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Interactions Within the Environment

Objective: Describe how living things interact with each other and their environment.

Bell work: Give some examples of living things interacting with each other or their environment from this picture.

Ex: The elk is sitting on the grass

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Take a few minutes to read the passage “Interactions Within The Environment.”

When complete, find the correct term for the definitions on your sheet. Remember to use good reading strategies as you read!

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What’s in an Ecosystem?

It’s a Frog’s World…

Objective: to determine how organisms are organized by their interactions

Bell work:

What is the smallest unit of living things?

What does the prefix “bio” mean?

List two living factors and two non-living factors of the ecosystem shown.

aaa

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What’s in an Ecosystem?

It’s a Frog’s World…

Objective: to determine how organisms are organized by their interactions

Bell work:

What is the smallest unit of living things?

cells

What does the prefix “bio” mean?

life; living

List two living factors and two non-living factors of the ecosystem shown.

aaa

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Ecology: the study of how living things interact with each other and their environment. Every living thing is made of cells!

An ecosystem is made up of all of the living (BIOTIC) and non-living (ABIOTIC) factors.

In the picture, place a CIRCLE AROUND things that are LIVING and an “X” over things that are NON-LIVING.

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Ecology: the study of how living things interact with each other and their environment. Every living thing is made of cells!

An ecosystem is made up of all of the living (BIOTIC) and non-living (ABIOTIC) factors.

In the picture, place a CIRCLE AROUND things that are LIVING and an “X” over things that are NON-LIVING.

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All of science builds upon levels: every living organism is made up of CELLS - tiny living units that can live alone (unicellular) or combine to make more complex things like tissues, organs, organ systems and organisms (multicellular); hence, the Levels of Organization.

ORGANISMS are organized into levels by how they interact with one another, which will take us into the Levels of Organization for Ecology. We have several types of organisms, and their type tells us how the organisms interact.

Atoms

Molecules

Organelles

Cells

Tissues

Organs

Organ Systems

Organisms

Populations

Communities

Ecosystems

Biosphere

The Universe

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Now, create your own levels of organization for the frog. Each level must build upon the previous level. For example, if you draw a cardiac muscle cell, then you should draw cardiac muscle tissue, a heart, & the cardiovascular system.

Cellular level (muscle cell)

Organ level (heart)

Tissue level (muscle tissue)

Organism level (consisting of many organ systems)

Organ system level (cardiovascular system)

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Organism: a single living thing that obtains food, water, and shelter to live, grow, and reproduce in its habitat (environment). An organism’s niche is its total way of life.

Ex: frog

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Population: A group of interbreeding organisms (species) living in the same area

Ex: All of the frogs living in a pond behind your neighborhood

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Community: all the populations in an ecosystem

Ex: All the frogs, insects, reptiles, birds, plants, mushrooms, bacteria, protists, mammals & fish living in the pond behind your neighborhood

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Ecosystem/Biome : Includes all the living (biotic) & nonliving (abiotic) features of an environment. There are several major types of ecosystems such as a rainforest, desert, tundra, deciduous forest, taiga, marine, etc.

Ex: All the frogs, insects, birds, reptiles, plants, mushrooms, bacteria, mammals & fish along with water, soil, air, clouds, sunlight, and man-made materials in the pond behind your neighborhood

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Biosphere: every place on Earth that can support life

Atmosphere

Lithosphere

Hydrosphere

Atmosphere = air

Hydrosphere = water

Lithosphere = land

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Now, use your frog to create each level. Fill out the circles with pictures of other frogs that will join your frog in its population, include the frog and other animals/plants/fungi/protists/bacteria in the community, and then all of the living & non-living things in the ecosystem.

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You are What You Eat!

Objective: To learn the various types of organisms within an ecosystem

Bell work:

1. DEFINE and give an EXAMPLE for:

a. Herbivore

b. Carnivore

c. Omnivore

d. Decomposer

2. Compare an autotroph with a heterotroph.

- Autotrophs (producers) make their own food

- Heterotrophs (consumers) can’t make their own food so they must eat it

plant eater (Ex: Deer)

meat eater (Ex: Wolf)

eats both plants and animals (Ex. Bear)

breaks down dead material (Ex. Flies)

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There are two types of organisms – those that can make their own food, and those that get their food from other sources.

