178
Community and Ecosystems Cover Page
179
Community and Ecosystems
At the end of this unit, I will
o LS 2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among
organisms in an ecosystem.
o LS 2-2: Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
o LS 2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment
and biodiversity.
o LS 4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on
biodiversity.
o LS 2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in
a new ecosystem.
o ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
o ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
o ETS 1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable
problems that can be solved through engineering.
o ETS 1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social,
cultural, and environmental impacts.
o ETS 1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem
with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Roots, Prefixes and Suffixes I will be able to understand when I see them in words are:
o Bio-, eco-, sym-, troph-, mutual-, commense-, succeed-, communeo –ism, -system
The terms I can clearly define are:
o Background extinction, Bioaccumulation, Biodiversity, Biomass, Commensalism, Community, Competition,
Ecosystem, Extinction, Genetic diversity, Habitat, Introduced/Invasive species, Mass extinction, Mutualism,
Niche, Over-exploitation, Parasitism, Predation, Primary succession, Secondary succession, Symbiotic
relationship, Trophic levels
The assignments I will have completed by the end of this unit are:
 Ecological pyramids virtual lab activity
 Pyramid of biomass vs. pyramid of numbers
 Energy in trophic levels
 Deadly links game
 What is bioaccumulation?
 DDT in real life
 Notes: Biodiversity
 Notes: Ecological succession
 Why conserve biodiversity?
 Invasive species and biodiversity
 Conserving biodiversity
 Lab Activity: Vanishing Frogs
 Chlorophyll in lakes
 Carbon cycle review
 Reforestation: impact on climate
 Community & ecosystems unit concept map
 Parent page
 Community & ecosystems study guide
180
Notes: Community Interactions
(read pages 36-40 in your textbook)
What is a community?
A biological community is ______________________________________________
_____________________________________________________________________________
What is an ecosystem?
An ecosystem is __________________________________________________________
______________________________________________________________________________

Habitat – _________________________________________________________
_____________________________________________________________________
What is the difference
between a habitat and a
niche?
o

Ex. A tree or grove of trees
Niche - ____________________________________________________________
_____________________________________________________________________
o
How it meets its needs for food, shelter, and
reproduction.
1. Competition

Occurs when ____________________________________________
____________________________________________________________
2. Predation
What are 3 ways
communities can interact?

The act of ________________________________________________
____________________________________________________________
3. Symbiotic Relationships

The close relationship _________________________________
____________________________________________________________
181

Mutualism:
_____________________________________________________________________
_____________________________________________________________________
o

Example:
Commensalism:
_____________________________________________________________________
_____________________________________________________________________
List and describe 3 types of
symbiotic relationships.
o

