Unit 12
Interdependence Among
Living Systems
Lesson 1
Relationships and Interdependence
Warm Up
• What is an ecosystem?
• a biological community of interacting organisms and their
physical environment
Virtual Field Trip
• http://www.youtube.com/watch?v=ChyVaUislZk
• http://www.youtube.com/watch?v=uodHWPK8beY
Visual Field Trip
• Open Visual Field Trip
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Visual Field Trip
• In a MOMENT you will rotate around the room and find a total
of 4 DIFFERENT partner
• You will have 3 minutes to talk to each different partner and
record your answers and write their name in each box by the
number
1)Bob/Sue
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Imagine that you are on a field trip to this ecosystem. Imagine that you are able to spend
time in the ecosystem and see everything that happens.
Find your number 1 partner and discuss questions A–C, and record the answers .
You have 3 minutes.
A)What are some of the producers that you would find here?
B)What are some consumers found here?
C)What is an example of a food chain in this ecosystem?
Find your number 2 partner, discuss questions D–F, and record the answers
D)What is an example of an animal that is eaten by another animal in this ecosystem?
E)Are there any organisms that attach themselves to other organisms for food?
F)In what ways do organisms depend on each other?
Find your number 3 partner, discuss questions G–I, and record the answers
G)What are the biotic factors in this ecosystem?
H)What are some abiotic factors in this ecosystem?
I)For what resources may organisms have to compete?
Find your number 4 partner, discuss questions J–K, and record the answers
J)In what ways do the organisms depend on each other?
K)How are organisms and their environment interdependent?
Visual Field Trip
• Share with the class
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In this unit, you will be investigating different types of
ecosystems and answering questions such as these to determine
the relationships within the ecosystems.
Warm Up
• What does biotic mean?
• Living
• What does abiotic mean?
• Nonliving
Swamp Ecosystem Card Sort
• Work together to sort the cards into two piles
• producers and consumers.
• Once agreed upon, list the organisms in the correct column of the
data table.
• Then decide if the organisms are a
• predator/prey or parasite/host.
• Remember an organism can fill more than one role.
• Take a picture in import on page 2
Swamp Ecosystem Card Sort
Producers
Consumers
Predator/Prey/Parasite/
Host
Swamp Ecosystem Card Sort
• Commensalism is a relationship in which one organism
benefits and the other is unaffected.
• For example, a bee and a flower; the bee gets nectar to make
honey and the flower is unaffected.
• Mutualism is a relationship in which both organisms benefit.
• For example, a clown fish and a sea anemone; the clown fish
(Nemo) gets protection and the clown fish attracts food for the
sea anemone. Both organisms benefit.
Swamp Ecosystem Card Sort
• Work with your shoulder partner to develop a brief definition in your own words
and record on the Competition for Resources
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producer
primary consumer
secondary consumer
Omnivore
Decomposer
• Then answer theses questions:
• Describe the types of relationships that form between organisms in a food web.
• In what ways do organisms depend on each other?
Competition for Resources
• What are the basic needs of organisms?
• Food, water, shelter, and space
• What are some biotic and abiotic factors in an ecosystem?
• Biotic factors are all living things. Abiotic factors are all nonliving
things.
• What are some ways organisms compete for these
(biotic/abiotic) factors?
• Today, we are going to simulate competition for resources in an
ecosystem
Competition for Resources
• Play game
• Rules
Warm Up
• How do organisms compete for other resources? For
example, how do plants compete for light?
• Plants may grow larger leaves in order to gather more sunlight.
They may also grow taller in an effort to shade out competition.
• Which consumer is more likely to survive? (omnivore,
primary consumer, secondary consumer) Why?
• Some animals, such as the omnivore, are able to eat a variety of
foods; so, they are more likely to survive. Others, with a limited
diet, are more likely to perish.
Ecosystem Research
• Due tomorrow
• You will use this research for a group project that you will
create Wednesday and Thursday and PRESENT on Friday.
Warm Up
• What are the relationships between consumers and
producers?
• Producers make the food and consumers eat them
• How are organisms in an ecosystem dependent on each
other?
Ecosystem Project
• You have today and tomorrow in class
• Due Friday
• Everyone talks in presentation
Warm Up
What is an ecosystem?
What are parts of an
ecosystem?
Record your answers
then begin working on
your project. Today is
your last class day.
Warm Up
What have you learned from this project?
Record your answers, turn in your warm up log, then put
the absolute final touches on your project. We will begin
5 minutes after the bell rings.