1. Producers/Autotrophs: get their energy from the SUN through the process of photosynthesis.

Sunlight

Carbon Dioxide

Enters Stomata (tiny holes) in leaves

Glucose Sugar

Stored

Water

Enters through Roots

Oxygen

Exits Stomata

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Consumers/Heterotrophs: get their food from other sources. There are 3 types:

Herbivores: eat only plants

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Carnivores: eat only animals

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Omnivores: eats BOTH plants & animals

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Scavenger: eats the leftovers

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Decomposer: breaks down decaying material

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Do you know how these organisms get THEIR energy?

Carnivore, Herbivore or Omnivore??

Producer, Consumer or Decomposer??

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You are what you eat!

Identify each organism in the diagram below and label each as a producer, decomposer, herbivore, carnivore or omnivore.

What do you think the direction of the arrow between each organism means?

nutrients

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You are what you eat!

Identify each organism in the diagram below and label each as a producer, decomposer, herbivore, carnivore or omnivore.

strawberry – producer; grasshopper – herbivore;

mouse – omnivore; snake – carnivore; hawk – carnivore;

mushrooms - decomposer

What do you think the direction of the arrow between each organism means?

energy moves in the direction of the arrow – from the organism being eaten, to the one that is eating it

nutrients

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Food Chain: series of events in which one organism eats another and obtains energy. Each level is a “trophic” level.

Begins with light energy from the SUN.

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Producers: make food (glucose) using the sun’s energy through photosynthesis:

6CO₂ + 6H₂O + sunlight & chlorophyll 🡪C₆H₁₂O₆ + 6O₂

Sunlight

Carbon Dioxide

Enters Stomata (tiny holes) in leaves

Glucose Sugar

Stored

Water

Enters through Roots

Oxygen

Exits Stomata

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Primary (1^st) Consumer: eats producers/plants and can be an

Herbivore OR Omnivore

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Secondary (2^nd) Consumer: a carnivore or omnivore eats the primary consumer

OR

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Tertiary (3^rd) Consumer: eats primary or secondary consumers.

Called the “top of the food chain”

OR

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Who feeds on EVERYTHING?

Scavenger: Carnivore that feeds on dead organisms.

Decomposers: break down decaying material and release nutrients into soil

nutrients

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Food Chain!

Organisms use the energy released in the food chain to power all of their daily activities through the process of cellular respiration

6O₂ + C₆H₁₂O₆ --> 6H₂O + 6CO₂ + energy

nutrients

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More Food Chains!

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Food Web: many overlapping food chains in an ecosystem. Shows how ALL organisms interact within the ecosystem

Food Chain

Food Web

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A Pyramid of Energy!

Objective: to determine how much energy is transferred or lost in an ecosystem.

Bell work:

What is the source of all energy?

Why are decomposers considered nature’s recyclers?

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A Pyramid of Energy!

Objective: to determine how much energy is transferred or lost in an ecosystem.

Bell work:

What is the source of all energy?

The Sun

Why are decomposers considered nature’s recyclers?

They break down organic materials and return them to the Earth

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Energy Pyramid

The sun is the ultimate source of energy for all living organisms
The sun provides energy directly to producers and indirectly to herbivores, omnivores and carnivores.
As you go up the food chain/energy pyramid, the amount of available energy decreases because you are getting further away from the original source of energy, the sun.
It takes a large number of producers to provide enough energy to a small number of primary consumers
It takes a large number of primary consumers to provide enough energy to a small number of secondary consumers
It takes a large number of secondary consumers to provide enough energy to a small number of tertiary consumers

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Time for some Energy Transfer!

…We are going to calculate the amount of energy is transferred from the ULTIMATE source of all energy to the 3^rd consumer…

We will start with…

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THE SUN

Provides the energy for producers to conduct photosynthesis and make food.

ENERGY IN: 1000 units

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1000

Fill in your chart with your calculations as we move along! Draw pictures neatly and color each one!

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PRODUCER

A tomato plant gets the 1000 units IN. It uses 900 of those 1000 units to power its daily activities. Much of that energy is lost to the activities & surroundings. How much of the original energy is STORED?

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(c) Getting Nerdy, LLC

A. Tomato Plant

1000

900

1000

900

100

Fill in your chart with your calculations as you see here! Draw your picture neatly and color it!