Example:
Parasitism:
_____________________________________________________________________
_____________________________________________________________________
o
Example:
182
Good Buddies
Organisms
Barnacle/Whale
Cuckoo/Warbler
Remora/Shark
Ostrich/Gazelle
Mistletoe/Spruce
Silverfish/Army Ant
Oxpecker/Rhinoceros
Mouse/Flea
Honey Guide Bird/Badger
Cowbird/Bison
Human/Tapeworm
Yucca Plant/Yucca Moth
Wrasse Fish/Black Sea Bass
Clown Fish/Sea Anemone
Human/E. Coli
Ant/Aphid
Trees/Epiphytes
Deer/Tick
Maribou Stork/Bee
Hermit Crab/Shell
Symbiotic Relationship
(parasitic, commensalistic, or
mutualistic)
Brief Overview of Relationship:
Barnacles create home sites by attaching themselves to whales.
As the barnacle is a filter feeder, it gets access to more water
(and more food) due to the relationship. Whale is unaffected.
A cuckoo lays its eggs in the nest of the warbler. The cuckoo’s
eggs hatch first and the young kick the warbler eggs out of the
nest. The warbler raises the cuckoo babies and the warbler
babies aren’t hatched.
Remoras attach themselves to a shark’s body. They travel with
the shark and feed on the leftover food scraps after the shark
has finished its meal. The shark is unaffected as it’s done
eating anyway.
Ostriches and Gazelles feed next to each other. They both
watch for predators. Because the visual abilities of the two
species are different, they can each identify threats that the
other animal may not see as readily. Both species benefit.
Mistletoe extracts water and nutrients from the spruce tree to
the detriment (ill effect) to the spruce.
Silverfish live and hunt with army ants and share the prey.
They neither help nor harm the ants.
Oxpeckers (bird) feed on the ticks found on a rhinoceros. Both
species benefit… the oxpecker gets food and the rhino gets rid
of a parasite.
A flea feeds on a mouse’s blood to the mouse’s detriment
Honey guide birds alert and direct badgers to beehives. The
badgers then expose the hives and feed on the honey first. Next
the honey guide birds eat. Both benefit
As bison walk through grass, insects become active and are
seen and eaten by cowbirds. This relationship neither harms
nor helps the Bison.
Tapeworms reside in human intestine and take nutrients from
the human.
Yucca flowers are pollinated by Yucca moths. The moths lay
their eggs in the flowers with the larvae hatch and eat some of
the developing seeds. Both benefit.
Wrasse fish feed on the parasites found on the Black Sea
Bass’s body (usually in the mouth). Dental floss for fish-both
species benefit.
Clown fish live among anemones acting as a lure for the sea
anemone’s prey. The clown fish gets protection and shelter
from the anemone.
E. Coli is a bacterium that lives in the gut of humans. The
human provides the ideal habitat for e coli reproduction and
the e coli provides the extra Vitamin K that we use.
Ants offer protection for the Aphids who (have no protective
features of their own) would otherwise be food for all sorts of
other organisms. The aphids “repay” the ants by providing
honeydew (a liquid they secrete) for the ants to use as food.
Epiphytes are a class of plants that grow in the crooks of tree
branches. They simply use the tree branches as a way to get
higher and closer to sunlight needed for photosynthesis. The
tree’s aren’t affected by this relationship.
The tick feeds off the blood of the deer. The deer is negatively
affected.
The stork uses its saw-like bill to cut up the dead animals it
eats. As a result, the dead animal carcass is accessible to some
bees for food and egg layers. The stork is neither harmed nor
helped by this relationship.
Hermit crabs will more into an old abandoned shell when their
shell is no longer big enough to contain them. As the shell is
inanimate (not living) it is not affected by this relationship.
183
Intentionally Left Blank
for additional notes, activities, brain-storming
184
Predator-Prey Simulation
Objective: To simulate predator prey interactions, the numbers of predator and prey in their
“ecosystem” will be recorded and graphed.
Materials:
1. 200 small squares cut from index cards (approximately 1 inch squared) -- The small
squares represent the prey population (or hares)
2. 50 large squares cut from index cards (cut index cards in half) -- The large squares
represent the predator population (or mountain lion)
3. Data table and blank graph to graph
Instructions: Create an ecosystem by taping a square that is 11” x 17” using blue painter’s tape or
use 11” x 17” construction paper. (please clear all objects)
1. On your data table generation 1, start by recording 1 predator and 3 prey.
2. Drop 3 “prey” or hares on your grid. (randomly dispersed)
3. Drop 1 “predator” or mountain lion onto the grid and attempt to make the card touch
4.
5.
6.
7.
8.
9.
as many “prey” as possible. In order to survive, the predator must capture at least 3 prey.
It will be impossible for your predator to survive at this point.
Remove any “prey” captured or eaten. Remove any predator that did not eat at least 3
hares. (They starved). Record your data for the 1st generation, under the number of prey
remaining and the number of predator remaining.
The “prey” population doubles each generation. Count how many hares you have left on
your table, double that number and add prey cards to the table, and disperse them
evenly. Record the number in the data table under the 2nd generation “number of
hares”. (It should be 2x the number you have under the “hares remaining” for
generation 1)
Your predator died during the first round, but that’s okay, a new predator moves in for
the second round. If your predator died, put 1 in the “number of predators” for
generation 2 to represent the new arrival. Repeat the dropping procedure and record
your data for the second generation.
Again, number of prey doubles, if your predator didn’t “capture” 3 prey, it died. But a
new one moves in for the next round. Keep going, adding to the number of prey each
round.
Eventually your predator will be able to capture enough prey to survive. Guess what
happens? The number of predators doubles. Add to your predator population by adding
predator cards. Now when you drop your predators, you will be dropping more than
one. Don’t forget to remove any “captured” prey. Don’t forget to remove predators that
do not eat at least 3 prey. Don’t forget to make predators that survive reproduce and
double in number.
Continue to record the data through 20 generations.
185
Predator-Prey Data Table
Generations
Number of
Mountain Lions
(Predator)
Number of Hares
(Prey)
Number of
Mountain Lions
(Predators)
Remaining
Number of
Hares (Prey)
Remaining
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
186
Predator-Prey Graph: Construct a graph. On the X-axis, put generations 1 through 20, on the Yaxis you will have the population numbers for each generation (number of predators, number of
prey). Use one line for the predator and one line for the prey to graph the data. Provide a legend!
Title: ________________________________________________________
Legend:
187
Analysis Questions
1. What is a carrying capacity?
2. Did the predator and prey reach carrying capacity in this simulation? If so, are the carrying
capacities of the predator and the prey population the same?
Explain.
3. What affects the carrying capacity of prey populations?
4. What affects the carrying capacity of predator populations?
5. What type of graph did you create? Explain.
6. Which population always increased first? ________________Why?
188
7. Which population always decreased first? _________________ Why?
8. How long did a cycle of increase and decrease take for hares? ______
For mountain lions? _____
9. Which population was almost always in greater numbers?
10. Which population was almost always in smaller numbers?
11. What effects did the rabbit population have on the mountain lion population?
12. What effects did the mountain lion population have on the rabbit population?
13. Keep in mind that as in any simulation, certain assumptions are made and many variables are
overlooked. What other limiting factors could subject a natural population to pressure and
disturbance? Name and explain at least four factors. Within your explanation, classify each
factor as density dependent or density independent.
189
Ecological Pyramids
While the producers set an ecosystem's total energy
budget, energy is "spent" at each step of the food web.
As each consumer feeds, some energy is transferred
from the lower trophic level to the higher trophic
level. But most of the available energy stored in the
prey organism's biomass leaves the system. For
example, when a caterpillar eats a leaf, about 50
percent of the energy stored in the leaf passes out of
the caterpillar's body in its wastes (feces). The
caterpillar uses 35 percent of the leaf's stored energy to
support its life processes, such as moving and
reproducing. The caterpillar transforms only about 15
percent of the leaf's stored energy into new caterpillar
biomass.
To depict information about energy, biomass, and
numbers of organisms at different trophic levels, ecologists use three types of diagrams: energy
pyramids, biomass pyramids, and pyramids of numbers. In each case, the foundation of the pyramid
is the producer level. The primary consumers form the next block, and so on.
Energy Pyramids: An energy pyramid, sometimes called a food pyramid, emphasizes the energy
loss from one trophic level to the next. In general, an average of only 10 percent of the available
energy at a trophic level is
converted to biomass in the
next higher trophic level. The
rest of the energy—about 90
percent—is released from the
ecosystem as heat.
Notice that the amount of
energy available to the top-level
consumer is tiny compared to
that available to primary
consumers. For this reason, it
takes a lot of vegetation to
support higher trophic levels.
This explains why most food
chains are limited to three or
four levels; there is simply not
enough energy at the top of an
energy pyramid to support another trophic level. For instance, lions and killer whales have no
natural predators; the energy stored in populations of these top-level consumers is not enough to
feed yet another trophic level.
190
Biomass Pyramids: A biomass pyramid represents the actual biomass (dry mass of all
organisms) in each trophic level in an ecosystem. Most biomass pyramids narrow sharply from the
producer level at the base to the top-level consumers at the peak (Figure 36-8). There are some
exceptions, however. In certain aquatic ecosystems, the zooplankton (primary consumers) consume
the phytoplankton (producers) extremely rapidly. As a result, the zooplankton have a greater mass at
any given time than the phytoplankton. The phytoplankton grow and reproduce at such a rapid rate
that they can support a consumer population that has a greater biomass. A biomass pyramid for this
ecosystem would appear top-heavy.
Figure 36-8
Biomass pyramids and pyramids of numbers are two other ways of modeling
information about an ecosystem. A biomass pyramid (left) represents the dry
mass of all organisms at each trophic level in an ecosystem. A pyramid of
numbers (right) depicts the number of organisms at each trophic level.
Pyramids of Numbers: A pyramid of numbers depicts the number of individual organisms in
each trophic level of an ecosystem. These pyramids are also organized like energy pyramids, with
producers found at the foundation and higher trophic levels on each step above them. In most
cases, the foundation is again the widest section, indicating that there are more individual producers
than there are primary consumers, and so on (Figure 36-8). This pyramid emphasizes how few toplevel consumers an ecosystem can support. Exceptions to the usual shape of a number pyramid
occur when small organisms eat larger ones. For example, a single tree (producer) may be the sole
food source for hundreds of insects (primary consumers).
191
Notes: Ecological Pyramids
(read pages 42-44 in your textbook)
What is an ecological
pyramid?
An ecological pyramid is _______________________________________________
______________________________________________________________________________
______________ of all energy is not transferred to the level above it.
How is energy passed on in
an ecological pyramid?
What is biomass?
This energy gets:

