Ecology – Independent Study Packet
1.0 Credit
Ecology
· Students will describe and explain the cycling of matter and flow of energy through an ecosystem’s living and non-living components.
· Student will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in an ecosystem.
1. Differentiate between biotic and abiotic
2. describe the reactants and products of photosynthesis and respiration
3. compare and contrast the water, carbon/oxygen and nitrogen cycles
4. Explain the need for energy in living systems
5. Trace the flow of energy in a system
6. explain how adaptations of species and co-evolution with other species are related to success
7. identify examples of mutualism, commensalism, and parasitism
8. predict and analyze how change in an ecosystem can affect the number of organisms in a population and biodiversity of a species in the ecosystem.
Task 1
Biotic and Abiotic
· Complete the biotic/ abiotic worksheet
· Make a poster showing 20 abiotic and 20 biotic things.
Discuss with the teacher: What are the abiotic components of an ecosystem? What are the biotic components of an ecosystem? How are the biotic and abiotic components of an ecosystem dependent on each other?
Task 2
Photosynthesis and Cellular Respiration
· Create a poster, booklet or powerpoint presentation comparing and contrasting photosynthesis and cellular respiration.
Include:
o Location of each process (*NOTE: In plant cells both photosynthesis and cellular respiration occur. In animal cells, only cellular respiration occurs)
o A labeled diagram of each cycle’s
1. Reactants
2. Products
3. Energy flow
o Explain how photosynthesis and cellular respiration differ in terms of energy flow, reactants and products.
o Identify similarities between the cycles
o Explain how photosynthesis and cellular respiration depend on each other.
Discuss with the teacher:
1. Explain how photosynthesis and cellular respiration differ in terms of energy flow, reactants, and products.
2. Could photosynthesis exist without cellular respiration? Could cellular respiration exist without photosynthesis? Defend your position.
Task 3
Biogeochemical Cycles
· Complete the water cycle review worksheets
· Use textbook and internet resources to complete the biogeochemical 3-way Venn Diagram
· Choose one of the following:
o create a poster, booklet or power point presentation on the Carbon cycle and Nitrogen cycle
§ Be sure to address the following:
· Where on Earth does the cycle occurs?
· What living & non-living organisms are involved in the cycle? What are their roles?
· How long does the cycle take?
· Why is the cycle important to living things?
· How are photosynthesis and cellular respiration part of the cycle?
· How do humans affect the cycle?
OR
o Write a story, play or song about a biogeochemical cycle. You may be as creative as you like, but must provide a scientifically accurate portrayal of the cycle itself.
OR
o Create a current Events portfolio involving a biogeochemical cycle (or cycles). Locate 5 current event articles, news casts or pod casts. Write a document analysis for each source. Write a 3 paragraph summary of the information you find and your reaction to it.
OR
o Selected readings or clips:
§ Read the “atom x” excerpt from a Sand County Almanac.
· Diagram the path of the atom
· Identify the biogeochemical cycle the atom belongs to
§ Locate 2 additional essays or view a video about cycles in nature
· summarize the material in paragraph form
· identify the cycles presented
Discuss with the teacher:
What is a biogeochemical cycle? How are abiotic and biotic things involved in cycles in nature? How are the cycles in nature connected?
Task 4
Energy flow and succession
· Identify and describe the 4 stages of ecological succession.
· Report on the importance and dangers of wildfires. Include references to maintaining or regenerating prairies and also the Yellowstone Fires. Some helpful sites are:
http://www.nps.gov/yell/parkmgmt/firemanagement.htm
https://imrcms.nps.gov/yell/planyourvisit/upload/firesupplement.pdf
http://apps.carleton.edu/curricular/ents/assets/prairierestore110_00.ppt
http://www.paynesvillearea.com/news/headlinesarticles/archives/100699/prairierestoration.html
http://www.nwrc.usgs.gov/factshts/018-00/018-00.htm
Task 5
Adaptations
· Read ch 15 of the Prentice Hall Biology Book. Answer all end of section questions and complete the chapter review.