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PRIMARY (1^st) CONSUMER

The tomato hornworm loves tomatoes. When it eats the tomato, it only receives the energy stored – 100 UNITS. Of the 100 units of ENERGY IN, 90 units are used to power the worm’s daily activities and much of that energy is lost to the activities & surroundings. How much of the original energy is STORED?

(c) Getting Nerdy, LLC

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A. Tomato Plant

B. Hornworm

1000

900

1000

900

100

90

100

90

10

Fill in your chart with your calculations as you see here! Draw your picture neatly and color it!

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SECONDARY (2^nd) CONSUMER

A Carolina Wren is flying up above and makes a tasty meal out of the hornworm, getting the 10 units of stored energy. Of the 10 units of ENERGY IN, 9 units are used to power the wren’s daily activities and much of that energy is lost to the activities & surroundings. How much of the original energy is STORED?

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A. Tomato Plant

B. Hornworm

C. Wren

1000

900

1000

900

100

90

100

90

10

9

10

9

1

Fill in your chart with your calculations as you see here! Draw your picture neatly and color it!

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TERTIARY (3^rd) CONSUMER

A Red-tail Hawk is circling the field and sees the wren flying below. It swoops down to catch his meal, getting the 1 unit of stored energy as he eats it.

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A. Tomato Plant

B. Hornworm

C. Wren

D. Red-tail Hawk

1000

900

1000

900

100

90

100

90

10

9

10

9

1

Your finished energy pyramid should look like this with pictures drawn and calculations complete!

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Conclusion: As you move up the energy pyramid, only __% of the energy is transferred to the next level.

Organisms release waste and die. Decomposers take over and return nutrients to the earth.

THINK: If a tertiary consumer died, how much energy would be left for the decomposers?

0.1

10

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A Pyramid of Energy -

Stacking It Up…

Objective: To demonstrate the transfer of energy through a food chain

Bell work:

Pick your favorite biome. As you picture it in your mind, imagine the types of organisms that inhabit that biome. Make a list of those organisms on your paper.

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What You Do:

Choose a specific ecosystem that interests you the most. Then, think about the various types of organisms that inhabit that ecosystem. Of those organisms, choose a producer, primary consumer, secondary consumer and a tertiary consumer to create a food chain for that ecosystem.

Using the template on the next page, illustrate your food chain by drawing each organism in the circle. Pay close attention to the order in which you should create each level. Information is located at the edge of each template piece. Provide the name of the organism inside the bottom of each circle.
For each level, you should include information about the type of organism, whether is an herbivore, omnivore, carnivore or producer. Explain how each organism gets energy by describing what it eats or the process it uses to make energy. Calculate the energy transferred to each level of the pyramid in the appropriate place on your template
Once done, cut out each level of the template on the solid dark line. Create a ring by placing glue on the ends of each piece. Then stack each piece in the correct order, beginning with the sun as the base of your food chain. Use tape to secure the levels together to create your finished food chain.

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Why Can’t We All Just Get Along?

Objective: To explain the types of relationships that exist between organisms

Bell work: Define the following terms in your own words:

Competition:

Predator:

Prey:

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Why Can’t We All Just Get Along?

Objective: To explain the types of relationships that exist between organisms

Bell work: Define the following terms in your own words:

Competition:

To fight for a resource

Predator:

The organism that hunts

Prey:

The organism that gets eaten

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Predation: interaction where one organism (predator) kills another organism for food (prey)

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Competition: struggle between organisms to survive as they attempt to use the same limited resource

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Limiting Factors of Ecosystems

Limiting factor: an environmental condition or resource that limits the size of a population of organisms.

What are examples

of limiting factors?

-Food

-Water

-Weather

-Accidents

-Natural Catastrophe

-Disease

-Predators

-Space/Habitat

-Mate

-Competition

The largest population an area can support is its carrying capacity which is driven by limiting factors.

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Interactions of Living Things

Symbiosis: close relationship created between two species due to coevolution (species evolve together in their environment).

The relationship must benefit at least one of the species.

=

OR

?