Consumed by _____________________________________________________

Or released _______________________________________________________
Biomass is ________________________________________________________________
______________________________________________________________________________
192
Ecological Pyramids Virtual Lab Activity
http://glencoe.mheducation.com/sites/dl/free/0078802849/383926/BL_02.html
Directions: Place the organisms in the correct trophic levels to complete the pyramids for 3
different ecosystems. After you have correctly placed all the organisms fill in the data in the tables
below for the pyramids of numbers and energy.
Data for Pyramid of Energy
Ecosystem
Primary Producers 1st Order
2nd Order
3rd Order
(amount of energy) Heterotrophs
Heterotrophs
Heterotrophs
(amount of energy) (amount of energy) (amount of energy)
Deciduous Forest
Hot Desert
Grassland
Antarctic Ocean
Shore
Freshwater Lake
Now you can ask yourself, “how well does the energy transfer from one trophic level to the next?”
What you want to know is how much energy is left over from one trophic level to the next. To do
this you will complete a “conversion efficiency” between each tropic level. You divide the energy at
the higher energy level by the energy at the lower trophic level. This gives you a ratio that you can
use for comparison. Write your answer as a decimal. Complete this for all three of your ecosystems.
EXAMPLE
1st Order Heterotrophs (amount of energy) = 744 units of energy = 0.992
Primary Producers (amount of energy)
7,500 units of energy
Ecosystem
1st Order Heterotrophs
(amount of energy)
2nd Order Heterotrophs
(amount of energy)
3rd Order Heterotrophs
(amount of energy)
Primary Producers
(amount of energy)
1st Order Heterotrophs
(amount of energy)
2nd Order
Heterotrophs
(amount of energy)
1.
2.
3.
193
Ecological Pyramids Virtual Lab Activity
If you round-off your numbers from the calculations, which of the following decimal numbers most
closely matches ALL your numbers?
a) .23
b) .10
c) .30
d) .01
This exercise shows you that _____% of energy from the lower level is available to the next level up.
With this information complete, the flow chart below that shows how much energy will be found at
each level for the generalize ecosystem. (One has been done for you).
Top Carnivores
(4th consumers)
Carnivores
(3rd consumers)
Herbivores
(1stconsumers)
Producers
Omnivores
(2nd consumers)
____________ units of energy
____________ units of energy
____________ units of energy
1000 units of energy
____________ units of energy
Why does only 10% of the energy move onto the next trophic level?
Is the rest of the energy truly “lost?” Use the law of conservation of matter and energy to defend
your answer.
194
Data for Pyramid of Numbers
Ecosystem
Primary Producers
(number of
individuals)
1st Order
Heterotrophs
(number of
individuals))
2nd Order
Heterotrophs
(number of
individuals)
3rd Order
Heterotrophs
(number of
individuals)
Deciduous Forest
Hot Desert
Grassland
Antarctic Ocean
Shore
Freshwater Lake
Does the population size increase or decrease at higher trophic levels in the pyramid of numbers for
all of your ecosystems? Explain your answer.
What might happen to an ecological pyramid of numbers in a forest ecosystem if most of the deer
were killed due to disease?
What would happen to an ecosystem if the decomposers disappeared? Explain in terms of matter.
195
Using the pyramid of energy data table, chose one ecosystem and graph its pyramid of energy.
Make sure the squares are to scale!
Title: ____________________________________________________________
Using the pyramid of numbers data table, chose the same ecosystem as the one above and graph
its pyramid of numbers. Make sure the squares are to scale!
Title: ____________________________________________________________
Compare the pyramid of energy to the pyramid of numbers. What is the difference in purpose for
the two pyramids?
196
Pyramid of Biomass vs. Pyramid of Numbers
Study the pyramids above. The pyramids have different shapes, despite the fact that they represent the
same food chain. Why do these pyramids differ? What does each pyramid represent?
197
Energy in Trophic Levels
Type
Eaten
Tissues
Feces,
urine, and
gas
Respiration
Amount
100 kJ
4kJ
63 kJ
? kJ
Question
 How much energy is used in respiration and given out as heat?
Answer
 Total energy 100kJ = 4 kJ + 63 kJ + energy used in respiration.
 So energy used in respiration = ____________ kJ
Question
 How efficient is energy transfer to the next level of the food chain?
Answer
 The cow is 4% efficient at converting its food into food for the next trophic level.
 Efficiency of energy transfer = (energy transferred to the next level X 100) / energy from
previous level
 Efficiency of energy transfer = (4 kJ x 100) / 100 kJ
 Efficiency of energy transfer = 4%
Making an energy converter more efficient
To make the cow a more efficient energy converter it could be given food that's easier to digest,
to reduce the energy lost by digestion. It could also be kept in conditions where it doesn't need to
use as much energy in respiration – it could be kept warm, and prevented from moving around.
These ideas are used in intensive farming techniques.
Energy and trophic levels
Each trophic level reduces the amount of energy available to the next trophic level by about
90%. This means that the top trophic levels receive very little energy unless they live in very
fertile habitats. For this reason there's a limit to the number of trophic levels in a food chain.
Questions:
1. Is energy lost when the cow eats 100kJ of grass? Explain.
2. Explain why food chains usually only go as high as tertiary or quaternary consumers.
198
199
Deadly Links Game: What happened to your animal?
In the environment in which these animals live, a pesticide was sprayed onto the crops to prevent
damage by the grasshoppers. The colored food pieces represent plants that contained the
pesticide. Grasshoppers, shrews, and hawks should check their food pieces. What might have
happened to the grasshoppers with colored food pieces?
1. What may have happened to grasshoppers that ate the colored food pieces?
2. Do shrews have more or less colored pieces than grasshoppers? What might happen to the
shrews that ate grasshoppers with too many colored pieces?
3. Which organism had the highest number of colored food pieces? Why?
4. Based on this activity, try to come up with a working definition for “bioaccumulation.” What
do you think this term means? Don’t worry. You will get the chance to revise your definition
later. Use evidence from the activity to support your working definition.
200
Create a Pyramid of Numbers from your “Deadly Links” Food Chain
1. Fill in the table below with the name of and total number of each “link” in your food chain:
Role
Name of organism
Number of organisms
Producers
Primary (1⁰)
Consumers
Secondary (2⁰)
Consumers
Tertiary (3⁰)
Consumers
2. Using the graph paper below, create a pyramid of numbers from your deadly links food
chain.
201
What is Bio-Accumulation?
First, watch a quick video that your teacher will present to you on bio-accumulation.
Bioaccumulation is the increase in concentration of a substance in living organisms as they take
in contaminated air, water, or food.
As bigger animals eat smaller animals, the level of contamination in the food is added to the
level of contamination already in their body and often stored in fat.
The circles you see in the graph to the left represent toxins moving up the pyramid. Assuming
that a pesticide was added to the water that the algae grow in, defend which organism on this
food chain would be the most affected. Use the space below for your response.
202
2
203
Graphing DDT in Long Island
1. Graph the data points in the graph provided below:
2. Do the graph and data show biological magnification? Why or why not?
204
Notes: Biodiversity
(read pages 116-131 in your textbook)
Biodiversity is ___________________________________________________________
What is biodiversity?
_____________________________________________________________________________.

It increases the ___________________________________________________

It contributes to __________________________________________________
Extinction is ______________________________________________________________
______________________________________________________________________________
What are extinction and
genetic diversity?
Genetic diversity is ______________________________________________________
______________________________________________________________________________

Genetic diversity increase the chances ________________________
_____________________________________________________________________
_____________________________________________________________________
Read pages 118-120 and
describe, in your own words,
the importance of
biodiversity.

