• In your mind, picture organisms that you think may live in a forest. Then, write about one of the organisms. Tell what part of the forest the organisms may live in and how it survives.

Biodiversity - is the variety of species, their genetic make-up, and the natural communities in which they occur.

Ecologythe scientific study of interactions between organisms and their environments, focusing on energy transfer
• It is a science of relationships.

What do you mean by environment?
The environment is made up of two factors:
Biotic factors - all living organisms inhabiting the Earth
Abiotic factors - nonliving parts of the environment (i.e. temperature, soil, light, moisture, air currents)

Population
Organism

Organism
any unicellular or multicellular form exhibiting all of the characteristics of life, an individual.
•The lowest level of organization

Population -
a group of organisms of one species living in the same place at the same time that interbreed and compete with each other for resources (ex. food, mates, shelter)

Community
several interacting populations that inhabit a common environment and are interdependent.

Ecosystem -
populations in a community and the abiotic factors with which they interact (ex. marine, terrestrial)

Biosphere
- life supporting portions of Earth composed of air, land, fresh water, and salt water.
•The highest level of organization

“The ecological niche of an organism depends not only on where it lives but also on what it does. By analogy, it may be said that the habitat is the organism's ‘address’, and the niche is its ‘profession’, biologically speaking.”
Odum - Fundamentals of Ecology

Niche - the role a species plays in a community (job)
Habitat - the place in which an organism lives out its life
(address)

A niche is determined by the tolerance limitations of an organism, or a limiting factor.
Limiting factorany biotic or abiotic factor that restricts the existence of organisms in a specific environment.

Examples of limiting factors-
•Amount of water
•Amount of food
•Temperature

• There are 3 main types of feeding relationships
1. Producer- Consumer
2. Predator- Prey
3. Parasite- Host

Feeding Relationships
Producerall autotrophs (plants), they trap energy from the sun
• Bottom of the food chain

Feeding Relationships
Consumerall heterotrophs: they ingest food containing the sun’s energy
• Herbivores
• Carnivores
• Omnivores
• Decomposers

Feeding Relationships
Consumer-
Herbivores
– Eat plants
• Primary consumers
• Prey animals

Feeding Relationships
ConsumerCarnivores-eat meat
• Predators
– Hunt prey animals for food.

Feeding Relationships
ConsumerCarnivores- eat meat
• Scavengers
– Feed on carrion, dead animals

Feeding Relationships
ConsumerOmnivores -eat both plants and animals

Feeding Relationships
Consumer-
Decomposers
• Breakdown the complex compounds of dead and decaying plants and animals into simpler molecules that can be absorbed

Type of Symbiosis Effect on One
Organism
Neutralism
Amensalism
Mutualism
Predation
Competition
Commensalism
Parasitism
Effect on the other
Organism

1.
The barnacles live on the whale’s skin and feed on the resources near the whale while remains unaffected directly or indirectly.
2.
A stampede of African mammals destroys the savannah grass as they run over it to get to a watering hole. The grass is crushed and dies, but this does not benefit or harm the animals in any way.

3. Males of the stream goby Rhinogobius sp. Dark type court females in deep pools and care for the eggs under stones in shallow riffles. In field observations, larger males win in fighting with other males.
4.Mistletoe is plant that lives and grows in trees. Its roots grow into the tree’s tissue in order to obtain food and water. The tree may become weak from loss of these nutrients.

4. In lichens the fungus benefits from the algae because fungi, having no chlorophyll, cannot photosynthesize their own food. A lichen’s fungal part is thus “ fed” by its photosynthesizing algal part. The algae benefit from the association because the fungus is better able to find, soak up, and retain water and nutrients than the algae. Also, the fungus gives the resulting lichen shape, and provides the reproductive structures.
5. House flies and mosquitoes are both present in one place. These organisms do not affect each other, directly or indirectly, since they have different resources of food.

Symbiotic Relationships
Symbiosistwo species living together
3 Types of symbiosis:
1. Commensalism
2. Parasitism
3. Mutualism

Symbiotic Relationships
Commensalismone species benefits and the other is neither harmed nor helped
Ex. orchids on a tree
Epiphytes: A plant, such as a tropical orchid or a bromeliad, that grows on another plant upon which it depends for mechanical support but not for nutrients. Also called
aerophyte, air plant.

