Ecology Fundamentals - GVLIBRARIES.ORG Fundamentals_FIN.pdf · Page 2 Ecology Fundamentals...

Visual Learning Companywww.visuallearningco.com

25 Union StreetBrandon VT 05733

1-800-453-8481

Teacher's Guide

EcologyFundamentals

Editors:Brian A. Jerome Ph.D.Stephanie Zak Jerome

Assistant Editors:Louise Marrier

Graphics:Fred ThodalHeidi BerryBrian Bliven

Emily MerkertLyndsey Canfield

1-800-453-8481Visual Learning CompanyEcology Fundamentals

The purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the black line master handouts for the purpose of teaching in conjunction with this video, Ecology Fundamentals. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is prohibited.

The video and accompanying teacher’s guide are for instructional use only. In showing these programs, no admission charges are to be incurred. The programs are to be utilized in face-to-face classroom instructional settings, library settings, or similar instructional settings.

Duplication Rights are available, but must be negotiated with the Visual Learning Company.

Television, cable, or satellite rights are also available, but must be negotiated with the Visual Learning Company.

Closed circuit rights are available, and are defi ned as the use of the program beyond a single classroom but within a single campus. Institutions wishing to utilize the program in multiple campuses must purchase the multiple campus version of the program, available at a slightly higher fee.

Discounts may be granted to institutions interested in purchasing programs in large quantities. These discounts may be negotiated with the Visual Learning Company.

The video and this teacher’s guide are the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506).

Copyright © 2006

ISBN 19781592341481

A Message from our Company . . .Visual Learning is a Vermont-based, family owned company specializing in the creation of science programs. As former classroom science teachers we have designed our programs to meet the needs and interests of both students and teachers. Our mission is to help educators and students meet educational goals while experiencing the thrill of science!

Viewing Clearances

Use and Copyright:

1-800-453-8481Visual Learning Company Ecology Fundamentals

Table of Contents2

2

2

4

5

6

7

7

8

12

13

14

16

18

19

20

21

22

24

A Message from our Company

Viewing Clearances

Use and Copyright

National Standards Correlations

Student Learning Objectives

Assessment

Introducing the Program

Program Viewing Suggestions

Video Script

Answer Key to Student Assessments

Answer Key to Student Activities

Pre-Test

Post-Test

Video Review

Vocabulary

Writing Activity

A Unique Ecosystem

Living and Non-living Things

In The Middle of The Food Web


National Standards CorrelationsBenchmarks for Science Literacy(Project 2061 - AAAS) Grades 3-5By the end of the fi fth grade, students should know that:

The Living Environment

National Science Education Standards(Content Standards: K-4, National Academy of Sciences)

Life Science - Content Standard C:

Flow of Matter and Energy (5E):• Almost all kinds of animals’ food can be traced back to plants.• Some source of “energy” is needed for all organisms to stay alive and grow.

Interdependence of Life (5D):• Organisms interact with one another in various ways besides providing food. Many plants depend on animals for carrying their pollen to other plants or for dispersing their seeds.• Changes in an organism’s habitat are sometimes benefi cial to it and sometimes harmful.

• All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.

• Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many

different environments, and distinct environments support the life of different types of organisms.

As a result of their activities in grades K-4, all students should develop an understanding of:

The Characteristics of Organisms:

Organisms and Their Environment:


• Defi ne ecology as the study of the interaction of living things and the environment.

• Describe species as a group of organisms of the same kind which can reproduce similar young.

• Explain that several animals of the same species together in a general area is called a population.

• Defi ne a community as all the populations of different kinds of living things in an area. A community can also be described as several different species living together in a single area.

• Understand that an ecosystem consists of all the living and non-living things in a specifi c area.

• Provide examples of biotic components of the ecosystem around the school.

• Provide examples of abiotic components of the ecosystem around the school.

• Compare and contrast the biotic and abiotic components of two different ecosystems.

• Differentiate between the terms habitat and niche.

• Given an example of an organism, describe its habitat and niche.

• Defi ne the terms producer, consumer, and decomposer.

• Explain that a food chain is an illustration showing the movement of energy between organisms.

• Create a simple food chain when provided examples of living things.

• Understand that a food web better illustrates the energy relationships between many different organisms in an ecosystem.

Student Learning ObjectivesUpon viewing the video and completing the enclosed student activities, students will be able to do the following:


The Post-Test can be utilized as an assessment tool following student completion of the program and student activities. The results of the Post-Test can be compared against the results of the Preliminary Test to assess student progress.

