressures.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image Reference
Young, M. (2004). Zonation in a Marine Environment. Baylor College of Medicine, Center For Educational Outreach.

9. 6. Zonation in a Loko Pu‘uone (type of Hawaiian fishpond)
All ponds are in the Photic Zone
Ponds include Intertidal &/or Littoral Zones
Benthic zone of ponds has many organisms living off decomposing organic matter
Eurtrophic lakes are more shallow & have rich nutrients
All Ponds are within the Photic Zone
Intertidal and or Littoral Zone
Benthic Zone has many organisms that live off detritus (decomposing organic matter)
Eutrophic lakes tend to be more shallow and have a rich nutrient supply.

10. 7. Primary Production (Light Energy)
The conversion of light energy to chemical energy is called photosynthesis.
Plants use the energy captured in photosynthesis for maintenance and growth.
The energy that is accumulated in plant biomass is called “net primary production.”
Primary Production in Plants
The total production of organic compounds by plants is referred to as primary productivity or production.
Primary productivity = total amount of light energy transformed into chemical energy through photosynthesis.
Only about 1 – 5 % of the solar energy in any given location actually is captured for use or storage by plants.
After the metabolic requirements of producers (plants or other photosynthetic organisms) are met, the total energy (accumulated as biomass) available to be passed through the food chain is called net primary productivity.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image Reference
Young, M. (2004). Primary Production. Baylor College of Medicine, Center For Educational Outreach.

11. 8. Energy Flow in Ecosystems
Producers of Energy (Autotrophs)
Consumers of Energy (Heterotrophs)
Trophic Levels
Ecological Pyramids of Energy
Ecological Pyramids of Biomass
Ecological Pyramids of Numbers
Energy Flow in Ecosystems
Primary production in an ecosystem predominately occurs through the photosynthetic action of autotrophs (producers) such as plants, algae, and some bacteria. Once this energy has been captured by autotrophic organisms, it is passed on to heterotrophs (consumers) in different trophic levels.
A trophic level is made of all the organisms that share the same number of energy transfers from sunlight energy (plants are the first, herbivores the second, and carnivores the third). Transfer of energy between trophic levels is inefficient because much of the energy captured is lost to building and maintaining the bodies of organisms. Less than 10% of the energy obtained by organisms at each level is available to organisms in the next trophic level. The efficiencies of different trophic levels can be illustrated in ecological pyramids, either as available energy, biomass or numbers of organisms.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.

12. 9. Ecological Pyramid of Energy
Mm-mm … I could really go for some kilocalories…
Ecological Pyramids of Energy
Energy in ecosystems flows from producers (photosynthetic organisms) to consumers (herbivores and carnivores). Ecological pyramids of energy usually show the amount of living material (or its energetic equivalent) that is present in different trophic levels. In this diagram, energy is depicted in kilocalories.
Primary producers convert only about 1% of the energy in available sunlight. The average amount of energy that is available to the next trophic level is about 10%. Because so much energy is utilized in building and maintaining organisms, food chains (series of feeding relationships) are usually limited to just three or four steps. Pyramids of energy can not be inverted.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Holligan, P. M., Harris,R. P., Newell, R. C., Harbour, D. C., Head, R.N., Linley, E. A. S., Lucas, M. I., Tranter, P. R. G., & Weekly, C. M. (1984). Vertical distribution and partitioning of organic carbon in mixed, frontal, and stratified waters of the English Channel. Marine Ecology Progress Series, 14,
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image Reference
Young, M. (2004). Ecology Energy pyramid. Baylor College of Medicine, Center For Educational Outreach.
Shark image:

13. 10. Ecological Pyramid of Biomass
Hey…. Not me brah - I am way low cal!
Ecological Pyramids of Biomass
The total dry weight of organisms (standing crop) in a particular trophic level is referenced as biomass. Most pyramids follow the typical pattern of narrowing at each level, however in some aquatic ecosystems, the pyramid may be inverted. In the example, phytoplankton grow and reproduce so rapidly that they can support a large population of zooplankton even though at any one time, the biomass of phytoplankton is smaller than that of the zooplankton.
********************************
Questions to Students:
Which Pyramid would represent the Biomass in the Loko Pu’uone? How could you test this? How do you measure biomass?
Answer: Each pond may be different depending on the type of grazers or primary consumers. To test this you would need to measure the biomass at each level and create your own pyramid. Biomass is measured as weight per area. Water samples or sediment samples would need to be separated to represent each trophic level, then the mass dried and weighed.
****************************************
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Holligan, P. M., Harris,R. P., Newell, R. C., Harbour, D. C., Head, R.N., Linley, E. A. S., Lucas, M. I., Tranter, P. R. G., & Weekly, C. M. (1984). Vertical distribution and partitioning of organic carbon in mixed, frontal, and stratified waters of the English Channel. Marine Ecology Progress Series, 14,
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image Reference
Young, M. (2004). Ecology Biomass Pyramid. Baylor College of Medicine, Center For Educational Outreach.
Plankton swimming:

