Ecosystem Study Guide
You will be taking the final assessment for our Ecosystems Unit
on Tuesday, April 14. In order to help you prepare, you will want
to study the following topics. Everything has been covered in
class, either through videos, audio podcasts, websites, hands-on
investigations, field trips, special speakers, or through the
FUSION science curriculum.
THIS IS JUST AN OVERVIEW OF MAIN IDEAS!
Use your FUSION workbook (Unit 4) and the notes you took in
your Fusion spiral while you were doing the digital lessons in
class. The digital lessons are also available on your Think
Central account to review.
You can find other links to help you study on the Academic
Resource page of pcsdstem4.weebly.com or the links
Ecology - The Study of Ecosystems
http://www.geography4kids.com/files/land_ecology.html
Ecology is a science all by itself but it is also a branch of the larger
sciences of biology and geography.
Ecology is the study of organisms and the environments they live in.
As an ecologist, you don't just study a fish. You study the fish, water,
sunlight, food supply, things that eat the fish, and every possible
factor that might affect the fish in its lifetime. Ecologists study
specific areas of biological activity called ecosystems.
The details and complexities of ecosystems make ecology
interesting. Ecologists first study all of the interactions inside of the
ecosystem. They then apply the idea that no ecosystem (local
environment) exists alone. Ecosystems interact with each other.
That puddle is interacting with the vacant lot. The vacant lot
interacts with the ecosystem of the city block, then the city, county,
state, country, and continent. You get the idea.
You Should be Moving
Nothing just sits around in nature. The locations studied in ecology
are living things. They are constantly changing and moving. Not only
do the animals move, but the things they need to survive move too.
Energy moves. Nutrients and chemicals move. Everything either
flows or cycles through an ecosystem, and it happens all the time.
Twenty-four hours a day, bacteria work to get nitrogen ready for the
plants. Plants grow and make food for animals. The Sun shines on
the plants during the day and warms up the area. You need to
remember that things are always happening. Even if you don't see it
moving, it is.
Outside Factors
Do you think you control the environment around you? You know
that you can't control the weather or the tides. However, you do
have a huge influence over your local ecosystem and the world. The
term biosphere is used to describe all of the ecosystems found across
the world. They are all there, from the bottom of the ocean, to the
Antarctic mountains. There are large factors that influence all of the
ecosystems. The easy factors to remember are climates, seasons, and
natural disasters.
Humans - The Largest Factor?
You affect the biosphere every day. Think about the people who still
use coal to power generators in China. Did you know that they use so
much coal that it goes into the atmosphere and floats around the
entire world? It's like a huge band of pollution circling the Earth.
Those people definitely affect the biosphere.
What about the farmer who uses a bunch of fertilizers? One person
is just fertilizing his fields. All of those nutrients go into the soil, are
washed away into the rivers, and finally make it to the ocean. Every
step of that process changes the local ecosystem. When the fertilizer
gets to the ocean, even more things may change. Let's say a huge
number of bacteria grow on the extra nutrients. Those bacteria can
make the fish sick and die. Eventually the bigger fish die because
there is no food. Soon there are no fish to catch and over fishing
happens somewhere else in the world. Do you see how one person
can affect the entire planet?
An Ecological System
http://www.geography4kids.com/files/land_ecosystem.html
The word ecosystem is short for ecological systems. An ecosystem
includes all of the living organisms in a specific area. These systems
are the plants and animals interacting with their non-living
environments (weather, Earth, Sun, soil, atmosphere). An
ecosystem's development depends on the energy that moves in and
out of that system. As far as the boundaries of an ecosystem, it
depends upon how you use the term. You could have an entire
ecosystem underneath a big rock. On the other hand, you could be
talking about the overall ecosystem of the entire planet (biosphere).
An ecosystem can be as small as a puddle or as large as the Pacific
Ocean. That ecosystem includes every living and non-living thing in
the area. It is several small communities interacting with each other.
Let's look at a puddle example. You might start by looking at the
temperature, depth, turbulence, sunlight, atmospheric pressure,
weather patterns, wind, nutrients, etc. Those are just the non-living
things in the ecosystem of a puddle. When you add on all the living
interactions, you have a good idea how complex an ecosystem can
be. Even a puddle is an amazing place.
Another Link in the Food Chain
(http://studyjams.scholastic.com - watch the ones for food chain and
food web)
Everyone plays a specific role in the food chain of life. You might be
a human thinking they are king of the hill or you might be a
bacterium under the feet. You are very important to the survival of
the system no matter what role you play.
As you study more about ecosystems and cycles in life, you will see
the terms food chains and food webs. They describe the same series
of events that happen when one organism consumes another to
survive. Food web is a more accurate term since every organism is
involved with several other organisms. Cows might be food for
humans, bacteria, or flies. Each of those flies might be connected to
frogs, microbes, or spiders. There are dozens of connections for
every organism. When you draw all of those connecting lines, you
get a web-like shape.