Symbiotic Relationships
Commensalismone species benefits and the other is neither harmed nor helped
Ex. polar bears and cyanobacteria

Symbiotic Relationships
Parasitismone species benefits (parasite) and the other is harmed (host)
• Parasite-Host relationship

Symbiotic Relationships
Parasitismparasite-host
Ex. lampreys, leeches, fleas, ticks,tapeworm

Symbiotic Relationships
Mutualismbeneficial to both species
Ex. cleaning birds and cleaner shrimp

Symbiotic Relationships
Mutualismbeneficial to both species
Ex. lichen

• Association between two species in which one is inhibited or destroyed and the other is unaffected.
A black walnut secrete chemicals from its roots that harms neighboring plants

• algal blooms can lead to the death of many species of fish, however the algae do not benefit from the deaths of these individuals.

• when penicillum (bread mold), secretes penicillin and kills bacteria. The penicillum does not benefit from killing the bacteria

• relationship between two species which interact but do not affect each other.
• None of the organisms are harmed or benefitted

•
Example: the tarantulas living in a desert and the cacti living in a desert

Type of relationship
Commensalism
Species harmed
Parasitism
Mutualism
Species benefits
Species neutral
= 1 species

Trophic Levels
• Each link in a food chain is known as a trophic level.
• Trophic levels represent a feeding step in the transfer of energy and matter in an ecosystem.

Trophic Levels
Biomassthe amount of organic matter comprising a group of organisms in a habitat.
• As you move up a food chain, both available energy and biomass decrease.
• Energy is transferred upwards but is diminished with each transfer.

E
R
E
N
G
Y
Trophic Levels
Tertiary consumers- top carnivores
Secondary consumerssmall carnivores
Primary consumers- Herbivores
Producers- Autotrophs

Direction: Refer to the pyramid of energy diagram –provide the correct concept of the statement by completing the sentence .
• When an ecosystem is healthy -
_________________________________________________________
_______
• Answer : the ecosystem can sustain itself, there is more energy at lower trophic level than there is at higher trophic level.
• When energy is transferred to the next trophic level
_________________________________________________________
______
• Only 10% of it is used to build body mass, it is becomes a stored energy and is used in respiration

• At each level of the food chain -
_________________________________________________________
____________________________________________________
• energy is lost because it is used by the organism itself for respiration.
This limits the number of steps there can be on a food chain.

Fill in the number of organisms needed at each level of the pyramid to support the organisms at the next level of organisms in the pyramid.
Consumers
3 rd order
2 nd order
1 st order
175 producers

Trophic Levels
Food chain - simple model that shows how matter and energy move through an ecosystem

Trophic Levels
Food web - shows all possible feeding relationships in a community at each trophic level
• Represents a network of interconnected food chains

Food chain
(just 1 path of energy)
Food web
(all possible energy paths)

1.
Predicting : How might a large omnivore change the flow of energy in Figure 3-5, Diagram II?
2.
Interpreting Graphics How many Kilocalories (Kcal) can the top carnivore in Figure 3-5, Diagram I store? Explain.
3. According to figure 3-5, what are the secondary consumers in diagram I?
4. How many grams per square meter of biomass are in trophic level 2 of diagram II?
5. What are the tertiary consumers in diagram II ?
6. Which pyramid is a pyramid of energy, I or II ?

Nutrient Cycles
Cycling maintains homeostasis
(balance) in the environment.
•3 cycles to investigate:
1. Water cycle
2. Carbon cycle
3. Nitrogen cycle

Water cycle-
•Evaporation, transpiration, condensation, precipitation

Water cycle-

Carbon cycle-
•Photosynthesis and respiration cycle carbon and oxygen through the environment.

Carbon cycle-

Nitrogen cycle-
Atmospheric nitrogen (N
2
78%-80% of air.
) makes up nearly
Organisms can not use it in that form.
Lightning and bacteria convert nitrogen into usable forms.

Nitrogen cycle-
Only in certain bacteria and industrial technologies can fix nitrogen.
Nitrogen fixation -convert atmospheric nitrogen (N
2
) into ammonium (NH compounds like amino acids.
4
+ ) which can be used to make organic
N
2
NH
4
+

Nitrogen cycle-
Nitrogen-fixing bacteria:
Some live in a symbiotic relationship with plants of the legume family (e.g., soybeans, clover, peanuts).

