Introduction to Ecology – Whole
Unit PowerPoint
2012
Goal for the Day
1. Understand what ecology is.
2. Be able to describe and list examples of
abiotic & biotic factors.
•
Be able to describe different biomes by
climate
Question of the Day
• What are the factors that affect seed
germination?
• Think of factors that you decided to test in
your germination experiment.
What is Ecology?
• Ecology
– The study of interactions among organisms
and among organisms and their environment
– Which of the ten themes do you think will play
heavily in this chapter?
Biotic vs. Abiotic
• Biotic Factor–
• Abiotic Factor-
Intro to Ecology
• Which of the factors that we listed as
important for germination and early plant
growth are abiotic factors, which are
biotic?
Intro to Ecology
• What are the major factors involved in the
early growth stage of an animal.
• i.e. (
)
• Which of these are biotic, which are
abiotic?
Ten Unifying Themes of Biology
1. Biological Systems – cell, tissue, organ, organ
system, organism, population, community,
ecosystem, biome, biosphere
Intro to Ecology
• Within the theme biological systems what
was the difference between an ecosystem,
and the level before/below it?
• Community-
• Ecosystem-
Major Biomes
• Climate: The prevailing weather
conditions in a given area.
– Climate determines what organisms can live
in that area.
– Temperature and moisture are important
determining characteristics.
Biological Communities
• Biome: Major Biological Communities that
occur over a large area of land.
This is an example of an artificial (or simulated) biome!
Terrestrial Biomes: Rainforests
• Tropical Rain
Forest:
– Avg. 180 inches of
rain per year.
– Contains at least half
of all species on
earth.
– Ex. Brazil
Terrestrial Biomes: Rainforests
• Reasons for rainforest
deforestation:
– Farming: Tribes are
going thought their own
agricultural
revolution…but the soil of
the rainforest is very
infertile!
– Timber industry--don’t
buy mahogany!
– Oil--yes, they’re looking
for oil in the rainforest
too…
Terrestrial Biomes: Savannas
Savannas:
– a.Dry grasslands
Ex. Africa
– b. Low average
precipitation (3560 inches)
– Prolonged annual
dry seasons
Terrestrial Biomes: Taiga
Taiga:
– a. Cold, wet
climate
– b. Coniferous
forests
– Ex. Canada
Terrestrial Biomes: Tundra
Tundra:
– a. 1/5 of the earth’s
land surface
– b. ex. Alaska
– c. annual
precipitation very low
(10 in)
• Characterized by
permafrost:
Permanently frozen
ground.
Terrestrial Biomes: Desert
Desert:
– a. Very low
precipitation (10 in)
– b. Sparse
vegetation
– c. Found in interior
of continent
– Growing every
year!
Terrestrial Biomes: Temperate
Grasslands
Temperate grasslands
– a. Ex. SOUTH DAKOTA!!
You live in one!
– b. Moderate precipitation
– c. Deep, fertile soil
– Hot summers, cold winters
Terrestrial Biomes: Temperate
Deciduous Forests
Temperate deciduous forests
– a. Mild climate, plentiful rain
(30-100 in)
– b. Warm summers, cold
winters
– Hardwood trees (oak,
hickory, etc)
– Ex. New England…
Terrestrial Biomes: Temperate
Evergreen Forests
Temperate evergreen
Forests
– a. Evergreen
forests
– b. Drier
– Ex. Black Hills
Biomes & Plants Practice
• Draw the phylogenetic tree of plants on a
new sheet of paper.
• List each biome and whether its climate in
terms of _____________ & ___________.
• With a partner go through each biome and
rank how likely non-vascular plants would
be on a scale of 1-8 based on these
factors ALONE.
Biomes & Plants Practice
• Complete Activity front & back
– Cross out High/Low – write WET/DRY
– #4 use “relationships & roots” green ½ sheet
– For scale say 1 is low, 8 is highest probability
• When you finish – go back to your notes
and list as many plants as you can think of
that are found in each biome.
Goals for the day
1. Be able to list different types of consumers &
explain where they get their energy
2. Be able to draw a food chain correctly
3. Be able to describe different biomes by their
abiotic factors (temperature & moisture)
Question of the Day
• Explain the difference between an abiotic &
a biotic factor.
• How would you tell if something were
abiotic or biotic?
• List examples of each type of factor
Defining Biomes
Climate is one of the major defining factors of a
biome.
• What two major characteristics define a
particular climate?
• What type of factors are these?