What is the difference
between mass extinction and
background extinction?
Mass extinction: ________________________________________________
_____________________________________________________________________

Background extinction: _______________________________________
_____________________________________________________________________
205
1. Overexploitation - ______________________________________________
_____________________________________________________________________
2. Habitat loss (two types):

____________________________ of habitat

____________________________ of habitat
3. Fragmentation of Habitat - ___________________________________
_____________________________________________________________________
What are 5 factors that
threaten biodiversity?
4. Pollution

Acid precipitation occurs when __________________ acid and
___________________ acid fall to Earth’s surface as rain, sleet,
snow, or fog.

Eutrophication occurs when ______________________________
________________________________________________________________
________________________________________________________________
5. Introduced Species - ___________________________________________
_____________________________________________________________________
What is biological
magnification?
Biological magnification is ____________________________________________
206
Intentionally Left Blank
for additional notes and brainstorming
207
Types of Succession Venn Diagram
208
Notes: Ecological Succession
(read pages 62-65 in your textbook)
What is ecological
succession?
Ecological succession is _______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Primary succession is __________________________________________________
______________________________________________________________________________
What is primary succession?

Soil is formed by __________________________ (fungus & algae).
These are called ________________________ species.

Eventually the area becomes a climax community - ________
_____________________________________________________________________
What is secondary
succession?
Secondary succession is ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The images on the opposite page shows ecological succession. In a paragraph, describe what is
happening in each image. What type of succession is this?
209
Opening Biodiversity Discussion:
Imagine a food web where there are only 5 different types of animals in each trophic level. What do
you think would happen to this ecosystem? Record your discussion ideas in the space below.
210
Why Conserve Biodiversity?
When scientists speak of the variety of organisms (and their genes) in an ecosystem, they refer
to it as biodiversity. A biologically diverse ecosystem, such as an old growth forest or tropical
rain forest, is healthy, complex and stable. Nature tends to increase diversity through the process
of succession.
The opposite of biodiversity is referred to as monoculture, or the growing of one species of
organism, such as a lawn, a wheat field or corn-field. Monoculture often requires extensive use
of pesticides and herbicides (to fight nature's tendency to diversify communities) and is very
labor and energy intensive (fighting nature is tough). Humans often try to reduce diversity
because it is easier to harvest a crop (whether it is wheat, corn, a lawn or a secondary forest) if it
all contains the same species, but this creates serious problems.
When a habitat is very diverse with a variety of different species, it is much healthier and more
stable. One of the reasons for this is that disease doesn't spread as easily in a diverse community.
In this simulation, you will discover why biodiversity is so important to the stability of an
ecosystem.
Follow up questions:
1. What does biological diversity mean?
2. Why did the disease spread more in a monoculture compared to the bio-diverse culture?
3. In which forest would you need to use more chemicals to control disease? the Douglas fir
forest or the more diversified, old growth forest? Why?
211
4. Which forest would have more diversity of wildlife? Why?
5. a. If you cut down the variety in a piece of forest you owned and replanted with one type
of tree, what will happen to much of the wildlife that was adapted to that forest? (Hint:
they cannot just move elsewhere. If other habitats are good, they will probably be near
carrying capacity already.)
6. Many species can only live/reproduce in a specific habitat. The spotted owl is an example
- it can only live and successfully reproduce in old growth forests (big, old cedars,
hemlocks, etc.). If these old growth forests are cut down, it's unlikely this owl will
survive. Environmentalists call it an "indicator" species." What does this mean? Why be
concerned about 1 species?
7. Growing one plant, as is the case of growing only Douglas fir, is called monoculture.
Give an example of growing one type of plant in your city.
8. Why would you need to use more insecticides in monoculture? Is this good or bad?
9. If you wanted to help wildlife, what would you with regards to the landscaping of your
own home?
212
Invasive Species and Biodiversity
Brainstorm: What is the difference between an invasive species and a native species? In what
way do you think invasive species impacts biodiversity of an ecosystem?
213
Directions: Read the Time magazine article. Number your paragraphs, and mark the text. Circle
important terms and highlight how invasive species affect of biodiversity. You will watch a short
video after the reading.
Forget the Asian Carp. Here’s
a New Great Lakes Invasive
Species to Worry About
The flying Asian carp have been making their way into the Great Lakes. But now a new fish, the
Eurasian ruffe, is threatening to invade the region.
Conservationists and wildlife officials have been policing the porous border between
the Mississippi watershed and the Great Lakes for years. Their main concern: preventing Asian
carp, an invasive species that has established itself in the Mississippi River system,
from invading the Great Lakes, where the voracious eaters could cause havoc with natives. (Not
to mention knocking a few recreational boaters out cold. Some Asian carp have a habit of
launching themselves like missiles out of the water when they hear the roar of an approaching
motorboat, as learned in this TIME video from 2010.)
Officials haven’t had a whole lot of luck with their containment effort, despite spending tens of
millions of dollars on the battle. A study in October found for the first time that a subspecies of
Asian carp, grass carp, had successfully reproduced within the Great Lakes watershed, in a
tributary of a river that feeds into Lake Erie.
Now it turns out that there may be reason to worry about another invasive species—going in the
other direction. Scientists with the Nature Conservancy, the University of Notre Dame and
Central Michigan University have for the first time discovered DNA from the Eurasian ruffe in
two water samples taken in July from Lake Michigan’s Calumet Harbor in Chicago. While a
Eurasian ruffe might sound like some kind of Siberian motorcycle gang, it’s actually an invasive
species of small perch native to central and western Europe that established itself in Lake
Superior in the mid-1980s after hitching a ride in a European freighter’s ballast water tanks.
Since then it’s been slowly spreading around the southern shore of Lake Superior, before
invading northern Lakes Michigan and Huron.
If Eurasian ruffes do establish themselves in the Mississippi watershed, the consequences would
not be good. The ruffes have been identified by the U.S. Army Corps of Engineers as one of the
29 species that have the potential to transfer between the Great Lakes and the Mississippi River
basin. Ruffes are comfortable in large rivers, and the Mississippi and its tributaries have twice
