Ecology Unit Project: DESIGN AN ECOSYSTEM
Start date: September 23rd /DUE DATE: September 30, 2013
Each Group must have the following Report/Product: Poster, One to two page paper, and Classroom presentation.
Background Information:Use Ecology class notes and Chapters 13 – 16 in the Biology textbook for background information as well as any research on the internetusing reputable sources.
Vocabulary Included: Biome, food chain/food web; producer; primary, secondary and tertiary consumer; decomposer; pyramids of energy, mass and number; community; population; niche; threatened species; endangered species; extinction.
Objective:
- Create a simple, ecosystem within an assigned biome.
- Describe the interrelations between the species inhabiting the ecosystem and their physical environment.
- Include in what biome you would most likely find your ecosystem.
- Then imagine an alteration in the environment and project the impact that such a change would have on the organisms living in their ecosystem.
Overview:You are to create several species in a unique ecosystem. You will describe your species' niche as well as their reproductive habits. You will then prepare a report describing the expected effects of an environmental disturbance (e.g. flood, paving over the ecosystem to make a Wal-Mart parking lot, Shark hunting, introduction of a foreign species, etc.).
Hints:
1. Keep it simple. Since this will mark the end of the Ecology unit, you won't have a billion years to do this activity. Work together and be resourceful.
2. Look ahead. Consider the conditions associated with species endangerment while you plan your ecosystem. That way your report will be more interesting.
Materials:Poster paper, color markers, notebook paper, pen/pencil, ideas
Time commitment needed:
This lab is deceptively complex. Students usually require at least two hours preparing their ecosystems. Additional time is then needed for the oral presentations.
Method :
1. Form a group of 2-4 students. (Each student should have EQUAL responsibility of assignment, and will be graded individually as well as part of the group).
2. Your mission is to design and artistically depict an ecosystem with in an assigned biome.
3. Here are some hints:
A. Location: Your ecosystem must be within your assigned biome!
B. Biological community: Imaginary organisms are very welcome as long as it fits in your ecosystem.
Include at least one species of each of these(there should be at least 4-5 trophic levels):
Producers,Primary consumers,Secondary and higher level consumers, Decomposers
For each species be sure to include its:
i. range (niche/habitat)
ii. population size
iii. reproductive behavior (mating rituals, fertilization method,
number of offspring, care of offspring, etc.)
a. nutritional requirements, if an animal, or soil and water
requirements, if a plant
b. position in food web
v. sensitivity to environmental changes
vi. any known usefulness/attractiveness to humans
C. Physical components: Your species must be appropriate for their
physical environment. Be sure to consider:
i. Climate: temperature, seasons, humidity and precipitation
ii. Surface conditions: soil minerals, soil texture, water, grade
(slope/Elevation above sea level)
4. Now that you have created a beautiful ecosystem, add a disturbance. Your disturbance may be spontaneous or man-made; intentional or unintentional, or a combination of these. You are not limited to the following:
A. Climate change: warming, cooling, change in water availability.
B. Direct human interference: hunting/harvesting, land clearing,
pesticides/herbicides, introduction of a foreign species, etc.
5. Identify the effect of the disturbance on the species in your ecosystem. Use the list below to help you make the following declarations:
A. Extinct: Species which are completely decimated.
B. Endangered: Species which are in imminent danger of extinction.
C. Threatened: Species which are at significant risk of becoming
endangered but are not in immediate danger of becoming extinct.
D. No expected change: Species with moderate to large populations,
whose numbers are expected to remain stable.
E. Increased: Species whose populations increase. May be potential pests.
6. Prepare your paper which should include…
A brief description of your ecosystem (it’s physical qualities and the species in ecosystem)
Describe each species in a list format exactly like this handout.
Describe what environmental changes occur and what happens to each species as a result
7. Prepare your poster which should include…
A visual display of your ecosystem
Food web of ecosystem: with proper arrows and labels for the organisms
Be prepared to share your results with the rest of the class.