1. p377 q1-5
2. p386 q1-4
3. p388 complete the table
4. p389 q 2, 4, 6, 7, 9, 10, 11, 16, 17, 18, 21, 23, 29, 33
Discuss with the teacher: What is evolution? What is the difference between an analogous and homologous feature? Identify and compare one homologous feature found in at least 3 different organisms. Identify one vestigial feature and hypothesize as to its original purpose.
Task 7
Biome project
· Complete the biome project booklet. You may select any biome to use as the focus of your booklet, but you must use the same biome throughout the entire booklet. If you choose a mountain biome or a water biome, be sure to identify a specific location and use that as the source of information for your booklet.
Discuss with the teacher: What is a biome? What are the characteristics of the different biomes? What are the relationships among organisms in a biome? What are the relationships among living and nonliving things in a biome? How are biomes changing because of human behavior? How can an individual lessen the human impact on the world’s biomes?
Task 8
Invasive or endangered Species Project
**Information to start each of these projects can be found at one of these sites:
· http://endangeredearth.com/
· http://www.invasivespeciesinfo.gov/
Choose 1 of the following:
· Create a booklet, poster or powerpoint on an invasive species in Minnesota.
o Include the following:
§ Picture of organism at different life stages
§ Common and scientific names
§ Diagram of organism’s life cycle
§ Collage of organism’s food web
§ Map showing native and current ranges
§ Description of how the organism has spread, specifically: how was it introduced to the new ecosystem, rate of the organism’s spread, measures taken to prevent or reduce the spread of the organism.
§ Impact of the organism on native species
§ Projection of the organism’s future in MN if no action is taken against it
§ 3 methods/ actions for controlling the organism in MN
OR
· Analyze a species recovery plan
o Find out what threatened or endangered species live in Minnesota and select one of these species.
o Locate a copy of the recovery plan for the species. Summarize the plan.
o Find out what agency in Minnesota is engaged in the species recovery plan.
o Identify the programs the agency has initiated to help the species recover and what the status of these programs is.
o Make a list of ways citizens can support recovery efforts for this species.
o Present a description of the endangered species and your recovery support list to the class
OR
· Choose an endangered or extinct species and create a series of diagrams showing species relationships in the ecosystem and what happens when one species is removed.
o Draw a diagram showing what the animal eats, what other animals compete for the same food, and what animals eat the animal, its young, or its eggs. Also, include in your diagram where the animal nests (in a certain kind of tree, for example), what other animals compete with it for nest sites, and what pollinators (e.g., bees, bats) are needed to pollinate its food plants, and other relationships that are important.
o Remove one of the species in the diagram and analyze what is likely to happen to the entire web of relationships. Draw a new diagram representing the new relationships and write a 3 paragraph paper summarizing and comparing the two diagrams.
OR
o Write a mini-biography of an inspiring individual (lving or dead ) who has made an important contribution to species conservation. Research and summarize:
o What motivated the person to dedicate his/her life to conservation
o what his/her training was
o who was influential in his/her life
o how she/he came to do the work she/he did
o what difficulties she/he encountered
o what she/he accomplished
o how she/he did it
o what she/he are doing now (if they are still living)
o Think of other things you would like to know about the person and try to find answers. Think about whether you would like to do something like they did, and what it would take.
o Write a short biography of this person and present it orally and visually to your class in a way that will help the class understand how important one individual can be to species conservation.
OR
o Choose an extinct species and plan / present a funeral for it.
o Create a memorial collage for the species
o Deliver a 3-5 minute eulogy about the organism
o Write a poem, musical composition or choreograph a dance about the species and its extension. Perform your creative work at the funeral.
Discuss with the teacher:
Explain how adaptations of species and co-evolution with other species are related to success. Analyze how change in an ecosystem can affect the number of organisms in a population and biodiversity of a species in an ecosystem.