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the number of native fish as the Great Lakes basin does. That’s a lot of local fish that could be
displaced if the ruffes move in.
“The Eurasian ruffe is a relatively small fish that produces a lot of eggs and reaches maturity
very quickly,” says Lindsay Chadderton, the Aquatic Invasive Species Director for The Nature
Conservancy’s Great Lakes Project. “They feed from the bottom of the food chain, and they’re
going to compete with native and introduced species dependent on the same fauna.”
Still, Illinois officials note that no live ruffe have yet been captured in Calumet Harbor, and it’s
possible the water containing the genetic material could have come from a bait bucket or ballast
tanks, not from an actual fish. But even the possibility that ruffe could be poised to continue their
invasion underscores how vulnerable the Great Lakes and the Mississippi basin are to invasive
species and the need for some kind of two-way species barrier in the artificial canal in Chicago
that connects the two systems. Invasive species might be inevitable - nature has a way of going
where we don’t want it to go, but we don’t have to make it easy for them.
Reflect: After reading and watching the video, were your initial ideas about how invasive
species impacts the ecosystem correct or incorrect? Explain and summarize what you learned
about invasive species in the space below.
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Conserving Biodiversity
Read pages 131-135 in your textbook about protecting and restoring ecosystems. For each of the humancaused disasters below, brainstorm a solution. Be creative but try to keep your solutions realistic.
Consider current technologies, financial cost, and preventative measures for the future.
Disaster
Aspects/perspectives to consider
Possible solutions
Oil spill
Industrial
pollution
Acid rain
Modern
agriculture
Groundwater
exploitation
Urbanization
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Thinking about Biodiversity – what would happen if…
1. What would happen if all of the jackrabbits in a food web died suddenly?
2. Is the disappearance of one species from Earth important, or will another species fill its
niche?
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Lab Activity: The Vanishing Frogs
Objective: To determine an ecosystem’s health by examining a single population of frogs and to
investigate the decline of the population due to factors such as changes in local climate, acid
precipitation, disease, parasites, environmental contamination, habitat loss and degradation due to
direct human impacts, fungal infections, and increases in UV radiation. We will also see if
protecting a species may or may not help the species stabilize over time.
Materials: graph paper
25 six-sided dice
frog containers
Procedure:
1. Each group begins with a population of 20 healthy frogs and a dice.
2. Each roll of the dice represents a one-year period of time. The numbers on the dice represents
events that occur during a frog’s lifetime. Keep track of the numbers of births and deaths of
frogs each year by removing frogs from your containers or adding frogs from your containers.
Your teacher will have extra frogs to add to your population, if you need.
3. When you have collected all of your data, you will share your data with the class.
4. Repeat the game with a starting population of 20 healthy frogs, for Game 2, then again for Game
3.
5. Graph the class data on graph paper. You will need to create a key and use three different colors,
each game represented by a different color.
Game 1: Perfect Frogland
1 = death by starvation (remove a frog)
2 = tadpole metamorphoses into a frog (add a frog)
3 = abundant food supply for 1 year (population unchanged)
4 = tadpole metamorphoses into a frog (add a frog)
5 = eaten by a snake (remove a frog)
6 = healthy habitat (population unchanged)
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Game 2: Humans vs. Nature
1 = death by pollution-induced starvation (remove a frog)
2 = tadpole metamorphoses into a frog (add a frog)
3 = habitat destroyed by filling in wetlands to build houses (remove a frog)
4 = habitat destroyed by building dams or canals for irrigation purposes
(remove a frog)
5 = eaten by introduced species of snake or fish (remove a frog)
6 = destroyed by building new roads (remove a frog)
Game 3: Government vs. Nature: Now that the frog populations are
declining, can the Endangered Species Act save them?
1 = death by pollution-induced starvation (remove a frog)
2 = tadpole metamorphoses into a frog (add a frog)
3 = habitat saved by using the Endangered Species Act (population
unchanged)
4 = habitat destroyed by to build a new road (remove a frog)
5 = eaten by an introduced species of snake or fish (remove a frog)
6 = habitat destroyed by building dams or canals for irrigation purposes
(remove a frog)
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Vanishing Frog Lab Data:
Year
Game 1:
Game 2:
Game 3:
Perfect Frog-land
Humans vs.
Nature
Government vs.
Nature
Group
Class
Group
Class
Group
Class
Results
Results
Results
Results
Results
Results
0
1
2
3
4
5
6
7
8
9
10
11
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Vanishing Frog Lab Graph:
Graph the data collected during the lab below.
Title: ____________________________________________________
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Analysis:
1. Explain the results from your games. What happened to the frog population in each game?
Explain why the number of frogs changed with each game.
2. Based upon your graph, rank the three “Frog Lands,” from best to worst.
3. What will happen to the ecosystem if all of the frogs vanish?
4. If a frog population does not decline after habitat destruction, what might be the reason?
5. What does UV radiation have to do with frog decline
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Chlorophyll in Lakes
Freshwater algae grow naturally in Maine’s lakes. Scientists hypothesize that most freshwater
algae need phosphorus to grow. In lakes that are not surrounded by human development,
phosphorus is often limited. In these phosphorus-limited lakes, algae do not tend to grow out of
control, and the lake stays in balance.
Human activities around a lake often generate excessive amounts of phosphorus that can run off
into lakes. Scientists hypothesize that the increased phosphorus can cause algae to grow out of
control. When algae multiply, they can block light and cause a green scum that may eventually
deplete oxygen in the water and make the lake unhealthy for fish and other aquatic life.
Many lakes in Maine are monitored every year to see if there are any changes in chemistry, and
to see if there are any potential problems with too much algae. The concentration of algae is
measured by the amount of chlorophyll-a found in the water.
The table below gives concentrations of chlorophyll-a and of total phosphorus measured in
several lakes from the Belgrade Lakes region. Concentrations of both chlorophyll-a and
phosphorus are measured in parts per billion (ppb).
Total phosphorus
concentration (ppb)
Chlorophyll-a
concentration (ppb)
Chamberlain Pond
18
12
Long Pond
8
5
McGrath Pond
11
3
Salmon Pond (Ellis Pond)
14
6
Messalonskee Lake
12
4
Great Pond
9
5
Joe Pond
16
8
Penny Pond
14
2
Wellman Pond
54
23
Lake Name
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1. Make a graph that shows whether or not there is a relationship between phosphorus
concentration and algae growth.
Title: _________________________________________________________
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Analysis:
1. Explain how the graph supports or refutes the hypothesis that algae need phosphorus to grow.
Use data to support your claim!
2. What type of human activities increase excessive run-off of phosphorus?
3. In what way would an algae bloom decrease aquatic biodiversity? (hint: you will need to