Biomes & Plants Review
Biome
Tropical
Rainforest
Temperate
Forest
Taiga
Tundra
Savannah
Temperate
Grassland
Desert
Temp.
Moisture NonVascular
vascular
Producers vs. Consumers
• Producers:
• Organisms that first capture energy
(produce their own food)
• What type of factors do they
rely/depend on for energy?
• RELY ON ABIOTIC FACTORS FOR
ENERGY
• Consumers:
• Organisms that consume other
organisms
• What type of factors do they rely/depend
on for energy?
• RELY ON BIOTIC FACTORS FOR
ENERGY
Consumers:
• Herbivores:
– Organisms that consume
plants only
– Ex. cows
• Carnivores:
– Organisms that consume
other consumers.
– Ex. Mountain lions
Consumers:
• Omnivores:
– Organisms that consume both plants and other consumers
– Ex. Humans
• Detritivores:
– Organism that consume dead organic material
– Ex. Vultures
• Decomposers:
– recycle nutrients in the ecosystem (nature’s recycler)
– Bacteria and fungi that cause decay
Food Chain
• Should always start with a ____________.
• Arrows show the direction of energy flow.
Biome connections
•
Read about each biome in our books (pg 753)
What you should get done today:
1. List the Temperature & Moisture for each biome
2. List at least 2 plants and animals for each biome
3. For each biome put together a food chain involving
at least 5 organisms
*Make sure you check the RUBRIC on the back!
Goals for the day
1. Be able to identify a co-evolutionary
relationship by reading about the interaction
between 2 organisms
2. Be able to draw a food chain correctly
3. Be able to describe different biomes by their
abiotic factors (temperature & moisture)
Question of the Day
• What do the arrows of a food chain indicate?
• Does it matter which direction they go? Why?
Co-evolutionary relationships
• Predation
• Parasitism
• Mutualism
• Commensalism
• Competition
Possible Benefits Possible Harms
Biome connections
•
Read about each biome in our books (pg 753)
What you should get done today:
1. List the Temperature & Moisture for each biome
2. List at least 2 plants and 2 animals for each biome
3. For each biome put together a food chain involving
at least 5 organisms
*Make sure you check the RUBRIC on the back!
Skills Check Friday
• Co-evolutionary relationships
• Food Chains
• Producers/Consumer
– Types of Consumers
Goals for the day
1. Be able to identify a co-evolutionary
relationship by reading about the interaction
between 2 organisms
2. Be able to list & describe the different types of
consumers.
3. Be able to draw a food chain correctly
4. Be able to describe different biomes by their
abiotic factors (temperature & moisture)
Question of the Day
• What are the 5 types of consumers? Give an
example of each.
Food Chain Rules
Food Chain
• Grass
Grasshopper
Mouse
Hawk
Biome connections
•
Read about each biome in our books (pg 753)
What you should get done today:
1. For each biome put together a food chain involving
at least 5 organisms
2. List one co-evolutionary relationship for each biome
YOU MUST USE EACH RELATIONSHIP
(parasitism, predation, commensalism,
mutualism, competition) ONCE before you
repeat any!
What you should have done already:
1. List the Temperature & Moisture for each biome
2. List at least 2 plants and 2 animals for each biome
*Make sure you check the RUBRIC on the back!
Video
• Consumers & co-evolutionary relationships
Goals for the day
1. …able to identify a co-evolutionary relationship
by reading about the interaction between 2
organisms
2. ….able to draw a food chain correctly
3. ….able to list and describe the different types of
consumers.
Question of the Day
• An organism that relies on ABIOTIC
factors for food would be considered a
_________, while an organism that relies
on BIOTIC factors for food would be
considered a ____________.
Skills Check Friday (TODAY)
• Co-evolutionary relationships
• Food Chains
• Producers/Consumer
– Types of Consumers
• Look over questions of the day & coevolutionary relationships sheet!
Skills Check
• When you are finished, turn in your skills
check.
• Make a list of 10 ways that we as humans
harm our planet, and 10 ways that we as
humans help our planet.
– If you are having trouble coming up with 10,
being more specific might help. Ex. Instead of
pollution you could indicate different sources
of pollution.
Goals for the day
• Describe and list negative and positive
impacts that humans have on the
environment.
• Be able to draw and describe 3 major
Nutrient Cycles.
Question of the day
What is the relationship between the ways we
help the environment and the ways we harm
the environment?
Harm
Help
Nutrient Cycling
• Water Cycle
• Carbon Cycle
• Nitrogen Cycle
• Picture above
• Description below
Make & RECORD Observations
1. Date
2. What you are doing to the seed today.
–
–
Are you watering it? (with what)
Etc.