SAMPLE “imaginary” ECOSYSTEM: THE VALLEY*
PRODUCER: Norse Sea Lily
i. range: many reservoirs such as Lake Perris
ii. pop size: large
iii. reproduction: flowering plant pollinated by mead bees; flowers
in early summer
iv. nutrition:
a. autotroph
b. eaten by Go Fish (roots), Vikings (leaves), Mead Bees (nectar), Lily Weevil (immature fruit)
v. sensitivity: the more minerals in the water the better, needs
full sunlight
vi. humans use: artificial poi & glue (roots), fibers for fabric
(stems), snack food (seeds), decoration (flowers), roofing
material (leaves)
vii. climate: cool winters with foggy mornings, warm and sunny
summers
viii. surface: lives in water
1 CONSUMER: Mead Bee
i. range: many reservoirs such as Lake Perris
ii. pop size: small
iii. reproduction: a single queen lays many eggs which are tended
by her daughters
iv. nutrition:
a. eats nectar and pollen of the Norse Sea Lily
b. eaten by some birds
v. sensitivity: low sensitivity, but only one food source
vi. humans use: often considered a pest
vii. climate: active during warm months, hibernates in winter
viii. surface: flying insect: hives on land, food flower floats on surface of water
1 CONSUMER: Go Fish
i. range: many reservoirs such as Lake Perris
ii. pop size: moderate
iii. reproduction: following a mating ritual in clear water the
females lay eggs & the males fertilize the eggs externally,
males guard nest until eggs hatch, babies receive no care nor
assistance
iv. nutrition:
a. Norse Sea Lily & other plant roots
b. are eaten by MoVal Vikings who like them better than Lilies but not as much as mead.
v. sensitivity: eggs are sensitive to chemical pollutants, adults
are pretty tough
vi. humans use: sport and food fish
vii. climate: any temp above freezing & below 50 C
viii. surface: lives in water
1 CONSUMER/2 CONSUMER: MoVal Viking**
i. range: southern California
ii. pop size: many 1000s
iii. reproduction: life-long pair bonds, internal fertilization, low
birth rate, extensive care of young
iv. nutrition:
a. Go Fish, mead, lilies, eagles, cougars & broccoli
b. top level predator
v. sensitivity: low chemical sensitivity, sudden temperature
change can harm them
vi. humans use: extremely attractive exotic pets
vii. climate: warm and sunny weather with plenty of water
viii. surface: amphibious
1 CONSUMER/DECOMPOSER:
Yeast Beast
i. range: very limited, only in Mead Bee hives
ii. pop size: moderate in hives, zero elsewhere
iii. reproduction: high fecundity: usually asexual budding
iv. nutrition:
a. eats nectar and pollen brought to hive by bee excretes mead
b. Vikings drink mead. Vikings really like that mead
v. sensitivity: low sensitivity to chemicals
vi. humans use: no known use
vii. climate: warm & moist
viii. surface: live in hive which protects them from climate
extremes
DECOMPOSER: Ship Worm
i. range: many reservoirs such as Lake Perris
ii. pop size: large
iii. reproduction: hermaphroditic, lay many eggs, external
fertilization, no care of young
iv. nutrition:
a. eats dead organic matter
b. eats anything & everything, once it's died
v. sensitivity: low sensitivity to chemicals, light, temp or
salinity change
vi. humans use: no known use, humans think they are ugly
vii. climate: any temperature above freezing
viii. surface: lives in water
SAMPLE Paper
DESCRIPTION OF ECOSYSTEM:(Describe here in paragraph form)
ENVIRONMENTAL CHANGE:
A gravid (pregnant) Lily Weevil is inadvertently introduced into the valley. The Lily Weevil eats immature Norse Sea Lily fruit. Worse yet are its reproductive habits. It parasitizes hymenopterans by stinging them into paralysis and laying a single egg in the abdomen of each insect. The Weevil larva then feeds upon its host from the inside out! Needless to say, this is an experience which a Mead Bee does not survive.
IMPACT ON SPECIES:
Extinct : At this time it is not possible to tell whether any of these organisms would actually go extinct. However endangerment, by definition, means that a species might go extinct in the near future.
Endangered:
Mead Bee: Bees are being massacred by the Lily Weevil, a newly introduced species.
Yeast Beast: Yeast Beasts are totally dependent on Mead Bees. If the Mead Bee dies out, so will the Yeast Beast.
Norse Sea Lily: Not only do Weevils eat their fruit before their seeds have formed, they also parasitize the Lily's only pollinator. The Lily may not be able to reproduce in the presence of the Weevil. Finally, human predation may also contribute to their demise.
Threatened:
MoVal Viking: The Vikings could lose three important food sources: Lilies, Go Fish, and mead. Fortunately, Vikings have other food sources available to them.
Go Fish: Go Fish would lose a major food source. Also Vikings may predate more heavily upon the fish since the Vikings no longer have Lilies and mead.
No Change :
Ship Worm: One way or the other, there will be plenty of dead for the Ship Worm to eat.
Increased:
Lily Weevil: Since the valley is full of food (Lilies) and reproductive opportunities (Bees), Weevils may increase in population. Contributing to their increase is the lack of natural predators such as Leaping Lizards which eat them.