research eutrophication)
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Carbon Cycle Review
Examine the following image:
1. According to the image above, what natural process releases carbon into the atmosphere
and converts carbon from a biotic to an abiotic form?
2. According to the image above, what natural process absorbs carbon from the atmosphere
and converts it from an abiotic form to a biotic form?
3. Once carbon is converted to a biotic form, what four macromolecules or organic
compounds do they become? (Hint… if you have trouble remembering, think about
characteristics of life unit…)
4. According to the image above, what man-made, unnatural process releases excess
carbon into the atmosphere?
5. Predict the outcome of deforestation and destruction of habitat, as it relates to the
ecosystem.
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Disturbing the Natural Balance
Watch a short video on carbon cycling, and take notes on how humans are changing the natural
balance of carbon. http://www.epa.gov/climatestudents/basics/today/carbon-dioxide.html
Where can carbon be
found?
How is carbon dioxide
removed from the
atmosphere and how is the
carbon used?
How do animals use the
carbon when they eat the
plant?
How is carbon released
back into the atmosphere?
Describe at least TWO
ways.
Explain how fossil fuels
like coal, oil, and natural
gas are created.
How are humans loading
the atmosphere with carbon
dioxide and changing the
natural balance of carbon?
What happens when
humans cut down forests?
Why is carbon dioxide
called a greenhouse gas?
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America’s Dependence on Energy:
Estimating Your Ecological Footprint
It took approximately 3 million years for the world's population to reach 1 billion in
about 1800. The number rose to 2 billion by about 1930, 3 billion by 1960, 4 billion by 1975, 5
billion by 1987 and 6 billion by 1999. In other words, most of the world population size we have
today was added in this century. Human numbers are growing at an unprecedented pace, and we
are testing the limits of our planet as never before.
Advances in science and technology were major factors leading to this rapid population
growth. Medical advances and disease prevention through improved sanitation, inoculation and
pest control have brought down child mortality rates and led to longer life spans. Advances in
agriculture and transportation have led to increased food production and improved nutrition.
These improvements in people's quality of life are remarkable and laudable
achievements, yet they have also created a new and major social problem: population growth so
rapid that it throws off the delicate balance of nature. Air and water pollution, deforestation,
thinning of the ozone layer, global warming, threats to biodiversity, soil erosion and depletion of
many other natural resources are among the serious impacts of continuing growth in human
numbers.
Because most of the population increase today is occurring in developing countries (over
95%), many Americans feel that they neither contribute to nor are they affected by the problem.
U.S. growth, however, places disproportionate demands on the world's resources. During the
next decade India and China will each add to the planet about ten times as many people as the
United States will -- but the 57.5 million new Americans will contribute more greenhouse gases
to the atmosphere than the roughly 900 million Indians and Chinese combined.
Why do you imagine we are supposed to stay on the walking trails when we hike through
the woods of a state park? It is for the same reason your mother might yell at you for walking
through her flowers in the yard. Footprints can be very destructive to delicate environments like
nature preserves and tulip beds. It might be okay for one person or even a few people to walk off
the trail sometimes, but what if everyone did it? Soon all of the next generation of little trees
emerging would be tromped down with no hope of survival. As the old trees wither and fall, it
could mean the end of the landscape as we know it. The forests would give way to invading
species of small shrubs and grasses that can withstand the constant beating down of many large
footprints. Nature can survive our footprints, but we might not like the way that it has to evolve.
So, we post signs and make trails to ensure that we will not cause too much of an impact on the
environment.
A carbon footprint is a way to roughly measure the impact a person’s daily and long term
choices on the environment. It is measured by the greenhouse gas emissions that result from the
choices you make and activities that you participate in. People have become so accustomed to
their diet, cars, homes, and energy use that they don’t realize that the Earth will not be able to
provide the needed resources indefinitely. For instance, when you choose to drive to school
instead of walking or riding the bus you are choosing to emit more greenhouse gases and
increasing your footprint on the climate. There are many activities in your life that produce
greenhouse gases, but none that you have such a direct impact on as your energy use choices.
Being aware of your footprint will bring to attention what you can do about protecting your
environment.
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Examine the above graph on how much energy ONE American uses compared to others in other
parts of the world. In the following activity, you will calculate your carbon footprint and we will
collect and discuss the results as a class. Take note of how many Earths are needed to sustain the
planet’s population if EVERYONE lived in the same manner.
Go online to www.footprintcalculator.org
On the right hand side, go to the dropdown menu for “resources” then choose footprint
calculator. Once you do the activity, in the space below, record the number of acres and Earths it
takes if EVERYONE on the planet lived in your manner. In addition, recreate draw and label the
pie graph that shows where your energy consumption.
Number of Acres: ________
Number of Earths: __________
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Class Data:
Student
Number of
Acres/Earths
Student
Number of
Acres/Earths
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Discussion:
1. What is the average number of acres for the students in the class? What is the average number of
earths needed?
2. What statistic would you use if you wanted to point out the lack of awareness of the environment?
Which statistic would you use if you did now want to alarm the public?
3. What was the biggest source of emissions that contributed to the high number of acres/Earths?
(personal data)
4. What was the class’s biggest source of emissions that contributed to the high number of
acres/Earths? (Your teacher may need to take a survey).
5. Of the students that used the least amount of energy, what were the reasons? (Your teacher may
need to take a survey).
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Reforestation: Impact on Climate
1. What do you already know about climate change? And in what ways do you think
deforestation drives climate change?
2. Watch the following short video on climate change by Bill Nye.
https://www.youtube.com/watch?v=tugoFbmOoZM
As you watch the video, jot down notes on what you didn’t already know.
3. In addition, watch another short video on reforestation and the impact on climate.
http://vimeo.com/77792711
As you watch the video, jot down the benefits of reforestation.
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Socratic Seminar on the Pros and Cons of Deforestation
You will be participating in a Socratic seminar. In this seminar, you will be grouped by roles and
will discuss through sharing different perspectives on the pros and cons of deforestation. The
roles are:






Conservationists: Forests are home to many species of plants and animals.
Logger: My job is to cut down trees and without this job I cannot provide for my family.
Pharmacist: Many medicines come from our forests and many are yet to be discovered.
Farmer: I clear away land by burning a few acres of trees to grow crops for my family to
eat.
Environmentalist: Forests help moderate climate change by taking in carbon dioxide
during the day. Too much carbon dioxide leads to an increase in greenhouse gases,
which causes changes in our climate.
Restaurant owner: I need paper and meat products to meet my customers’ demands.
To prepare for the seminar, you will research more information about your role in small groups.
Organize your research using the Placemat Strategy. On one placemat, write down supporting
evidence for your position for or against deforestation. On the other write down ways in which
the actions associated with your role impact the carbon cycle.
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What evidence do you have in
support of your argument for
or against deforestation?
235
How does evidence
for your role impact the
carbon cycle?
236
Offsetting the Global Carbon Emissions
You will now find a tree outside. Select a tree that is at least 5 feet tall of known species.
Measure the circumference at breast height in cm. Breast height is the circumference of the tree
at 4.5 feet from the base.
Use the equation below to measure the biomass of the tree. Information about the species
coefficient can be found at: http://www.yale.edu/fes519b/saltonstall/biomass2.html#estimate
Calculate the biomass of your tree in kg ______________
Formula: M=aDb
M= biomass
a= species coefficient
D= diameter at breast height
b= species coefficient b
After calculating the biomass, determine the amount of carbon stored in their tree.
Is the species hardwood or softwood? ______________________
Calculate the amount of carbon in your tree in kg: __________________