3. What does your seed look like?
–
–
–
–
–
–
–
–
Color change?
Shape change?
Does it look dry?
Is there mold?
What does the seed coat look like?
Any cracking?
DOES IT SMELL?
IS IT MOLDY?
Goals for the day
• Be able to draw and describe 3 major
Nutrient Cycles.
• Be able to define an autotroph &
heterotroph. Then link them to our other
vocabulary.
• Describe and list negative and positive
impacts that humans have on the
environment.
Question of the day
A Decomposer (considered a __________
because it relies on ________ factors for
energy) has the job of ________ _________
in the environment.
Producers & Consumers by
another name….
• Heterotroph- rely on outside/different
sources for food/energy
• Autotroph – can make their own food
Venus Flytrap & Pitcher Plant
Native Range of Venus Flytrap?
Native Range of the Pitcher Plant?
“Carnivorous” Plants
1. What nutrient is lacking where these plants
have evolved (
)?
2. Would you call these plants “carnivorous”?
Explain your answer.
• 3. Would you call this plant an autotroph
or a heterotroph?
Nutrient Cycling
• Water Cycle
• Carbon Cycle
• Nitrogen Cycle
• Picture above
• Description below
Goals for the day
• Be able to draw and describe 3 major
Nutrient Cycles.
• Be able to discuss & explain how humans
are involved in the carbon cycle.
Question of the day
What have you heard about the relationship
between carbon dioxide and temperature?
What terms do you associate with this topic?
Greenhouse Effect – Certain gases (
)
cause heat to be trapped, causing earth’s temperature
to rise
Global Warming – As the amount of CO2
(Carbon Dioxide) in the atmosphere increases
(due to the burning of fossil fuels) the
temperature increases
Are Humans the cause of global
warming?
Correlation or Cause and Effect?
Interpreting Graphs
Correlation vs. Cause and effect
J
F
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A
M
J
J
A
S
O
N
D
Interpreting Graphs
Correlation vs. Cause and effect
J
F
M
A
M
J
J
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N
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Are Humans the cause of global
warming?
• Increase in the amount of Carbon Dioxide
in the atmosphere has been linked to an
increase in the earth’s temperature.
• What ways do we (humans) contribute to
the Carbon Cycle?
The Carbon Cycle
Cell respiration: Use oxygen and produce
CO2 as a by-product.
– C6H12O6 + 02 CO2 + H2O + ATP
– Photosynthesis & Cell Respiration
Combustion: The return of carbon to the
form of CO2 by burning.
Are Humans the cause of global
warming?
Nutrient Cycling
• Water Cycle
• Carbon Cycle
• Nitrogen Cycle
• Picture above
• Description below
Goals for the day
1. Understand, and be able to describe the
difference between r-strategists and Kstrategists.
2. Be able to draw the exponential & logistic
growth curves labeling the X & Y axes
(and carrying capacity where necessary)
• Be able to discuss & explain how humans
are involved in the carbon cycle.
Question of the day
Through what process do humans contribute to
the Carbon Cycle that sets them apart from
other organisms?
What process links humans & ALL other
Organisms to the Carbon Cycle?
Populations
•
A Population consists of all of the individuals
of a species that live together in one place at
one time.
Population Growth
Carrying Capacity:
– The maximum population
size that an environment
can sustain.
Limiting Factors
Types of Growth Curves
•
1. Exponential
Growth Curve: A
Curve where the rate
of population growth
increases swiftly
over time. As a
result, the population
size increases
steadily.
Types of Growth Curves
•
2. Logistic Growth
Curve: An exponential
growth is limited by
the carrying capacity
of the environment.
Takes into
consideration food,
shelter, competition,
limited resources
Rapid Growing Populations
• Rapidly Growing Populations are called rStrategists.
– Ex. Large population size is short lived. Especially
when environmental conditions deteriorate.
Characteristics:
Short life span
Reproduce early
Large # of offspring
Slow growing populations
• Slow growing
populations are called
k-Strategies.
– Ex. Whales.
– Care for young a long
time
Characteristics:
Long life span
Slow maturing
Small # of offspring
Reproduce later in
life.
Field Guide Page
• You will CREATE 2 organisms
• One will be a K strategist, AND one will
be an r strategist
• Each organism will have its own field
guide page with the following attributes
Goals for the day
1. Understand, and be able to describe the
difference between r-strategists and Kstrategists.