Post-Test (p. 16-17):

The Preliminary Test is an assessment tool designed to gain an understanding of students’ preexisting knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages.

Assessment

Preliminary Test (p. 14-15):

The Video Review can be used as an assessment tool or as a student activity. There are two sections. The fi rst part contains questions displayed during the program. The second part consists of a fi ve-question video quiz to be answered at the end of the video.

Video Review (p. 18):Video Review (p. 18):Video Review (p. 18):


Introducing the Program

Program Viewing SuggestionsThe student master “Video Review” is provided (p. 18) for distribution to students. You may choose to have your students complete this Master while viewing the program or do so upon its conclusion.

The program is approximately 14 minutes in length and includes a fi ve-question video quiz. Answers are not provided to the Video Quiz in the video, but are included in this guide on page 12. You may choose to grade student quizzes as an assessment tool or to review the answers in class.

The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts.

Before showing students the video program, ask them to name some of the living things found near the school. As students list the living things, write each one on the board. Remind students that there are many living things they cannot easily see with the naked eye such as bacteria, small insects, and protists. Next, ask them what conditions enable these things to live. Examples include sunlight, soil, air, and precipitation. Write these things on the board.

After discussing the living and non-living things surrounding the school, ask students how these things interact with each other. Begin by discussing how the non-living things interact with the living things. Then discuss how the living things interact with each other. Explain to students that ecology is the study of how living things interact with the environment and each other. Tell students to pay close attention to the video program to learn more about ecology.


Video Script 1. If you have ever looked closely around your home or school, 2. ...you have probably noticed living things, such as birds,... 3. ...fl owers, 4. ...and insects. 5. If you live in a rural place, maybe you have been lucky enough to see deer, 6. ...coyotes,... 7. ...and geese. 8. Even if you live in a big city, you have probably seen birds such as pigeons,... 9. ...many different kinds of trees,... 10. ...and squirrels.11. How do living things interact with each other? 12. What do they eat?13. Where do they live?14. And, how do they interact with their environment?15. During the next few minutes, we are going to try to answer these questions and

others,16. ...as we explore some of the fundamentals of ecology.17. Graphic Transition - Ecology18. The elk seen here grazing, live in the forests and grassy areas of the Rocky

Mountains of Colorado.19. They eat different kinds of plants,20. ...and occasionally serve as a food source for coyotes, bears, and mountain lions.21. Ecology is the study of the interaction of living things and the environment.22. Ecologists are scientists who study the interactions of plants, animals, and the

environment.23. Let us take a look at some of the fundamental terms and concepts of ecology.24. Graphic Transition - Organisms, Population, Community25. You Decide! What is this animal?26. It is a turkey.27. Wild turkeys are birds found in many parts of North America.28. This turkey is a living thing. Living things are generally referred to as organisms.29. A species is a group of the same kind of organisms which can reproduce similar

young.30. These turkeys, for example, are the same species.31. Ecologists call several animals of the same species together in the same general

area a population. 32. These white-tailed deer are members of the same species and make up a

population.33. As you know, turkeys and deer are not the only living things found in the forest.

There are many different types of trees,34. ...as well as many different kinds of animals including coyotes,35. ...toads,36. ...and a wide array of birds to name just a few.


Video Script37. A community consists of all the populations of different kinds of living things in an

area.38. Another way of thinking about a community is several different species living together

in a single area.39. Graphic Transition - Ecosystem40. You Compare! How is this desert different from this swamp?41. There are many differences, but the most obvious ones include the fact that the

desert is a dry place, and the swamp is a wet place.42. The plants in the desert are quite different than those in the swamp,43. ...as are the animals.44. Each of these different places can be referred to as an ecosystem.45. An ecosystem consists of all the living and non-living things in a specifi c area.46. An ecosystem can be as small as this tidal pool.47. Or as large as the Grand Canyon.48. The boundaries of an ecosystem are determined by the ecologist studying it.49. As we mentioned, an ecosystem consists of all the living and nonliving things in an

area. The living things are referred to as biotic components. 50. Biotic components include plants, trees,...51. ...as well as animals.52. Biotic components also include things you cannot see with the naked eye such as

