Module 2: Ecology
Essential questions
How does matter and energy move through an ecosystem? (3.4, 3.5, & 4.1)
How is food used by a cell for energy and structure?
What factors limit the amount of life an ecosystem supports? (4.1)
What if one such factor is suddenly too abundant or totally missing?
What are some ways humans and natural phenomenon impact ecosystems? (4.2)
What impact do invasive species have in ecosystem stability? (4.3)
What factors affect an ecosystem’s stability and what is their impact? (4.4)
How do ecosystems respond to disturbance?
Student Learning Objectives
*In order to answer the above essential questions, students should be able to:
1. Create a food web to analyze the importance of each organism within the web.
2. Describe the human impact on natural resources and an ecosystem.
3. Interpret ecological pyramids from data.
4. Explain the effect of limiting factors on population growth.
5. Describe the pattern of succession that follows an environmental disturbance.
6. Define and describe the interactions between species and their affect on the stability of an ecosystem.
7. Evaluate the effect of non-native/invasive species on the stability of an ecosystem.
8. Explain the biogeochemical cycles and their role in ecosystems.
Indiana Standards
3.4: Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety of organic molecules to be used in part in their own cellular structures.
3.5: Describe how energy from the sun flows through an ecosystem by way of food chains and food webs and how only a small portion of that energy is used by individual organisms while the majority is lost as heat.
4.1: Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.
4.2: Describe how human activities and natural phenomena can change the flow and of matter and energy in an ecosystem and how those changes impact other species.
4.3: Describe the consequences of introducing non-native species into an ecosystem and identify the impact it may have on that ecosystem.
4.4: Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem.
Essential vocabulary
autotroph
heterotroph
producer
primary consumer
secondary consumer
herbivore
carnivore
omnivore
scavenger
detritivore
climate
population
community
ecosystem
species
predator
prey
food web
food chain
biomass
food pyramid
biotic
energy pyramid
commensalisms
parasitism
mutualism
symbiosis
primary succession
secondary succession
pioneer species
biomes
abiotic
disturbance
invasive species
exponential growth
carrying capacity
tolerance
limiting factors
niche
competition
biosphere
climax community
logistic growth
Sequence Timing ~18 - 21 days (timing is based on 55-minute periods)
This sequence does not include any time for quizzes and review. However, a test has been provided and other formal assessments can be created based on classroom need. Also, you are strongly encouraged to incorporate one of the Vernier labs listed at the end of this module.
1. Paradigm Activity - Human Water Connection – WB and discuss (2-3 days)
2. Model Deployment - Alien Pyramid – WB and discuss (1 day)
3. Oh Deer Game, Wolf Limiting Factors, OR A Predator -Prey Simulation (1-2 days)
4. Pond Succession pictures (½day)
5. Successful Succession Activity (1½ days)
6. Biome Research Project (? days)
7. Symbiotic Strategies Activity (4 days)
8. Local invasive species activity or presentation (2 days)
9. Human Footprint Activity (3 days)
10. Cycles activities – WB and discuss. (2 – 3 days)
11. Post - Module Assessment – Test
Instructional Notes:
*These activities can be modified to suite your classroom needs.
*This sequence does not include any time for quizzes and review, Also, you are strongly encouraged to incorporate one of the Vernier labs listed at the end of this module.
Energy Transfer:
1. Paradigm Activity – Human Water Connection
(Adapted from the Lake County Forest Preserve District, Lesson 15)
*This activity targets Learning Objective 1, 2, 6, & 7
Materials
Lake Michigan Species Cards (found in the Ecology file folder for Human-Water Connection)
Paper arrows (at least two sets per group)
Water Pollution Overview (for teachers)
Water Pollution Overview reproducible for students
Human Activity Scenario Cards
Additional Notes with Scenario G and Food chains description
Information about various types of pollution available in the textbook or the Internet
Day 1
Pre-activity discussion
1. Water has an impact on human activity; human activity has an impact on water.
2. Ask students to share their responses to the statement above on whiteboards.
3. When sharing the boards, as a class, brainstorm ways that humans pollute the water (i.e., sediment, toxic, bacterial, and nutrient pollution).