2. Be able to draw the exponential & logistic
growth curves labeling the X & Y axes
(and carrying capacity where necessary)
• Be able to say how ozone depletion is
involved in skin cancer.
Question of the day
Draw & Label an Exponential Growth Curve & a
Logistic Growth Curve. What is the main thing
that separates them?
Ozone Layer- absorbs harmful UV
radiation from the sun.
What have you heard about the ozone layer?
Ozone Layer- absorbs harmful UV
radiation from the sun.
Depletion (
) - first noticed in the late
1970s, ozone depletion has been caused by a
build up of Chloroflorocarbons (CFCs) in the
upper atmosphere (Stratosphere).
Ozone Layer Depletion
• In 1987 the MONTREAL PROTOCOL, a
UN Treaty was signed by 24 countries.
This protocol banned the use of CFCs to
prevent further damage to the ozone layer.
CFCs have are a long lived gas in the
atmosphere, but due to the Montreal
Protocol, which 197 countries have now
signed,
CFCs are starting to dissipate (
)
and the Ozone layer is starting to heal
Depletion (Decrease ) of ozone in the atmosphere has
been implicated (linked/accused ) in the cause of skin
cancer. WHY?
Due to increased amounts of radiation
from the sun.
Field Guide Page
• You will CREATE 2 organisms
• One will be a K strategist, AND one will
be an r strategist
• Each organism will have its own field
guide page with the following attributes
Goals for the day
1. Be able to say how much energy is
transferred to consumers at each level.
2. Be able to draw the exponential & logistic
growth curves labeling the X & Y axes
(and carrying capacity where necessary)
3. Be able to say how ozone depletion is
involved in skin cancer.
Question of the day
• Why has depletion (Decrease ) of ozone in the
atmosphere has been implicated (linked/accused ) in
the cause of skin cancer.
Intro to ecology
• 90% energy loss for each increasing level
Energy Pyramid
– 90% of energy lost at each level
Energy Pyramid
• If you had 100 pounds of mice in an
environment. How many pounds of
grasshoppers would have been needed to
support them? More or Less?
Energy Pyramid
How much energy is transferred?
Populations Activity
Goals for the day
1. Be able to say how much energy is
transferred to consumers at each level.
2. Be able to say what worked and didn’t
work in our germination experiment.
Question of the day
• How much energy is “lost” between the
trees and the giraffes?
• Where does this
energy go?
Population Graphing
The Great Germination Race
The Great Germination Race
• What worked & What didn’t
Skills Check Wednesday
• Human impacts
– Global warming & Greenhouse affect
• Energy Transfer
• Growth Curves & Strategists
• TEST FRIDAY
Goals for the day
1. Demonstrate what we know about
human impacts, population growth
curves, strategists, & Energy Transfer
2. Feel ready for the test on Friday
Question of the day
• A primary consumer would by another
name be a __________, if it only eats
plants.
• Is a food chain the most accurate way to
represent energy flow in an environment?
Food Web – a more accurate way
to represent the energy flow
between organisms in an
ecosystem
Food Web
What is wrong with this Food Web?
Skills Check Wednesday
• Human impacts
– Global warming & Greenhouse affect
• Energy Transfer
• Growth Curves & Strategists
• TEST FRIDAY
Human population
graphing & review
• Reuse Yellow Sheet – Please Return
• Write on White sheet keep as first part of
your study guide!
Test Topics
• Test Questions – 1 question from each
– Co-evolutionary relationships
– Types of consumers
– Biomes
– Nutrient Cycles
– Populations
– Human Impacts
Resurrection Plant
Goals for the day
1. Feel Prepared for the test tomorrow
2. Be able to say I don’t have any missing
work!
Question of the day
• What is more accurate than a food
chain for depicting energy relationships
in an environment?
Human Population Graphing
• ________________ is the evaporation of
water from the leaves of plants, and is part
of the _______________ cycle.
• _____________ & _____________ are
the two factors that make up the climate.
• Field of View as magnification increases
field of view ________________.
Study Guide
• Staple your graphing sheet from yesterday
to your study guide.
• When you are finished with your test
questions staple them together as well.
Test Topics
• Test Questions – 1 question from each
– Co-evolutionary relationships
– Types of consumers
– Biomes
– Nutrient Cycles
– Populations
– Human Impacts
Resurrection Plant
Study Strategies
• Complete & read through study guide until
you remember everything easily
• Look over questions of the day (due
tomorrow)
• Look over notes
• Review Jeopardy on our Class Website.