bacteria and other microorganisms. 53. Ecosystems also include non-living things called abiotic components.54. One of the most important abiotic components is sunlight.55. Most life, either directly or indirectly, depends on the sun.56. The amount of precipitation, and temperature are abiotic factors that impact the lives

of living things in an ecosystem.57. Other abiotic components include soil type, wind, and water to name just a few.58. Graphic Transition - Habitat and Niche59. Plants and animals live in a wide variety of places.60. Prairie dogs, for example, live in burrows which they dig or in the area above ground

immediately surrounding their burrow. 61. This fi sh called a clown fi sh lives in the ocean among coral reefs.62. The word habitat refers to the place where an organism lives. You can think of a

habitat as an organism’s address.63. You Observe! Describe the habitat of this lobster.64. Lobsters live in relatively shallow water on the ocean fl oor. This particular species of

lobster lives in colder, ocean water in the Northeastern, United States,65. ...and along Canadian Maritime Provences.66. A habitat provides food, space, and other resources which an organism needs to

survive.67. While habitat describes the place where an organism lives, niche describes the

organism’s role in an ecosystem.


Video Script68. You can think of a niche as describing the job of a living thing in an ecosystem.69. For example, bees occupy the niche of gathering nectar, and as a result, pollinate

fl owers. 70. A niche also refers to how a living thing obtains shelter, fi nds a mate, avoids danger,

and is affected by abiotic factors to name just a few examples.71. Keep in mind that a habitat may contain hundreds of different kinds of organisms.

But each kind of organism has a well defi ned and unique niche.72. Graphic Transition - Ecosystem Roles73. You Compare! How does a plant get its food compared to an animal?74. A plant produces its own food from the sun’s energy in a very important process

called photosynthesis. 75. Animals, on the other hand, cannot produce their own food. They must eat other

living things for energy.76. Living things, such as plants that produce their own food, are called producers.77. Animals, that eat plants or other living things, are called consumers.78. These sheep eating grass in this meadow are consumers.79. This seagull eating a crab is also a consumer.80. Another very important role in an ecosystem is played by decomposers.81. Decomposers, such as fungi, break down dead organisms, and return new

materials to the environment. 82. Different kinds of bacteria also decompose wastes, and recycle energy from the

remains of once living plants and animals so other organisms can use it.83. Graphic Transition - Food Chains and Food Webs84. Ecologists often create diagrams which illustrate feeding relationships between

organisms. These diagrams show how energy is transferred between living things in an ecosystem.

85. As we mentioned, producers create their own food from the sun’s energy.86. In our diagram, let us write the sun fi rst.87. Here in the Galapagos Islands, seaweed, a plant like producer, creates food from

the sun’s energy.88. This animal called a marine iguana eats the seaweed for its energy.89. The arrows illustrate the movement of energy in this simple food chain, from sun, to

seaweed, to iguana.90. The food chain shows one possible energy path in an ecosystem.91. In nature, things are often more complicated, and are better illustrated by food web

diagrams. A food web consists of many overlapping food chains.92. Here in the Florida Everglades there are numerous plants which serve as

producers, as well as many consumers of plants including birds, fi sh and turtles.93. Many of these organisms are in turn consumed by predators such as alligators, and

snakes.94. A predator is an animal that feeds on other animals.


Video Script 95. In turn, prey consists of an animal that is eaten by another animal. 96. A food web looks something like this. 97. As you can see, by looking at this food web, living things are interconnected to each

other in this complex ecosystem. 98. Graphic Transition - Summing Up 99. During the past few minutes we have explored many of the fundamental concepts of

ecology.100. We explored the meaning of the terms species, population, and community.101. We discussed that an ecosystem consists of all the living and non-living things in a

specifi c area.102. Ecologists often separate these into biotic components and abiotic components.103. We discussed that habitat refers to the home of an organism, and niche refers to the

role an organism plays in an ecosystem.104. Some of the general roles fi lled by organisms in an ecosystem such as producer,

consumer, and decomposer were described.105. Last, food chains and food webs were highlighted.106. So, the next time you take a walk in a park,...107. ...or observe the plants and animals outside your home,108. ...think about some of the fundamentals of ecology we just discussed, you might just

look at the world around you a little differently.109. Graphic Transition - Video Assessment Fill in the correct word to complete the sentence. Good luck and let us get started.1. ________ is the study of the interaction between living things and the environment.2. An _______ consists of the living and non-living things in an area.3. The place where an organism lives is its _______.4. _______ must eat other things for energy.5. This diagram is a food ___.

