1. Keystone Species http://www.youtube.com/watch?v=Xg62WKwA470 http://www.youtube.com/watch?v=Xg62WKwA470 Keystone Species http://www.youtube.com/watch?v=Xg62WKwA470 http://www.youtube.com/watch?v=Xg62WKwA470 A keystone species is a plant or animal that plays a uniqueand crucial role in the way an ecosystem functions. Without keystone species, the ecosystem would be dramatically different or cease to exist altogether. http://education.nationalgeographic.com/education/encyclopedia/keystone-species/?ar_a=1

2. Keystone species video projects  http://www.schooltube.com/search/?term=keystone+species http://www.schooltube.com/search/?term=keystone+species  Compare and contrast two video projects using a Venn diagram  http://www.schooltube.com/search/?term=keystone+species http://www.schooltube.com/search/?term=keystone+species  Compare and contrast two video projects using a Venn diagram

3. http://www.fieldtripearth.org/article.xml?id=754 http://www.fieldtripearth.org/article.xml?id=754 summarize how elephants are a keystone species (100 words) http://www.fieldtripearth.org/article.xml?id=754 http://www.fieldtripearth.org/article.xml?id=754 summarize how elephants are a keystone species (100 words)  A keystone species is often, but not always, a predator.  A few predators can control the distribution and population of large numbers of prey species. A single mountain lion near the Mackenzie Mountains in Canada, for example, can roaman area of hundreds of kilometers.  The deer, rabbits, and bird species in the ecosystem are at least partly controlled by the presence of the mountain lion. Their feeding behavior, or where they choose to make their nests and burrows, are largely a reaction to the mountain lion's activity.  Scavengerspecies, such as vultures, are also controlled by the activity of the mountain lion.  A keystone species is often, but not always, a predator.  A few predators can control the distribution and population of large numbers of prey species. A single mountain lion near the Mackenzie Mountains in Canada, for example, can roaman area of hundreds of kilometers.  The deer, rabbits, and bird species in the ecosystem are at least partly controlled by the presence of the mountain lion. Their feeding behavior, or where they choose to make their nests and burrows, are largely a reaction to the mountain lion's activity.  Scavengerspecies, such as vultures, are also controlled by the activity of the mountain lion.

4. Read the article and write definitions for  Strongly Interactive Species  Ecosystem Engineers Species  Foundation Species  Trophic Cascades  http://www.twp.org/node/563 http://www.twp.org/node/563  Strongly Interactive Species  Ecosystem Engineers Species  Foundation Species  Trophic Cascades  http://www.twp.org/node/563 http://www.twp.org/node/563

5. Biomes – Edge effect  The influence that two ecological communities have on each other along the boundary (called the ecotone) that separates them.  Because such an area contains habitats common to both communities as well as others unique to the transition zone itself, the edge effect is typically characterized by greater species diversity and population density than occur in either of the individual communities.  http://dsc.discovery.com/search.htm?terms=biomes http://dsc.discovery.com/search.htm?terms=biomes  The influence that two ecological communities have on each other along the boundary (called the ecotone) that separates them.  Because such an area contains habitats common to both communities as well as others unique to the transition zone itself, the edge effect is typically characterized by greater species diversity and population density than occur in either of the individual communities.  http://dsc.discovery.com/search.htm?terms=biomes http://dsc.discovery.com/search.htm?terms=biomes

6. Write 6-10 key points on each biome  http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ http://www.ucmp.berkeley.edu/glossary/gloss5/biome/  http://www.blueplanetbiomes.org/world_biomes.htm http://www.blueplanetbiomes.org/world_biomes.htm  http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ http://www.ucmp.berkeley.edu/glossary/gloss5/biome/  http://www.blueplanetbiomes.org/world_biomes.htm http://www.blueplanetbiomes.org/world_biomes.htm

7. Ecological niche  How do populations in a niche respond to change?  http://www.sciencedaily.com/articles/e/ecological_niche.htm http://www.sciencedaily.com/articles/e/ecological_niche.htm  Compare the 3 different definitions of a niche using a table  http://en.wikipedia.org/wiki/Ecological_niche http://en.wikipedia.org/wiki/Ecological_niche  How do populations in a niche respond to change?  http://www.sciencedaily.com/articles/e/ecological_niche.htm http://www.sciencedaily.com/articles/e/ecological_niche.htm  Compare the 3 different definitions of a niche using a table  http://en.wikipedia.org/wiki/Ecological_niche http://en.wikipedia.org/wiki/Ecological_niche

8. Species interaction  Commensalism  Predator/prey (predation)  Mutualism  Competition  Parasitism  symbiosis  Commensalism  Predator/prey (predation)  Mutualism  Competition  Parasitism  symbiosis

9. Species interaction grid  http://people.sc.fsu.edu/~pbeerli/BSC3052/restricted/slides/03-12-comm-eib.pdf http://people.sc.fsu.edu/~pbeerli/BSC3052/restricted/slides/03-12-comm-eib.pdf  Read through pages 1-3.  Complete a species interaction grid for each scenario  http://people.sc.fsu.edu/~pbeerli/BSC3052/restricted/slides/03-12-comm-eib.pdf http://people.sc.fsu.edu/~pbeerli/BSC3052/restricted/slides/03-12-comm-eib.pdf  Read through pages 1-3.  Complete a species interaction grid for each scenario

10. Commensalism  commensalism is a class of relationship between two organisms where one organism benefits but the other is neutral (there is no harm or benefit)  Galapagos field journal activity  commensalism is a class of relationship between two organisms where one organism benefits but the other is neutral (there is no harm or benefit)  Galapagos field journal activity

11. Interspecific Competition vs Intraspecific Competition  Define the terms  For each find and describe two examples  Define the terms  For each find and describe two examples

12. Indicator species: An indicator species is an organism whose presence, absence or abundance reflects a specific environmental condition. Indicator species can signal a change in the biological condition of a particular ecosystem and thus may be used as a proxy to diagnose the health of an ecosystem.  http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_enviro nment/population_pollutionrev3.shtml http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_enviro nment/population_pollutionrev3.shtml  Describe the indicator species for air and water pollution  http://www.hcn.org/issues/60/1859 http://www.hcn.org/issues/60/1859  What are the causes for the sudden disappearance of the frogs?  Find two more reports to show that frogs are an indicator species  http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_enviro nment/population_pollutionrev3.shtml http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_enviro nment/population_pollutionrev3.shtml  Describe the indicator species for air and water pollution  http://www.hcn.org/issues/60/1859 http://www.hcn.org/issues/60/1859  What are the causes for the sudden disappearance of the frogs?  Find two more reports to show that frogs are an indicator species

13. Invasive species: project  http://www.plantatlas.usf.edu/flip/ http://www.plantatlas.usf.edu/flip/  Make a brochure of invasive species  Describe 2 species in each of the categories with reference to a.Origin b.Ecological impact c.Where in FL is it predominant d.How did it get here e.how can it be managed/erased Categories: Aquatic; fern; herbaceous; shrub; tree; vine; animal.  http://www.plantatlas.usf.edu/flip/ http://www.plantatlas.usf.edu/flip/  Make a brochure of invasive species  Describe 2 species in each of the categories with reference to a.Origin b.Ecological impact c.Where in FL is it predominant d.How did it get here e.how can it be managed/erased Categories: Aquatic; fern; herbaceous; shrub; tree; vine; animal.