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There are three types of symbiotic relationships:

Mutualism (+,+): relationship where both species benefit

Clownfish & Sea Anemone

Buffalo & Tickbird

Bumblebee & Flowers

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Commensalism (+,0): relationship where one species benefits and the other species is neither helped nor harmed

Shark & Remora

Elephant & Egret

Spanish Moss & Trees

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Parasitism (+,-): relationship where one species benefits (parasite) while the other is harmed (host)

Ticks & Mammals

Mosquitoes & Mammals

Cuckoo Bird & Bird Nests

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Wanted: Symbiotic Relationship�Apply Within!

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What You Do:

Create a classified advertisement/want ad for a job opening in which an organism in a symbiotic relationship is looking for the other organism. The ad should be based on a mutualistic, parasitic, or commensalistic relationship.

Headline describing job

Create a catchy headline to grab attention. Write a line describing the relationship you are seeking (mutualistic, parasitic, commensalistic), a line about who you are and the qualities you possess, a line about the type of organism you need for the job (Qualifications), a line about why you need this service, and a line describing what you will give the organism in return for his or her services.

Picture accompanying advertisement:

A picture showing you, the organism in search of the other organism. A picture showing the organism of which you are searching. A picture showing the two of you together in your symbiotic relationship - can be hand-drawn. Must be neat and colorful

Materials to use

To create this ad, use construction paper, copy paper, magazine/newspaper cutouts, clip art, computer graphics, photographs, hand drawn images, etc.

The ad can be done as a PowerPoint presentation, brochure, newspaper ad, magazine ad, poster, prezi presentation, glogster, etc.

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WANTED: Lazy Pup with Short Nails

Desperately seeking a parasitic relationship. I am a flea with a thin body and springy legs who can jump 1,000 times my own body size! I am in search of a dog with long fur for me to cuddle up in, thin skin for me to bite, and short nails to keep from scratching me. I need your help because your blood is my nutrients and I need it to keep me alive. In return, I promise to give you the heebie jeebies and plenty of scabby bites to scratch and keep you busy!

ME YOU US TOGETHER

=

+

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Listed below are several symbiotic relationships. Once you have been assigned your relationship, write the pair of organisms at the top of your paper. Research your relationship and follow all directions to complete your Want Ad.

Shark & Remora	Ants & Aphids
Mistletoe & Hardwood Tree	Pinworm & Humans
Bacteria & Termite Gut	Botflies & Deer
Ants & Acacia Tree	Oxpecker & Mammal
Honeyguide bird & badger	Sloth & Algae
Shrimp and Goby Fish	Botfly & Mammal
Tapeworm & Mammal	Fig Tree & Amazon Fruit Bat
Barnacles & Whales	Olive Baboon & African Elephant
Sea Anemone & Clownfish	Egrets & Cattle
Brownheaded cowbird & songbird	Wombat & Snails
Hermit Crab & Sea Anemone	Coyote & American Badger
Langur Monkey & Chital Deer	Egyptian Plover & Crocodile
Sea Slug & Algae	Human & Lice
Pygmy Seahorse & Seafan	Varroa destructor & Honeybee
Fig Wasp & Fig	Pompeii Worm & Thermophilic bacteria
Spanish Moss & Trees	Yucca Plant & Yucca Moth
Euprymna Bobtail Squid & Bioluminescent Bacteria	Leafhopper & Meat Ant

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Analyzing Predator-Prey Relationships

Background:

The Midwest Grey Wolf has been taken off of the Endangered species list due to their numbers increasing. The resurgence began in northeast Minnesota and their populations have increased as the wolves move into territories that foster support for their steady growth. In Idaho, the wolf populations have had a great gain in population size due to an abundant food supply - Elk. The Fish and Game Department released the Lolo Elk counts for Wildlife Management Zones 10 and 12 and has detailed the data in the charts below.

Objective:

To analyze data demonstrating the effects of organism interactions on population size.

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What You Do: Using the information provided in the charts below, analyze the data and answer the questions that follow.

The population change is the number of elk born minus the number of elk that died during that year. Fill out the last column for the year each year using the calculation below - Be sure to show if the change is positive or negative:

Elk calves – (Predation + Starvation) = Elk population change

For the year 2000: 800 – (400 + 100) = 300

An increase in elk population from the previous year.

Year	Wolf Population	Elk Population	Elk Calves	Predation	Starvation	Elk Population Change (-/+)
2000	10	2000	800	400	100	+300
2001	12	2300	920	480	240
2002	16	2500	1000	640	650
2003	22	2210	944	880	389
2004	28	1885	996	1095	26
2005	25	1760	836	912	24
2006	21	1660	788	846	0
2007	18	1602	766	780	0
2008	19	1588	784	794	0
2009	19	1578	790	796	0
2010	19	1572	799	797	0

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Check Your Answers!