Answers on page 12.


1. Ecology is the study of the interaction Ecology is the study of the interaction Ecologybetween living things and the environment. 2. An ecosystem consists of the living and non-living things in an area. 3. The place where an organism lives is its habitat. 4. Consumers must eat other things for energy. 5. This diagram is a food web.

1. This animal is a turkey. 2. The most obvious difference between this desert and swamp is the desert is a dry place, and the swamp is a wet place.3. Lobsters live in relatively shallow water on the ocean fl oor. 4. A plant produces its own food from the sun’s energy in a very important process called photosynthesis.

1. d - predator 2. b - birds and worms 3. a - decomposers 4. c - habitat 5. c - grass 6. b - population 7. a - community 8. a - species 9. c - sunlight10. c - ecology11. true12. true13. false14. false 15. true16. The students answers will vary depending on the location of their home or school. 17. A deer herd would be an example of a population because it consists of several living things of the same species together in a general area. 18. grass mouse snake hawk 19. A pond where fi sh, frogs, birds and turtles live would be an example of a community because there are several different species living together in a general area. 20. The habitat of a grizzly bear in Alaska would be the meadows and forests. Its niche includes the fact that it preys on many animals, and also eats some plants such as berries.

Answer Key to Student AssessmentsPre-Test (p. 14-15) 1. c - ecology 2. a - species 3. b - population 4. a - community 5. b - birds and worms 6. c - sunlight 7. c - habitat 8. c - grass 9. a - decomposers10. d - predator11. true12. false13. true14. true15. false16. A deer herd would be an example of a population because it consists of several living things of the same species together in a general area. 17. A pond where fi sh, frogs, birds and turtles live would be an example of a community because there are several different species living together in a general area.18. The students answers will vary depending on the location of their home or school. 19. The habitat of a grizzly bear in Alaska would be the meadows and forests. Its niche includes the fact that it preys on many animals, and also eats some plants such as berries.20. grass mouse snake hawk

Post-Test (p. 16-17)

Video Review (p. 18)

18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk 18. grass mouse snake hawk

20. grass mouse snake20. grass mouse snake20. grass mouse snake20. grass mouse snake20. grass mouse snake20. grass mouse snake hawk hawk hawk hawk


1. Examples of biotic components might include trees, grass, fl owers, birds, insects, and other small animals. Examples of abiotic components might include wind, precipitation, sunlight, rocks, and soil type.2. tree - producer producer producer grass - producer deer - consumer consumer consumer people - consumer bear - consumer3. phytoplankton zooplankton small fi sh big fi sh shark

In Your Own Words (p. 20) In The Middle of The Food Web (p. 24-25)

Living and Non-living Things (p. 22-23)

A Unique Ecosystem (p. 21)

Writing Activity (p. 20)

1. ecologist 2. species 3. population 4. community 5. ecosystem 6. biotic components 7. abiotic components 8. habitat 9. niche 10. producers

Vocabulary (p. 19 )

Answer Key to Student Activities

The Everglades ecosystem is located in southern Florida. There are a wide range of living things in the ecosystem which are generally called the bioticcomponents. The abiotic components include the abiotic components include the abioticpresence of abundant seasonal rainfall, fl at topogra-phy, and relatively warm temperatures to name just a few. The plants in the Everglades play the role of producers. The animals which eat the plants such as birds, turtles, and fi sh are called consumers. Consumers, such as alligators and rattlesnakes, which eat other living things are called predators. The organisms they eat are called prey. A way to illustrate the complex interaction of energy between living things is called a food web.

1. Hydrothermal vents are cracks in the seafl oor where superheated water emerges.2. Hydrothermal vents were discovered in 1977 off the coast of South America.3. Chemosynthetic bacteria are the base of the food chains in hydrothermal vent communities.4. An ecosystem around your house would have food chains based on plants or plant-like organisms. A hydrothermal vent ecosystem has a food chain based on chemosynthetic bacteria and does not depend on sunlight.

7a. The biotic components consist of the living things and the abiotic components consist of the non-living things.7b. A school located in the Amazon rainforest would be surrounded by an extremely high number of different types of living things.7c. Temperature extremes, precipitation amounts, and wind may all present a challenge with which living things must contend.

1. The wolf has the fewest predators.2. The mouse has the most predators.3. One of the things that would happen is there would be no deer or very few because grass is their primary food. If there were no deer, the wolf’s food supply would be less.4. If the top predator were removed, an overabundance of many organisms could occur.