Hardwood trees: Multiply biomass (M) by 0.521
Softwood trees: Multiply biomass (M) by 0.498
Covert kg to tons to make it easier to compare your measurement and the carbon counter’s
measurement of greenhouse gases in the air: ______________
(1 metric ton = 1000 kg)
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Compare your figure to how much carbon dioxide is expected to be emitted by 2025.
Reflect:
How many trees would you need to plant to offset carbon emissions in North America in 2025?
in Emerging Asia?
Is this number of trees/amount of land needed to plant the trees practical?
Why or why not?
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Create a proposal/or a practical solution to this global problem… Consider everything that you
learned from this unit, especially the data! Think about what we discussed in the Socratic
seminar, and all of the topics you learned in recent activities on climate change, carbon footprinting, and so forth.
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Community & Ecosystems Unit Concept Map
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Parent/ Significant Adult Review Page
Student Portion
Unit Summary (write a summary of the past unit using 5-7 sentences. Use your concept map to guide your
writing. Be sure to include all important topics from the unit):
Explain your favorite topic/activity this unit:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work your
student has completed. Please take some time to look at the unit your student just completed, read his/ her
reflection and respond to the following
Ask your child to explain biomagnification to you. Record your discussion below:
Look through your student’s notebook. Which assignment do you think your student excelled at?
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email your child’s teacher.
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