14. Get Ready for the Game! Make a sheet with 2 columns & 8 rows like this:
Name: 1. 2. 3. 4. 5. 6. 7. 8.
Teachers may prefer to skip this and use a handout like the slide after the next one (#16) instead.

15. Bring on the game!
On the next slide 8 tasks will appear. Do not write them down. Just read them & get ready to go look for 8 different people who can do these tasks. You can only write your own name beside one task.
Each person must PROVE they can do the task before they can sign your paper.
The first person with their sheet filled in with 8 different names WINS!
Get it?
Good … GO!

16. Hurry! The clock is ticking!
Name:
1. Recite 3 types of aquatic ecosytems from memory.
2. While standing on 1 foot, read aloud from your notes for 20 seconds.
3. Put these photic zones in order as seen from shore: neritic, oceanic, intertidal.
4. Recall a dream you have had about water & relate it to 1 fact you learned in this class.
5. State the mathematical pattern of kilocalories of energy between primary producers & all 3 consumer types.
6. Make up & sing a 10 second song about zonation.
7. In less than 30 seconds state 3 facts about an aquatic ecosystem.
8. Draw one of the diagrams you’ve just seen.
Answers:
Freshwater, Wetlands, Estuaries, Oceans
3.Intertidal, Neritic, Oceanic
5. Producers = 10,000 kcal; consumers are 1,000, 100 or 10 kcal. Mathematical pattern is 10x amount of kilocalories as you from tertiary consumers to producers.

17. PART 2: Biogeochemical Cycles
Coming up next …
Cycling of materials between the environment and organisms
Chemical and biological processes
Examples
Water cycle
Nitrogen cycle
Phosphorus cycle
Carbon cycle
Plants obtain nitrogen
from nitrogen-fixing
bacteria and pass it to
other organisms through
the food chain.
Biogeochemical Cycles
Chemical elements essential to life are available in limited amounts and must be cycled between living organisms and the environment. Because these processes involve both chemical and biological processes, they are called biogeochemical cycles.
Elements such as carbon (from carbon dioxide), hydrogen, and nitrogen move between the atmosphere and organisms,
Elements such as phosphorus, calcium, potassium, magnesium, sodium, and iron enter into organisms from the soil.
The four primary biogeochemical cycles are:
Water
Nitrogen
Carbon
Phosphorus
For more background info or to know what the actual fluxes are see
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Raven, P. H., & Johnson, G. B. (2002). Biology (6th ed.). McGraw-Hill.
Image References
(Image retrieved 2/26/08 from:

18. Biogeochemical Cycles
“Bio” means life. “Geo” means earth. Tell us about the chemical cycles of life on Earth in … Group Activity Time!
Get into groups of 2-4
Study the diagram on the handout you are given (water cycle, nitrogen cycle, phosphorus cycle or carbon cycle)
Choose 1-2 people to prepare to do each of these tasks in front of the class (everyone must help present):
Choose, state and explain a title for your diagram
Pronounce and define new words or terms
Explain in simple language how many steps are shown in your diagram and what is happening at each step
Guess who this information is important to and why (not just “scientists” or “nature” … be specific & think deeply!)
See additional handouts to follow up on these suggestions.
Applications/suggestions
Use as an introductory or post-discussion assessment.
Laminate group sets and use erasable markers to save paper and prep time.

19. Group Activity Time! Biogeochemical Cycles
See additional handouts to follow up on these suggestions.
Applications/suggestions
Use as an introductory or post-discussion assessment.
Laminate group sets and use erasable markers to save paper and prep time.