Elk calves – (Predation + Starvation) = Elk population change

Be sure to show if the change is positive or negative

Year	Wolf Population	Elk Population	Elk Calves	Predation	Starvation	Elk Population Change (-/+)
2000	10	2000	800	400	100	+300
2001	12	2300	920	480	240	+200
2002	16	2500	1000	640	650	-290
2003	22	2210	944	880	389	-325
2004	28	1885	996	1095	26	-125
2005	25	1760	836	912	24	-100
2006	21	1660	788	846	0	-58
2007	18	1602	766	780	0	-14
2008	19	1588	784	794	0	-10
2009	19	1578	790	796	0	-6
2010	19	1572	799	797	0	2

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Analyzing Predator-Prey Relationships

The Results – What Happened?

Graph your data by creating a DOUBLE LINE graph of the data from the chart on the previous page. Analyze the results and answer the questions that follow.

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Biomes of the World

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So . . . Thirsty! Dry Biomes

Objective: To learn the characteristics of dry biomes

Bell work: What are some examples of the different biomes of the world?

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So . . . Thirsty! Dry Biomes

Objective: To learn the characteristics of dry biomes

Bell work: What are some examples of the different biomes of the world?

Desert Tundra

Savannah Taiga

Prairie Ocean

Rainforest Coral Reef

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Take notes using the following slides. Use the pictures to help you fill in your biomes on your sheet by drawing an example of at least 1 plant and 2 animals for each biome. Be sure to draw neatly and to color your work.

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Desert:

Details/Climate: Dry with little rainfall. Can be cold or hot. Sandy soil. Found all over the world

Animals: Birds, rodents, and reptiles that can survive extreme temperatures. Most hunt at night and live underground

Plants: Shrubs, cacti and yucca plants

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Desert

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Savanna:

Details/Climate: Dry. Found in Africa, India and Australia

African Savannah

Animals: lions, elephants, zebras, antelopes, hyenas

Plants: open grasslands with very few trees like acacia

dirty gerdy smelly mellie gnllc

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Savanna

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Prairie/Temperate Grassland:

Details/Climate: Dry, cold climate savannas. Found in North America, Russia and South Africa

American Prairie

Animals: Bison, elk, hawks, coyotes, and prairie dogs

Plants: Open grasslands with very few trees; clover, grasses, sunflowers

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Prairie/Temperate Grassland

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Reflection: The Battle At Kruger

After watching, write 3-5 sentences reflecting on the different kinds of events you saw- predator/prey, competition, food web, food chain, etc.

Exit Ticket: What would happen to the lion population if the outcome from the “Battle at Kruger” continued for years to come?

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Brrrr!!! Cold Biomes

Objective: To learn the characteristics of cold biomes

Bell work:

What are some abiotic and biotic features of cold biomes?

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Take notes using the following slides. Use the pictures to help you fill in your biomes on your sheet by drawing an example of at least 1 plant and 2 animals for each biome. Be sure to draw neatly and to color your work.

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Arctic Tundra

Details/Climate: Cold and desert-like with permanently-frozen subsoil known as permafrost. Arctic Tundra = North Pole. Antarctic Tundra = South Pole

Arctic Tundra

Animals: lemmings, caribou, arctic hares, squirrels, arctic foxes, wolves, polar bears, falcons, loons, ravens, gulls, mosquitoes, black flies, salmon, & trout

Plants: low shrubs, grasses, lichen & mosses

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Arctic Tundra

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Alpine Tundra

Details/Climate: Mountains with cold, treeless, frozen landscapes.

Rocky Mountains

Animals: mountain goats, big horn sheep, ptarmigan, marmot, & bobcat.

Plants: Short shrubs, dwarf trees, and grasses

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Alpine Tundra

(c) Getting Nerdy, LLC

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Taiga/Coniferous Forest

Details/Climate: Most abundant biome. Cold with snowfall. Alaska, Canada, Scandinavia, and Russia

Animals: Beavers, lynx, wolves, moose, grizzly bears, and wolverines

Plants: forests of cold tolerant, dense evergreen trees covered in needles: pine, fir, spruce

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Taiga/Coniferous Forest

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Reflection: Polar Bear Habitat Loss

Watch this VIDEO about the state of polar bears. Write 5-7 sentences describing your understanding of ONE of the following topics:

how do the summer months affect the polar bear?
how does the health of polar bears indicate the health of the environment?