Instructions
1. Divide the class into groups and assign each group a type of pollution to investigate.
2. Using the Internet and books, each group will prepare a short 3-5 minute presentation for the class about their topic. Each presentation should include the following:
• Definition of the chosen type of pollution
• Cause(s) of the chosen type of pollution
• Prevention of the chosen type of pollution
• Handout for other students summarizing the information (Before their presentation, students should make enough copies for everyone in the class.)
3. Before the presentations, distribute one blank Water Pollution Overview reproducible to each student. Instruct students to take notes on this reproducible during each presentation.
Post-activity discussion
1. During the presentations be sure to ask students to think of the effect Humans have on the environment.
2. Be sure to review their Pollution overview sheets for accuracy.
3. Review each type of pollution and ask for examples.
4. Pollution and the Lake Michigan Food Web
Day 2
Pre-activity discussion
1. Review the concept of a food chain with students and have them recreate a food chain on the white boards and share out as a group. Make sure students have a working knowledge of the following terms: food chain, ecosystem, producer, consumer, herbivore, carnivore, omnivore.
2. Arrange the students in groups. Pass out the species cards and arrows to each group. Ask the groups to use the information on the cards to recreate a food chain on the whiteboard. Then have a share out of all the different chains the students created. Discuss how these things can all interact.
Instructions
1. Each group will create a food web using the species cards (representing organisms in the web) and arrows (representing the flow of energy). Walk around while students are working to make sure they are on the right track.
*Note: One common mistake students make is placing the arrows in the wrong direction. Remind them that the arrows point in the direction of energy flow — producer consumer, not the other way around!
2. Once the groups have completed their webs, pass out the Human Activity Scenario Cards. Each group should receive a different card. Students should read the scenario cards and determine how this human activity will contribute to water pollution, and as a result affect their food webs.
3. Students should rearrange their webs to show how the introduction of the pollution affects the environment.
*For example, an increase in nutrients might cause an algal bloom, followed by a decrease in consumers due to lack of oxygen.
4. Within their groups, they discuss the impact of the varying types of pollution on the different organisms in their food webs. By rearranging the food web, students are able to see the impact of pollution at different levels.
5. Create a whiteboard to present the results of the scenario changes. Present these to the class.
6. If time allows, each group can repeat Step 14, using a different card.
Post-activity discussion
1. Over the past several days we have discussed the negative impact that humans have had on the waters of Lake Michigan. Are there ways that human activity has had a positive impact on the lake? Explain.
2. Reflect on the effect of pollution in the ecosystem.
3. What did students notice about the food webs?
4. Are all the webs the same?
5. Are the scenarios a realistic representation of issues that arise in the environment?
Extensions
• As a follow-up, students are asked to pick one way that humans have an impact on the lake ecosystem and research possible methods of prevention/treatment.
• Have students pick another ecosystem and create species cards and a food web for that system.
• Ask students to research local, state and federal laws regulating pollution.
Modifications
• To shorten this lesson, the following modifications can be made:
• Rather than having students do the research themselves, give them handouts or notes defining types of water pollution.
• Save one human activity card aside and use that for the assessment. This eliminates the time needed for each group to create its own scenario.
• To lengthen this lesson, the following modification can be made:
• Create more scenario cards for students to practice with before the assessment.
2. Model Deployment - Alien Pyramid
*This activity targets Learning Objective 3 & 4
Materials
White board and markers
Story about the Aliens and tasks
Pre-activity discussion
1. We use many models to represent various things in life. It is always easier to see the big picture when it is put in some sort of model/chart. We get to use our knowledge of a distant planet to create a pyramid of numbers and a pyramid of energy.
2. Discuss how you can measure everything around you. An ecological pyramid represents the various elements of the environment around you.
3. What happens to the energy that seems to be missing? Is it really gone? What percent of energy moves from level to level?
Instructions
1. Using the Alien Pyramid story as a guide, the students will need to create their own ecological pyramid on the whiteboards.
2. Once the students have finished you will have a board meeting.
3. Optional: Then give each group a different sample scenario to morph their pyramids. Then have the groups present their findings individually, explaining the reasoning behind the changes that they have made.