Warm Up
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What is one trait you inherited from your Mom?
What is one trait you inherited from your Dad?
What is one trait you inherited from your Mom’s Dad?
What is one trait you inherited from your Mom’s Mom?
What is one trait you inherited from your Dad’s Mom?
What is one trait you inherited from your Dad’s Dad?
• If you don’t know somebody you can choose another relative
instead.
Creature Creation Traits
• Cut out one trait from each pair of traits from the Handout:
Creature Creation Traits.
• You will have a total of five traits
• Choice one from each column
• Connect traits to form a 2D creature and try to make sure
that most of each of the trait piece shows.
• You decide what each shape represents
• You will have about 15 minutes
• Be creative and original
• Add color
• Color the shaded pieces a dark color
• Color the non-shaded pieces a light color
• Name your creature
Creature Creation Traits
• What you have created is a fictitious organism with traits
that will help it survive in its environment. The shaded pieces
are homozygous recessive for the trait. The non-shaded
pieces indicate either a heterozygous or homozygous
dominant individual. Each piece represents a different trait.
We will be exploring these terms in this lesson.
Creature Creation Traits
• Take a picture of your creature and import it on the Creature
Creation page
• Then with your shoulder partner write and define these
words on the next page
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Homozygous
Heterozygous
Dominant
Recessive
Allele
Genotype
Creature Creation Traits
• Now we will assign genotypes to your creature
• You will only write one genotype per trait since you had to choice one
Shaded are Homozygous Recessive:
• Light = ll (lower case L)
• Water = hh
• Water Pollution = ww
• Air Pollution = aa
• Coloration = cc
Non-Shaded are Heterozygous or Homozygous Dominant:
• Light = Ll or LL
• Water = Hh or HH
• Water Pollution = Ww or WW
• Air Pollution = Aa or AA
• Coloration = Cc or CC
• We will continue with this tomorrow
Environmental Changes
Walk
About
• What are some of the changing conditions in an organism’s environment to which
they must adapt?
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global warming
greenhouse effect
oil spills
water pollution
red tide
drought
floods
smog
acid rain
loss of habitat
fragmentation
infertile soil
soil erosion
protection of habitat
deforestation
• You will research an environmental change that I assign you
• Use your phones
• Using the research found, you will create a graphic organizer on a 4”x6” index card
with the following information:
• name of environmental condition
• common causes
• picture representing the condition
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global warming
greenhouse effect
oil spills
water pollution
red tide
floods
smog
acid rain
loss of habitat
fragmentation
infertile soil
soil erosion
protection of habitat
Deforestation
Drought
Lack of rainfall for a prolonged period of
time
• You will turn this in for a grade at the end of class and you will share with your peers
Environmental Changes
Walk About
• Leave your card on the table
• With your table group you will complete a Gallery Walk and
record the information at each station
• Rotate through the stations on my signal.
Warm Up
• What does Homozygous mean?
• Having same pairs of genes for any hereditary characteristic
• Such as YY or yy
• What does Heterozygous mean?
• Having dissimilar pairs of genes for any hereditary characteristic
• Such as Yy
Ted Education Video
• http://www.youtube.com/watch?v=Mehz7tCxjSE
Subsequent Populations
• Do all changes in environmental conditions occur
naturally? Explain.
• No. Many changes are caused by humans
• Take out your Creatures and look closely
• What may cause short term changes in the environment?
• What may cause long term changes to the environment?
• How do organisms respond to short term changes in the
environment?
• How do organisms respond to long term changes in the
environment?
Subsequent Populations
• Today we are going to test how well your creature could
survive when environmental conditions change.
• So imagine,
• Your creature was being flown from Africa to the states where
he was going to be the latest exhibit in the Dallas zoo. Suddenly
a major hurricane formed and pilot was forces to detour the
closest continent next to North America, South America. Then to
add further chaos, once the plane was over the Amazon rain
forest it ran out of fuel and was forced to crash land. Your
creature survived the crash and escaped the plane only to
realize he was in a COMPLETELY different environment than he
was use to! The question is, can he adapt to survive this new
and still changing environment.
• Now stand beside your seats to indicate your creature is
alive.
Subsequent Populations
• Normal conditions in the ecosystem are moderate, but I have
changed the setting to drought conditions. Some organisms
are more drought resistant than others. If you have
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stay standing; if you do not have this trait, sit down.
• Organisms that are not drought resistant die, and the
nutrients in their body are recycled through the water,
carbon, and nitrogen cycles. When they die, they are not
able to pass their genetic information on to the next
generation.