The biotic and abiotic components for the data table will vary depending on the student location.

3. phytoplankton zooplankton small fi sh 3. phytoplankton zooplankton small fi sh 3. phytoplankton zooplankton small fi sh 3. phytoplankton zooplankton small fi sh 3. phytoplankton zooplankton small fi sh 3. phytoplankton zooplankton small fi sh big fi sh shark big fi sh shark big fi sh shark

Pre-Test

4. Several different species living together in a single area is referred to a:

5. The biotic components in an ecosystem might include:

1. The following is the study of the interaction of living things and the environment:

2. The term given to a group of organisms of the same kind which can reproduce similar young is:

3. Several living things of the same species together in a general area is called as a:

Circle the best answer for each of the following questions.

6. An abiotic component in an ecosystem might include:

10. A lion is often referred to as the following because it eats other animals:

7. The place where an organism lives is called its:

8. Which of the following is an example of a producer?

9. Which of the following break down dead organisms?

a. geology geology geology b. astronomy c. ecology ecology ecology d. meteorology

a. species species species b. plants c. fossils fossils fossils d. mitosis

a. party party party b. population c. ecosystem d. individual individual individual

a. community b. succession c. climate d. ecology

a. rain and snow b. birds and worms birds and worms birds and worms c. wind d. rocks rocks rocks

a. plants plants plants b. animals c. sunlight d. microorganisms

a. niche b. food c. habitat habitat habitat d. ecology ecology ecology

a. tiger tiger tiger b. deer c. grass d. fungi

a. decomposers b. producers producers producers c. species species species d. niche

a. decomposer b. prey c. producer d. predator

Visual Learning Company

Page

14Ecology Fundamentals

Name

Pre-Test

20. Create a diagram of a food web using the following: mouse, grass, hawk, and snake.

19. Describe the niche and habitat of a grizzly bear in Alaska.

Write true or false next to each statement.

A food chain is a better representation of an entire ecosystem than a food web.

Abiotic components include precipitation, wind, elevation, and sunlight.

A turkey and a deer are the same species.

Ecologists are scientists who study the interactions of living things and the environment.

18. Describe some of the biotic and abiotic components in an ecosystem near your home or school.

17. Describe an example of a community.

16. Provide an example of a population.

An ecosystem can be large or small.

Write a short answer in complete sentences for each of the following.

11.

12.

13.

14.

15.


Page


Name

7. Several different species living together in a single area is referred to as a:

10. The following is the study of the interaction of living things and the environment:

6.

3. Which of the following break down dead organisms?

1. A lion is often referred to as the following because it eats other animals:

5. Which of the following is an example of a producer?

Circle the best answer for each of the following questions.

Post-Test

4. The place where an organism lives is called its:

2. The biotic components in an ecosystem might include:

8. The term given to a group of organisms of the same kind which can reproduce similar young is:

9. An abiotic component in an ecosystem might include:

Several living things of the same species together in a general area is called a:

a. decomposer b. prey c. producer d. predator

a. rain and snow b. birds and worms birds and worms birds and worms c. wind d. rocks rocks rocks

a. decomposers b. producers producers producers c. species species species d. niche

a. niche b. food c. habitat habitat habitat d. ecology ecology ecology

a. tiger tiger tiger b. deer c. grass d. fungi

a. party party party b. population c. ecosystem d. individual individual individual

a. community b. succession c. climate d. ecology

a. species species species b. plants c. fossils fossils fossils d. mitosis

a. plants plants plants b. animals c. sunlight d. microorganisms

a. geology geology geology b. astronomy c. ecology ecology ecology d. meteorology


Page


Name

Abiotic components include precipitation, wind, elevation, and sunlight.

16. Describe some of the biotic and abiotic components in an ecosystem near your home or school.

Write a short answer for each of the following.

Post-Test

17. Provide an example of a population.

18. Create a diagram of a food web using the following: mouse, grass, hawk, and snake.

11.

12.

13.

14.

15.

Write true or false next to each statement.

19. Describe an example of a community.

20. Describe the niche and habitat of a grizzly bear in Alaska.

An ecosystem can be large or small.

A food chain is a better representation of an entire ecosystem than a food web.

A turkey and a deer are the same species.

Ecologists are scientists who study the interactions of living things and the environment.