Exit Ticket:

Explain how the melting of the sea ice may affect people living on the coast of Florida.

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Splish Splash . . . Wet Biomes

Objective: To learn the characteristics of wet biomes

Bell work:

List the biome that receives the most rainfall.

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Splish Splash . . . Wet Biomes

Objective: To learn the characteristics of wet biomes

Bell work:

List the biome that receives the most rainfall.

Tropical Rainforest

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Take notes using the following slides. Use the pictures to help you fill in your biomes on your sheet by drawing an example of at least 1 plant and 2 animals for each biome. Be sure to draw neatly and to color your work.

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Tropical Rainforest

Details/Climate: Warm, humid, rainy, near Equator. Most diverse biome with respect to animals and plants

Animals: Need trees for shelter/food. Monkeys, bats, frogs, jaguars, parrots and other colorful birds & insects

Plants: Dense, tall, evergreen trees. The tree “canopy” allows for little sunlight to reach ground, so very few low growing plants live here. Orchids, vines, ferns, mosses, and palms adapted for growth on trees

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Tropical Rainforest

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Temperate Deciduous Forest

Details/Climate: Moderate rainfall and humidity; less than a rainforest. North America, Asia, and Europe

Animals: Coyotes, birds, deer, squirrels, turkey, raccoons, opossum, and foxes

Plants: Trees, flowers, and shrubs grow in spring and summer, then lose their leaves and become dormant in winter (deciduous): maple, oak, willow

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Temperate Deciduous Forest

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Reflection: Gombe Forest

Watch this VIDEO about deforestation and an endangered group of chimpanzees.

Write 5-7 sentences about:

Why you think the forests of the Gombe are worth preserving? What are they currently doing to preserve the forests? Why is their program working? How have surrounding communities responded to the preservation?

Exit Ticket: Create a food chain using these organisms: Spider Monkey, Sun, Fig Tree, Jaguar, Slime Mold.

Save the trees!

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Refreshing! Freshwater Biomes

Objective: To learn the characteristics of freshwater biomes

Bell work:

1. What are the abiotic and biotic factors of freshwater biomes?

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Freshwater is defined as having a low salt concentration — usually less than 1% salt in the water. Organisms that live in freshwater regions cannot survive in high salt concentration.

River

(Fresh Water)

Estuary

(Brackish Water)

Ocean

Low salt concentration

High salt concentration

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Take notes using the following slides. Use the pictures to help you fill in your biomes on your sheet by drawing an example of at least 1 plant and 2 animals for each biome. Be sure to draw neatly and to color your work.

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Rivers and Streams

Details/Climate: Water that continuously moves in a single direction. Because of this, the communities are constantly changing to match the changing pace of the river. Found throughout the world

Animals: Trout, otters, wading birds, salmon, snails, and other fish, as well as animals from the surrounding habitat that use rivers for food and water

Plants: Algae - usually attached to rocks, liverworts, mosses, willows, river birch

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Rivers and Streams

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Lakes and Ponds

Details/Climate: A standing body of water that is created as streams and rivers empty into it

Animals: Phytoplankton, small fish, dragonflies, ducks, turtles, snakes, crustaceans, alligators, clams, and snails

Plants: Rooted (ex. elodea) and floating plants (ex. water lilies & water hyacinth)

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Lakes and Ponds

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Wetlands: Marshes, Swamps & Bogs

Details/Climate: Areas where the land is saturated with standing water. Wetlands have the highest species diversity of all ecosystems

Louisiana Wetland

Animals: Amphibians, reptiles, ducks, alligators, egret, nutria, and raccoons

Plants: Pond lilies, cattails, sedges, cypress trees, and black spruce

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Wetlands: Marshes, Swamps & Bogs

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Reflection: San Pedro River

Watch this VIDEO about the San Pedro river ecosystem.