Subsequent Populations
• Another condition has changed. This time, the light intensity
has changed. In a real setting, what could cause the light to
change?
• Destruction of the forest could allow more light to reach the
forest floor
• If you have
, please sit down. There is too much light for
you to survive.
• Who is left standing?
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The organisms most fit for those
conditions This is called survival
of the fittest: a principle of natural
selection.
Subsequent Populations
• Natural selection has two main ideas:
• Nature favors those most fit to survive.
• Only those that survive pass their traits on to the next
generation.
nd
• Ok everyone gets a 2 chance, You have all come back to
life.
• Now pair up with your shoulder partner, and complete a
Punnett square for this trait .
• Remember the big letter is dominant
Subsequent Populations
• Once the Punnett square is complete, partner with your face
partner and complete a Punnett Square using the genes from
the offspring you just created.
• Do you notice how the population increases?
• Are both alleles from the trait still present in the population?
• Yes, some individuals are heterozygous, and there are some
homozygous dominant individuals. In the next generation, there
could be some homozygous recessive individuals.
Subsequent Populations
• Write a paragraph designing an environment in which your original
creature could have survived
• When your have finished complete the other page of Punnett Squares
Warm Up
1) B
2) A
3) C
What does the Aquatic Ecosystem Include?
a) deserts, land, & grass
b) rivers, streams, lakes, and ponds
c) air, clouds, and sun
d) none of the above
Which best describes the role of a producer in an ecosystem?
a) A producer supplies energy for the consumers in the ecosystem.
b) A producer supplies light for the consumers in the ecosystem.
c) A producer supplies water for the consumers in the ecosystem.
d) A producer supplies oxygen for the consumers in the ecosystem.
In an ecosystem, how are food webs and food chains different?
a) Food webs begin with animals and food chains begin with plants.
b) Food webs rarely begin with plants and food chains begin with animals.
c) Food webs show the relationship between many different food chains in a
single ecosystem.
d) Food chains show the relationship between many different food webs in a
single ecosystem.
State of the Gulf
• Do humans depend on ecosystems for survival? If so, how?
• How do humans depend on the ocean?
State of the Gulf
Open State of the Gulf
• During the movie you will list five answers to each question
• What are some examples of ways that humans have impacted the ocean
environment?
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• What are some ways that human activity has benefitted the ocean environment?
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• What are some ways that humans have negatively impacted the ocean environment?
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State of the Gulf
• http://www.youtube.com/playlist?list=PLC658C0843EC1F36F
Warm Up
• What does survival of the fittest mean?
Real Life Activist
• The past few days, we have been evaluating environmental
changes and the way organisms are affected by them. Today,
you will take the role of an environmental activist and create
a persuasive poster. On the poster, you will explore the
effect(s) that environmental change, both short and long
term, has on organisms. Try to persuade the readers of the
poster to be environmentally responsible. In addition, you
will explain how human activities have modified ocean
systems.
Real Life Activist
• Poster Requirements:
• Choice one of the following environmental issues
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Overfishing
Illegal Hunting (poaching) of larger marine animals such as whales
Oceanic Acidification (Ocean water becoming to acidic)
Dying Coral Reefs
Ocean Dead Zone (caused by fertilizer runoff)
Mercury Pollution
Great Pacific Garbage Patch (a Swirling Plastic Soup You Can See from Space)
Explain the problem
Explain why people should be concerned and how it could effect them
Offer 2 possible solutions
Tell people how they could help/how they could get involved
Creativity
Appealing/eye catching presentation
4 or more hand drawn pictures
4 or more colors
Warm Up
• Study your notes
• Write “Test” on your warm up log
After the Test
• STAY QUEIT
• You may play games, or work on HW
• If we have time I will check your grades
after the test
College Day
Basic College Vocabulary
• Undergraduate < Bachelors
• Graduate > Bachelors
• Associates = 2 years
• Bachelors = 4 years
• Masters = 6 years
• Doctors = 8 years
College Day
• Thing to think about when selecting schools
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Does the school offer a degree I’m interested in
Where is the school located: In state or Out of state
Can I get scholarships/grants
Does the school offer online class
Financial aid/Loans
Public vs. Private
Job
Military
Sports
Should I live on campus or off
Dorm/Parking/Meal Plan/Books/Apartments
Extra Cost
I want you to spend the next 20 minutes playing on this website
http://www.myplan.com/timeline/middle_school.php
http://www.myplan.com/timeline/middle_school.php