The Producers
Producers are the beginning of a simple food chain. Producers are
plants and vegetables. Plants are at the beginning of every food
chain that involves the Sun. All energy comes from the Sun and
plants are the ones who make food with that energy. They use the
process of photosynthesis. Plants also make loads of other nutrients
for other organisms to eat.
The Consumers
are the next link in a food chain. There are three
levels of consumers. The levels start with the organisms that eat
plants. Scientists named this first group of organisms the primary
consumers. They are also called herbivores. They are the plant
eaters of the chain. It might be a squirrel or it might be an elk. It
will be out there eating plants and fruits. It will not eat animals.
Secondary consumers eat the primary consumers. A mouse might be
a primary consumer and a cat might be the secondary. Secondary
consumers are also called carnivores. Carnivore means "meat
eater." Carnivores that eat other dead animals are called
scavengers.
In some ecosystems, there is a third level of consumer called the
tertiary consumer (that means third level). These are consumers
that eat the secondary and primary consumers. A tertiary consumer
could be a wolf that eats the cat and the mouse.
There are also consumers called omnivores. Omnivores can either
be secondary or tertiary consumers. Humans and bears are
considered omnivores: we eat meat, plants, and just about anything.
Any animal that eats another one is called a predator The animal
that gets eaten is called prey.
The Decomposers
The last links in the chain are the decomposers.
If you die, they eat you. If you poop, they eat that. If you lose a leaf,
they eat it. Whenever something that was alive dies, the
decomposers get it. Decomposers break down nutrients in the dead
"stuff" and return it to the soil. The producers can then use the
nutrients and elements once it's in the soil. The decomposers
complete the system, returning essential molecules to the producers.
Adaptations
Living Organisms are adapted to live in specific environments.
Changes to environments affect an organism’s survival.
Keywords: environment, adaptation, physical adaptation, behavioral
adaptation, instinct
Be familiar with some common adaptations that animals and plants
have for the desert, arctic, ponds, streams, etc… as described in your
Fusion book.
Bird Beaks and Feet:
Bird beaks and feed are physical adaptations to help the birds find
and eat food, or stand where they perch.
Know Examples of Fast and Slow Changes to Ecosystems
Examples include: Slow: ice age; now the Earth is in a warming
cycle;
Fast: heavy storms cause flooding; mudslides; volcanic eruptions
Know the stages of Succession (http://studyjams.scholastic.com
and watch the one for changes in ecosystems)
Primary Succession – the series of events that begin a new
ecosystem where there wasn’t one before: starting from bare rock
Secondary Succession – the series of events when an ecosystem
returns after an event such as a forest fire, there is still soil and
some basic ingredients left to restart the ecosystem
Invasive Species – plants and animals that may be deliberately
introduced into an ecosystem by humans, or arrive through
migrations, but compete and overtake all the resources in an
ecosystem. This causes native species to die out from lack of
resources or space.
Invasive Species we discussed in class:
Kudzu
http://www.fs.usda.gov/detail/wayne/workingtogether/partnership
s/?cid=stelprdb5434379
Kudzu (Pueraria montana) has long been known as “the vine that ate
the south”. In recent years, however, it has been gaining a foothold
in Ohio. There are currently more than 60 known locations in the
state. Although the majority of these areas are located in southern
Ohio, it can be found across the entire state from Lawrence to
Cuyahoga County. Twenty-two counties are known to have
populations of this invasive vine, revealing that cold winters aren’t
enough to keep it at bay.
This is a species that poses many threats to our Ohio woodlands.
Kudzu has been shown to have very rapid growth rates (up to a foot
a day), and can take over large areas of land relatively quickly. This
vine will grow over anything it encounters, including trees, killing
them over time. Kudzu is very aggressive and can quickly cover an
area, blocking sunlight to all native plants. Once established in an
area, kudzu is very difficult to control. Early detection and removal
is the best method for getting rid of it.
Humans affect our ecosystems in many way – for both positive
and negative effect
West Creek http://www.clevelandmetroparks.com/Main/FAQWatershed- Stewardship-Center.aspx
What was the property before it became a part of Cleveland
Metroparks?
The 324-acre West Creek Reservation is the only Cleveland
Metroparks reservation that was created through grassroots land
acquisition, led by a local watershed organization known as West
Creek Conservancy (formerly the West Creek Preservation
Committee). A 22-acre landfill that was closed in 1988 exists within
the reservation. The restored meadow on the former landfill is now
one of two of the largest preserved grasslands in the Greater
Cleveland region, offering prime habitat for dozens of protected bird
species.
When did the property become part of Cleveland Metroparks and
what is the timeline?