Now answer the following:

1. Why do you think it is important to preserve the San Pedro river ecosystem?

2. What is threatening the San Pedro river and the organisms that live there?

3. Do you think the government’s decision to exempt the city from the endangered species act is right/wrong? Why?

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Exit Ticket:

Which biomes are described below?

I am continuously moving and my communities change often. Many organisms visit me for food and water - what biome am I?
I am standing water on land, my soil is nutrient rich, and I am the most diverse biome - what am I?

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Salty Stuff . . . Marine Biomes

Objective: To learn the characteristics of marine biomes

Bell work:

1. What are the abiotic and biotic features of marine or ocean biomes?

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Marine (saltwater) regions cover about 3/4 of the Earth. Marine algae supply 90% of the world's oxygen and take in just as much carbon dioxide. Evaporation of seawater provides rainwater for the land.

Evaporation

Surface Runoff

Accumulation

Precipitation

Condensation

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Take notes using the following slides. Use the pictures to help you fill in your biomes on your sheet by drawing an example of at least 1 plant and 2 animals for each biome. Be sure to draw neatly and to color your work.

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Estuary

Details/Climate: Where freshwater streams & rivers meet the ocean. Freshwater brings nutrients from the inland which helps to increase diversity and productivity of the estuary

Animals: Oysters, clams, manatee, crabs, beluga whale, harbor seal, turtles, salmon, trout, and shorebirds

Plants: Algae, grasses, sea oats, tickseed flowers

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Estuary

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Beach (Intertidal Zone)

Detail/Climate: Where ocean meets land, and as waves and tides come in and out, the beach can be submerged or exposed. Because of this, the communities of plants and animals are constantly changing

Animals: Worms, clams, crabs, sea stars, snails, arthropods, crawfish, sea fleas and shorebirds

Plants: Mud and sand are constantly moving, so very few algae and plants can establish

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Beach/Intertidal Zone

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Coral Reef

Details/Climate: Includes warm shallow waters that receive lots of sunlight - usually near the intertidal zone. Also includes barriers around the edges of continents (Ex: the Great Barrier Reef off Australia)

Animals: Corals, zooplankton, clams/oysters, colorful fishes, sea urchins, eels, rays, sharks, octopus, sea anemones and sea stars

Plants: Algae, phytoplankton and seaweed

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Coral Reef

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Open/Deep Ocean & Benthic Zone (Ocean Floor)

Details/Climate: Includes cold waters far from the land = open ocean or deep ocean. The benthic zone or sea floor consists of sand & dead organisms. As you go deeper, the temperature decreases. Sunlight cannot penetrate through deeper water

Animals: Open ocean animals include whales, dolphins, deep sea fish, and plankton. On the sea floor are sponges, sea anemones, tubeworms, sea stars. Crabs, creepy deep sea fish live in deep ocean along with archaebacteria that live near thermal vents

Plants: Open ocean has surface seaweed. There are no plants in the deep areas (no sunlight)

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Open/Deep Ocean & Benthic Zone (Ocean Floor)

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Reflection: Lion Fish

Watch this VIDEO about the Lion Fish.

Write 3-5 sentences explaining:

What are some other ways we can prevent the problems with the Lionfish?

Exit Ticket: Why is it important that we not release aquarium pets into marine or freshwater biomes?

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Just Keep Swimming!

Objective: To review marine biomes as we watch Finding Nemo

Bell work:

Create a food chain using the following: Sea turtle, fish, phytoplankton, sun, shark
What kind of SYMBIOTIC relationship does Nemo have with the Sea Anemone?

Mutualism

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Finding Nemo… A Journey through the Ocean

Before You Watch:

What is a producer?

An organism that can make its own food through the process of photosynthesis

What is a consumer?

An organism that must obtain its food from another source (i.e. eating, absorbing)

What are the three types of consumers and what do they eat?

Carnivore – animals; herbivore – plants; omnivore – animals and plants

What is a primary consumer?

An herbivore or omnivore that eats the producer

What is a secondary consumer?

An omnivore or carnivore that eats the primary consumer

What is symbiosis?

A close relationship created between two species due to coevolution – the relationship must benefit at least one of the species

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Finding Nemo… A Journey through the Ocean

Watch the movie and answer the questions that go along with it!

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Biome Diorama = BIORAMA!