20. Water Cycle Group - You’re Up!
The water or hydrologic cycle refers to the continuous circulation of moisture on earth, particularly between the atmosphere and the earth’s surface. Solar radiation provides the energy for the water cycle. Water changes between gaseous and liquid states through the processes of transpiration, evaporation, and precipitation. Transpiration is the loss of water vapor by plant parts (mostly through tiny pores, known as stomata). Only a small amount of water is involved in a chemical process that occurs during photosynthesis (hydrogen and oxygen are split).
All living things require water.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Image Reference
Young, M. (2004). Water Cycle. Baylor College of Medicine, Center For Educational Outreach.

21. Nitrogen Cycle Group - You’re Up!
A major component of the atmosphere, nitrogen is essential for all living things. However, most organisms are unable to use the gaseous forms of nitrogen present in the atmosphere. In order for nitrogen to be usable by most organisms, it must be “fixed,” in other words, combined with oxygen, hydrogen or carbon to form other molecules. Plants need Nitrogen to grow and photosynthesize, but it must be in a fixed form. This is why fertilizers (nitrogen based) are used to help plants grow quickly.
Nitrogen fixation
Nitrogen fixation can happen during rainstorms, which yields nitrate and ammonium ions. Nitrogen also can be fixed biologically by free-living and symbiotic bacteria. Leguminous plants, for example, host nitrogen-fixing bacteria in root nodules allowing them to capture nitrogen and incorporate it into proteins and other molecules. Unlike other organisms, nitrogen fixing bacteria are able to convert atmospheric nitrogen to ammonia, which then can serve as raw material for the incorporation of nitrogen into other molecules.
The other four important steps in the nitrogen cycle are: (1) assimilation (reduction of nitrate ions [NO3-] inside plants to ammonium ions [NH4+], which are used to manufacture proteins and other molecules; this conversion requires energy); (2) ammonification (release of excess nitrogen in the form of ammonia [NH3] and ammonium ions [NH4+] by soil-dwelling bacteria and some fungi during the decomposition of complex organic compounds such as proteins, and nucleic acids); (3) nitrification (the oxidation of ammonium ions or ammonia by free-living, soil dwelling bacteria to nitrates [NO3-]; and (4) denitrification (the conversion of nitrate to gaseous nitrogen [N2 ] by free-living bacteria in soil; this conversion yields energy and occurs in conditions with low levels of oxygen).
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See handout for follow up questions
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Image Reference
Young, M. (2004). Nitrogen Cycle. Baylor College of Medicine, Center For Educational Outreach.

22. Carbon Cycle Group - You’re Up!
Carbon, in the form of carbon dioxide, comprises about 0.03 percent of the atmosphere. Worldwide circulation of carbon atoms is called the carbon cycle. Since carbon becomes incorporated into molecules used by living organisms during photosynthesis, parts of the carbon cycle closely parallel the flow of energy through the earth’s living systems. Carbon is found in the atmosphere, the oceans, soil, fossil deposits and living organisms. Photosynthetic organisms (such as plants and algae) create carbon-containing molecules (known as “organic” compounds), which are passed to other organisms as depicted in food webs. Almost all living things are made up 50% by Carbon. Carbon is returned to the environment through respiration (breakdown of sugar or other organic compounds), combustion (burning of organic materials, including fossil fuels), and erosion.
References
Campbell, N. E., & Reece, J. B. (2002). Biology (6th ed.). San Francisco: Benjamin Cummings.
Image Reference
Young, M. (2004). Carbon Cycle. Baylor College of Medicine, Center For Educational Outreach.

23. Phosphorus Cycle Group - You’re Up!
The Phosphorus Cycle is the simplest of the cycles that we will examine. For our purposes, Phosphorus has only one form, phosphate, which is a phosphorous atom with 4 oxygen atoms. This heavy molecule never makes its way into the atmosphere, it is always part of an organism, dissolved in water, or in the form of rock. When rock with phosphate is exposed to water (especially water with a little acid in it), the rock is weathered out and goes into solution. Plants take this phosphorous up and use it in a variety of ways. It is an important constituent of cell membranes, DNA, RNA, and, of course ATP (In photosynthesis). Heterotrophs (animals) obtain their phosphorous from the plants they eat. When animals or plants die (or when animals defecate), the phosphate may be returned to the soil or water by the decomposers. There, it can be taken up by another plant and used again. This CYCLE will occur over and over until at last the phosphorous is lost at the bottom of the deepest parts of the ocean, where it becomes part of the sedimentary rocks forming there. Ultimately, this phosphorous will be released if the rock is brought to the surface and weathered.
References
Image Reference
Environmental Literacy Council