West Creek Reservation became part of Cleveland Metroparks in
January 2006, through a 99-year renewable lease with the City of
Parma and the West Creek Conservancy. The initial restoration
phase including site improvements including trails and a wetland
boardwalk were completed in 2009. A second phase, including the
Watershed Stewardship Center overlooking the wetlands, was
started in 2011, and an Occupancy Permit was issued for the building
in December 2012. The new facility officially opened June 2013. An
original schedule was affected by the 2011 wettest year on record
resulting in the basic project finishing in late 2012, rather than mid
2012.
Noted as Problematic as West Creek: from:
http://www.clevelandmetroparks.com/Main/HydrillaVerticillata.aspx
Aquatic weed scientists consider Hydrilla
verticillata the most problematic and invasive aquatic plant in
the United States. This plant, native to Africa, Australia, and parts
of Asia, was introduced to Florida in 1960 via the aquarium trade.
Hydrilla forms dense mats that destroy fish and wildlife habitat.
Hydrilla has several competitive advantages over other plants. It can
grow with less light and is more efficient at taking up nutrients than
native aquatic plant species, and it is extremely effective at
reproducing. Besides manufacturing seeds, it can sprout new plants
from root fragments or stem fragments. Recreational users (boaters,
fishermen, swimmers) can easily and unknowingly move fragments
from infested waters, spreading this aggressive plant to new ponds,
lakes, streams and rivers.
Management: As with most aquatic vegetation, there are four
main methods for eradication.
• Water drawdown (ineffective by itself) • Physical removal (generally ineffective at reducing tubers) • Biological control with “grass eating carp” or microbes (effective,
but damaging to all aquatic vegetation) • Chemical treatment (effective, but expensive and very long-term) Additional Information for Real-World connections to our
content – not on Fusion unit test
.
How Ohio Works to Protect Our Environment
http://www2.ohiodnr.gov/news/post/odnr-working-toprotect-ohio-s-unique-ecosystems
Ohio is home to 137 state nature preserves. Each site features
diverse flora, fauna and unique ecosystems, and the state nature
preserves are carefully managed by the Ohio Department of Natural
Resources (ODNR) to ensure the permanent protection of the fragile
landscapes protected within for future generations.
A strong team of experienced, hard-working natural resources
professionals identify, inventory and manage the best remaining
examples of Ohio’s natural diversity.
The ODNR Division of Natural Areas and Preserves was created in
1976 to protect the best remaining natural areas in the state. Today,
the division operates as a stand-alone division under the
administration of ODNR’s Ohio State Parks. The division benefits
from the shared administration services provided by Ohio State
Parks, while maintaining its own staff and mission.
Eco-management, such as reducing the destructive footprint of
invasive plants, is critical to the health of Ohio’s state nature
preserves. In addition to eco-management, preserve staff also
provide dozens of on-site nature programs to visitors of all ages.
Ohio’s preserves are managed by district—central, northeast,
northwest, southeast and southwest. A statewide list of all preserves
and a state map depicting their locations may be found at
ohiodnr.gov/ dnap.
Ohio’s state nature preserves benefit from Ohio taxpayer donations
to the Natural Areas Checkoff Program. Ohioans may donate any
portion of their Ohio state income tax refund to support land
acquisition, public education, scientific research and the protection
of Ohio’s threatened and endangered species. To learn more, visit
ohiodnr.gov/dnap.
Types of Careers in Ecology
http://kids.nceas.ucsb.edu/ecology/careers.html
•Ecologists help people understand the connection between living
things and their environment. There are many fields in ecology,
including animal behavior, population biology, conservation biology.
and marine ecology. Within these fields there are many amazing
careers to pursue on land and sea. Ecologists must be really curious
about how life works on earth. See how some curious kids became
ecologists.
Other Careers Include:
•Ecoinformatics Specialists use computers and other advanced
technologies to manage the vast amounts of information that are
gathered from scientific observation.
•Ecotoxicologists study the
effects of chemicals or other stresses on plants and animals.
•Environmental Consultants look at the ecological impacts of
development or conservation. •Environmental Economists try to
translate environmental issues into dollars and cents.
•Environmental Educators teach students and adults about nature,
new discoveries, and the ecological problems we are facing today.
•Environmental Lawyers specialize in legal issues that concern
environmental problems, such as helping to find compromises
between people who want land conserved for nature and those who
would like to develop land for businesses.
•Research Assistants
collect and analyze results from field and lab studies.
•Research Scientists usually work in groups and come up with new
questions, ideas and techniques to solve ecological problems facing
the world today.
•Professors teach at colleges, universities, and
sometimes high schools.
•Program Managers find ways to use
information from research assistants, research scientists, and
professors to manage environmental resources and help policy
makers understand the ecological problems we are facing today.
•Science Writers write about scientific discoveries, issues, and
problems