Objective: To create a 3d model/diorama of a biome

Bell Work: Choose your TOP FIVE biomes from the list below:

Savanna: African or Australian

Desert

Prairie/Grassland

Alpine Tundra

Taiga/Coniferous Forest

Arctic Tundra

Tropical Rainforest

Temperate Forest

Wetlands: Swamps/Marshes

Lakes & Ponds

Rivers & Streams

Estuary

Intertidal Zone/Beaches

Coral Reef

Deep Ocean/Open Ocean

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A diorama is a model that recreates a natural setting showing a specific moment in time.

What is a Diorama anyway?!

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What You Need for this Project:

A Shoebox
Tissue paper
Glue/Glue gun
Crafty Materials

Once you know your biome, you can begin collecting:

Toothpicks, cotton balls, pipe cleaners, felt and scrap cloth, yarn
Magazine pics, clip art, Cardboard. Construction paper
Modeling Clay, Plastic figurines, Legos?
Real stuff: rocks, sand, dirt, twigs, dry mosses
Paints, markers, colored pencils,
GO TO A HOBBY OR CRAFT STORE FOR COOL STUFF or RAID YOUR KITCHEN & JUNK DRAWERS!

NO FOOD or LIVE PLANTS or ANIMALS ALLOWED!!

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Your Research: Biorama Rough/Final Draft Sheet

Geographic locations for biome: countries, continents, states
Abiotic Factors:

Average Temperature-

Humidity/Precipitation-

Soil Type-

Latitude/Longitude-

Elevation/Topography-

Extra Info-

A list of your producers, primary consumers, secondary consumers, and tertiary consumers (top predator). If you list it here, you must include it inside your biorama; if you include it in your biorama, you must list it here.
Food web showing all of your organisms and their interactions

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On the Biorama:

On the OUTSIDE of your SHOEBOX LID, fill out an index card providing the following information: Your name

Class period

Biome name

The final draft of your table pasted to the INSIDE of your SHOEBOX LID

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BIORAMA SETUP

OUTSIDE OF BOX LID INSIDE OF BOX LID

Top covered in tissue paper

Carved out hole for peering in

Biome Diorama Table

Geography:

Abiotic Factors:

Organisms:

Food Web:

Name Class

Biome

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What Needs to be Included?

In the Biorama:

Biotic factors of your environment:

2 Producers
2 Primary consumers
2 Secondary consumer
1 Tertiary consumer/Top Predator

Abiotic factors of your environment:

4 features such as rocks, sun, clouds, soil, water, air, etc.

Use the cut out hole to peer in your box and arrange all of your organisms, plants, and abiotic factors so that the viewer sees as much as possible of your 3-d model.

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Biorama Examples

Student designed and student made!

Creative!

Range from inexpensive (crafty handmade figures) to pricey (store bought figures and model kits).

All photos are taken from the carved out hole on the side of the box!

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Arctic Tundra

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Deserts

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Wetlands: Marshes & Swamps

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Taiga, Coniferous or Boreal Forest

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Lakes, Ponds & Rivers

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Oceans

Ocean Floor

Deep Ocean

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Oceans

Intertidal Zone (Beach)

Coral Reef

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Savanna �Grassland

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Rainforest

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Prairie/Grasslands

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Last Stand of the Great Bear

Objective: To explain how living things interact with one another

Bell work: On your notes sheet, identify each of the following organisms by the type of food that they eat:

Omnivore

Herbivore

Carnivore

Decomposer

Scavenger

1

2

3

4

5

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“The Last Stand of the Great Bear” is not about bears. In fact, it’s about a very special temperate rainforest in North America called the Great Bear. Here, many plants and animals interact with each other in unique ways. Complete the questions that go along with the movie as you watch.

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Ecology Review: A Scavenger Hunt

Objective: to prepare for your ecology test

Bell work:

If the amount of energy from the sun into an ecosystem equals 1000, how much energy would be available for the 4^th consumer/decomposer?

What if the amount of energy from the sun equaled 2000 units? What would be left over for the 2^nd consumer?

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Ecology Review: A Scavenger Hunt

Objective: to prepare for your ecology test

Bell work:

If the amount of energy from the sun into an ecosystem equals 1000, how much energy would be available for the 4^th consumer/decomposer?

0.1 units to the 4^th consumer

What if the amount of energy from the sun equaled 2000 units? What would be left over for the 2^nd consumer?

20 units to the 2^nd consumer