Page


Name

1. What is this animal?

3. The place where an organism lives is its _______________.

2. An _________________ consists of the living and non-living things in an area.

1. _______________ is the study of the interaction between living things and the environment.

4. ______________ must eat other things for energy.

5. This diagram is a food __________.

After you watch the video, test your knowledge with these questions.

While you watch the video, answer these questions:

2. How is this desert different from this swamp?

3. Describe the habitat of this lobster.

Video Review

You Compare!

You Observe!

You Decide!

You Compare!3. How does a plant get its food compared to an animal?


Page


Name

Only the non-living factors in a place such as precipitation, soil, and wind to name just a few.

Several different species living together in the same general area.

Vocabulary

The role an organism plays in an ecosystem which includes how it obtains food, shelter and relates to its environment.

Use these words to fi ll in the blanks next to the sentences below.

A scientist who studies the interaction of living things and the environment.

A group of organisms of the same kind which can produce similar young.

Several members of the same species together in the same general area.

The place where an organism lives, and includes food, space, and other resources.

Only the living things in a place such as plants, animals, and microorganisms.

1.

7.

2.

6.

8.

4.

5.

3.

All the living and non-living things in an area.

9.

Organisms that produce their own food. Plants are an example.

10.

Wo

rds

ecologist

species

population

community ecosystembiotic components

niche abiotic components habitat

producers


Page


Name

2. Next to each of the different organisms listed state whether it is a producer or consumer.

1. Think about the ecosystem surrounding your school. List some of the biotic components and abiotic components found in this ecosystem.

Use the correct word from above to complete the sentences in the following paragraph.

Writing Activity

The Everglades _________________ is located in southern Florida. There are a

wide range of living things in the ecosystem which are generally called the

____________ components. The _________________ components include the

presence of abundant seasonal rainfall, fl at topography, and relatively warm

temperatures to name just a few. The plants in the Everglades play the role of

____________. The animals which eat the plants such as birds, turtles, and fi sh

are called __________________. Consumers, such as alligators and

rattlesnakes, which eat other living things are called ________________. The

organisms they eat are called ____________. A way to illustrate the complex

interaction of energy between living things is called a ___________ ______.

In Your Own Words

3. Using the following organisms create a food chain diagram: zooplankton, phytoplankton, shark, small fi sh, big fi sh.

ecosystem bioticabiotic producersconsumerspredators preyfood web

tree

deer

grass

bear

people


Page


Name

A Unique EcosystemYou have probably heard that all life depends on the sun. This is because producers such as plants and algae need the sun’s light to produce their own food energy. In turn, producers provide energy for other consumers. Scientists thought this was the case everywhere on Earth until a fantastic discovery was made in 1977 off the coast of South America. Nearly 2500 meters below the surface of the sea scientists discovered an entire ecosystem which did not depend on the sun for its existence!

During the past 50 years scientists have studied many similar ecosystems deep in the oceans beyond the depths where light can penetrate. In total darkness along seafl oor regions of volcanic activity, entire worlds of organisms never known before have been discovered. Strange organisms including giant clams, long tube worms, crabs, and fi sh are just a few of the organisms found in these deep ocean communities. All these organisms live without the presence of sunlight.

How can life exist in these deep sea communities in the absence of the sun’s energy? The answer lies in superheated water which emerges in ocean fl oor cracks referred to as deep sea vents (also called hydrothermal vents). This very hot water is rich in a chemical compound called hydrogen sulfi de which is a key component in fueling life in the hydrothermal vent ecosystem. Scientists have discovered hundreds of different kinds of bacteria capable of creating energy from hydrogen sulfi de and other chemicals. These bacteria are referred to as chemosynthetic organisms. Instead of plants or plant-like organisms serving as the base of food chains in ecosystems on Earth’s surface, chemosynthetic bacteria serve as the base of the food chain in deep sea vent communities. Chemosynthetic bacteria are then eaten by a wide range of other organisms, which in turn are eaten by other living things. So, as you see, life deep in the ocean can exist in the absence of sunlight.

Questions:

1. What are hydrothermal vents?

2. When and where were hydrothermal vents fi rst discovered?

3. What is the base of the food chains in hydrothermal vent communities?

4. How are hydrothermal vent ecosystems different than the ecosystem near your house?

Directions: Read the following information and answer the questions below.