Nitrogen cycle-
•Some nitrogen-fixing bacteria live free in the soil.
•Nitrogen-fixing cyanobacteria are essential to maintaining the fertility of semi-aquatic environments like rice paddies.

Lightning
Atmospheric nitrogen
Nitrogen Cycle
Denitrification by bacteria
Animals
Nitrogen fixing bacteria
Decomposers
Plants
Ammonium
Nitrification by bacteria
Nitrites Nitrates

Toxins in food chains-
While energy decreases as it moves up the food chain, toxins increase in potency.
•This is called biological magnification
Ex: DDT & Bald Eagles

2. Why is so little of the energy from one trophic level is transferred to the next trophic level?

Objectives:
1. The learner will characterize biomes according to their climate and the plant and animal life found in the biome.
2. The learner will state that the climate of an area determines plant life and that the plant life of an area determines animal life.
3. The learner will compare and contrast the plant and animal life of various biomes.
4. The learner will explain ways that animals are adapted to live in a particular biome.

• Large wall map of the world
• Biome map of the world (see website links)
• Post-it notes - large and small (2 different colors for small)

Informational Brochure
Procedure
• Page 1
– Left Hand Column -
• Describe ecological issues & concerns of the biome
– Catastrophic events
– Human impact
• A graphic is optional

– Middle Column -
• Insert a Text Box for your WORKS CITED
– Include ALL sources of information, including graphics
• Include your names
• Include your class period
• A graphic is optional

– Right Hand Column -
• Include a descriptive title
(Ex. - The Rainforest - The Diverse Biome )
• Describe your biome
– Location
– General characteristics
• A graphic is required

– Left Hand Column -
• Describe the Physical / Abiotic features of the biome
– Temperature
– Precipitation
– Landforms
– Bodies of water
• A graphic is optional in this column, but there must be at least one graphic in one of the columns on page 2

– Middle Column -
• Describe the Living / Biotic factors of the biome
– Plants
» minimum of 3
– Animals
» minimum of 3
• Describe one example of competition
• Describe one example of a predator-prey relationship
• A graphic is optional in this column, but there must be at least one graphic in one of the columns on page 2

– Right Hand Column -
• Describe the adaptations of plants and animals that are needed to survive in the biome
– Give at least two examples of animal adaptations
– Give at least one example of a plant adaptation
• A graphic is optional in this column, but there must be at least one graphic in one of the columns on page 2

Cover
2. Location
3. Climate
4. Animals
5. Vegetation
6. Facts
Biome Name, Landforms, Picture
Map Graphic, Text Description
Temperature, Seasons,
Precipitation, Text and Graphics
Types of animals found,
Examples, Text and Graphics
Types of vegetation found,
Examples, Text and Graphics
Interesting facts about the biome (At least 6)

1. Pick one of the biomes you have read studied. This should be informative and visually please. The guidelines for the brochure are below.
2. Must be on a sheet of 8.5 x 11” unlined paper.
3. Must be folded as a trifold brochure, with information on 5 sides. The front cover should have a title and include the name of the biome.
4. Any color of ink or marker may be used as long as it is clearly visible on the paper you are using. Make sure your markers do not bleed through the paper.
You may also cut out picture from magazine or do it on the computer and download pictures.

4. Written information or drawings must cover 75% of each side used. You must have all the major information about your biome contained in the brochure (e.g. precipitation, average temperatures, types of plants and animals found there, etc) be descriptive and creative.
5. Your name, block and the class appear on the last page of the brochure.
6. Remember, this is a travel brochure-if you don’t make it informative and attractive, I won’t want to visit, and if I don’t want o visit you won’t get a good grade!

• www.ucmp.berkeley.edu/glossary/gloss5/biome
•Evergreen Project Adventure mbgnet.mobot.org
•Tundra Biomes ths.sps.lane.edu/biomes/tundra4/tundra4.html
•Blue Planet - Taiga www.blueplanetbiomes.org/taiga.htm
•Cyber Zoo Biomes lsb.syr.edu/projects/cyberzoo/biome.html
•Climate Biomes - Alien Explorer www.alienexplorer.com/ecology/e1.html
•Student Checklist pblchecklist.4teachers.org/view.php3?id=55290
•Biome Map oncampus.richmond.edu/academics/as/education/projects/webunits/biomes/biomes.html