Post-activity discussion
1. Ask the class how the scenarios are related to a real-life situation.
2. Why would you use the pyramid to show this information?
3. Why might the numbers not be perfect? (the rule of ten-percent)
4. How many trophic levels can an environment support?
Sample Scenarios:
1. The biologists visiting the planet consume all of the Vorteks or food.
2. A deadly disease wipes out all of the Klukes
3. Animals called Skunkolas travel to the area being studied from another region of the planet. The Skunkolas prey upon the Vorteks; the Klukes, however, dislike the taste of Skunkolas and refuse to eat them.
4. More Vorteks are planted.
5. A tertiary consumer called a Joon is introduced.
Populations and Limiting Factors:
3. Oh Deer, Wolf Limiting Factors, OR A Predator - Prey Simulation
(Adapted from Project Wild Oh Deer Game)
*This activity targets Learning Objective 4 & 6
Materials
A Predator -Prey Simulation (per team of 2 or 4):
400 small squares (mice) of construction paper (1 cm sqd)
1 larger square (4 cm sqd)
masking tape
meter stick
Oh Deer
playing field or large gym
paper and pencil to record data
whiteboard or chalk board to compile data and graph
Wolf Limiting Factors
playing field or large gym
2 sets of 3 x5 cards: one red, one green
1/3 of each set is labeled “water”
1/3 of each set is labeled “food”
1/3 of each set is labeled “shelter”
Paper and pencil to record data
Whiteboard or chalkboard to compile data and graph
Pre-activity discussion:
1. Discuss the following in pairs, record ideas on whiteboard and share as a class.
2. What happens if a population reaches carrying capacity? too small?
3. How is a population controlled so the ecosystem remains in balance?
Instructions
1. Oh Deer or Wolf Limiting Factors activities are played outdoors or in a large gym. Oh Deer is recommended for its predator component but if your students did this in middle school, the wolf activity is an alternative that can be adapted to include a predator...humans!
2. On a rainy day, the Predator-Prey Simulation (Owls and Mice) is suitable for the classroom.
Post-activity discussion
1. Students will make a graph on their whiteboard of the data collected during the activity.
2. Locate the discussion and summary questions on each activity to use for closure discussion.
Succession:
4. Pond Succession Pictures
*This activity targets Learning Objective 5
Materials
Pond Succession PowerPoint
Whiteboards and markers
Overhead Projector
Pre-activity discussion
This is the introduction to succession with little to no prior knowledge.
Instructions
1. For this activity students will be in groups of 2-4 students. They will be shown the PowerPoint and asked to recreate the pictures in the correct order and give their justification for this arrangement on the Whiteboards.
2. After about 10-15 minutes the students should have a circle share out of the boards.
Post-activity discussion
1. Ask students the reason they placed the pictures in the order they did.
2. Are all the arrangements the same?
3. What organisms directed you to the order you selected?
4. What would you expect to see next?
5. Why do you think the pond island with no growth was bare?
6. Is the order of regrowth always going to be the same? Why or why not?
7. What is this called? (succession)
8. Introduce primary and secondary succession and then ask what type the pond is representing.
5. Successful Succession
(Adapted from Eastman Outdoors Texas, Successful Succession Curricula)
*This activity targets Learning Objective 5
Materials
Journals
Digital Cameras
Computers
Powerpoint or Keynote
Worksheets: Cloze Procedure, Flowchart (1 per student)
Cards: Forest fire information (4)
Pre-activity discussion
None
Instructions
1. Label the 4 corners of your classroom with the following signs:
Strongly Agree, Agree, Strongly Disagree, Disagree
2. The teacher should make the statement, “All forest fires are bad.”
3. Students will then go stand in the corner that best represents their feelings about this statement. Allow students time to share their thoughts in each corner and then have a spokesperson defend each position.
4. Give each group a Forest Fire Information Card to read and discuss.
5. Students will then be allowed to move to a new corner if their views have changed. Allow them to defend their new choice using specific examples or facts from the cards.
6. Explain to students that there are times when an environment will change drastically and that ecological succession is the orderly replacement of native species over time.