Page


Name

Living and Non-living ThingsBackground: Look out the window of your classroom or home. What do you see? Chances are you see grass, trees, and maybe even some animals. The living things surrounding us are generally referred to as the biotic components. An ecosystem can include hundreds of different biotic components. Biotic components include plants, animals, bacteria, and other microorganisms you can’t see. An ecosystem also includes non-living things we generally refer to as the abiotic components. What are some examples of abiotic components around your school or home? Think about some of the things which living things need. Most life directly or indirectly depends on sunlight. Living things also need water which we receive as precipitation (rain, snow, sleet, etc.). Other abiotic components include wind, temperature, elevation, and soil type to name just a few.

Directions:

1. Obtain a copy of the data table titled, “Abiotic and Biotic Components”.

2. In this activity you will observe and list some of the biotic and abiotic components surrounding your school. Your teacher will instruct you where to make your observations.

3. First, you will focus on observing the biotic components. Stand in one place for a couple of minutes. Write down the different biotic components you observe on your data table. Also, write what type of organism it is. For example, if you see a mushroom, state that it is a type of fungus.

4. Take a few minutes to walk around to see what other types of different biotic components you can fi nd. Record these on the data table.

5. Next, focus on the abiotic components. You may not be able to observe these at this very moment. If you can’t observe these right now, then use your prior knowledge about the environment to write a description describing the abiotic components.

6. Once you have completed the data table, tally up the number of different kinds of living things you found as an entire class.

7. Answer the following questions:

a. What is the difference between biotic components and abiotic components?

b. How many different types of biotic components did you fi nd as a class? How do you think their number would compare to a school located in the Amazon rainforest?

c. What challenge do the abiotic components present to living things in your environment?


Page


Name

Living and Non-living Things

BIOTIC AND ABIOTIC DATA TABLE

Biotic ComponentsOrganism Category of Organism

Example: ant Animal - insect

Abiotic Component Description of Abiotic ComponentExample: Temperature The temperature fl uctuates from -10° C in winter to 30° C in

summer

Abiotic Components


Page


Name


Background: Think about a trout swimming along the banks of a river, or a hawk surveying the forest from the top of a tree. Think about a plant growing tall in the sunlight. All of these living organisms have one very important thing in common. They all need energy to survive! Humans too need energy to survive. Humans and animals get their energy by eating other living things. The trout might eat insects that land on the water’s surface. The hawk might eat a mouse it sees scurrying along the forest fl oor. Humans eat living things as well, whether they be animals or plants. Plants, however, do not depend on other living things for energy; they depend largely on the sun for their energy. Photosynthesis is the unique process by which plants produce energy and make food using the light of the sun, carbon dioxide, and water. Organisms capable of producing their own food are called producers, while organisms that depend on other food sources are called consumers. Predators are organisms that feed on other organisms, and prey are the organisms that are eaten.

Questions:

1. What organism has the fewest predators?

2. What organism has the most predators?

3. What would happen if you took out Grass from the food web?

4. What would happen if the top predator was removed from the food web?

Directions:

1. Cut out the organisms found on the following page.

2. Add your own organisms to the blank boxes and cut them out as well.

3. Assemble the organisms on the large piece of paper.

4. Using the colored string, link the organisms to their food sources.

5. When all the organisms are linked, glue the organisms to the background piece of paper.

6. Answer the questions below.

Materials: yarn (different colors), scissors, glue, sheet of cutouts, drawing tool (marker, pencil, crayon, or pen), large piece of paper for background

A food chain is a simple diagram illustrating how energy is transferred from one source to another. This is an example of a food chain beginning with the sun and ending with the hawk: Sun Plant Mouse Hawk. Many food chains exist in a given ecosystem. When these food chains overlap due to several organisms eating the same thing, they create a food web. Food webs are complex diagrams illustrating energy transfer of living things in an entire ecosystem.

Objective: The students will construct a food web that illustrates the energy paths between living organisms.

Sun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse HawkSun Plant Mouse Hawk


Page


Name


Frog

cricketFish

wheat grasssnakeHawk

Fox

DeerWolfMouse

Dragon fl y

Grass

___________________________________________


Page


Name

Ecology Fundamentals - GVLIBRARIES.ORG Fundamentals_FIN.pdf · Page 2 Ecology Fundamentals...

Documents

Transcript of Ecology Fundamentals - GVLIBRARIES.ORG Fundamentals_FIN.pdf · Page 2 Ecology Fundamentals...