Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
Lesson Name:
The Flow of Energy Through an Ecosystem: Study of The GA Salt Marsh
Learning Objectives:
•
•
•
Investigate the relationships among organisms of the Georgia Salt Marsh ecosystem.
Explain the flow of energy through the Georgia Salt Marsh ecosystem.
Compare the quantity of energy among trophic levels.
Enduring Understandings:
•
•
•
•
Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores
and decomposers.
The total energy found in organisms from one trophic level in a food chain is not available to organisms in
the next trophic level as only a portion of energy consumed is stored as organic matter; the rest is utilized in
metabolic processes or transformed into heat.
Matter is cycled through ecosystems; it cannot be created nor destroyed.
Human behavior and actions impact ecosystems.
Georgia Performance Standards Addressed:
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter
within their ecosystems.
a)
Investigate the relationships among organisms, populations, communities, ecosystems and biomes.
b)
Explain the flow of matter and energy through ecosystems by
•
Arranging components of a food chain according to energy flow.
•
Comparing the quantity of energy in the steps of an energy pyramid.
c)
Relate environmental conditions to successional changes in ecosystems.
d)
Assess and explain human activities that influence and modify the environment such as global
warming, population growth, pesticide use, and water and power consumption.
L9-10RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9–10 texts and topics
L9-10RST5: Analyze the structure of the relationships among concepts in a text, including relationships among key
terms.
Grade Level:
9-12
Materials:
1.
List of organisms. Students select one from a hat and research that organism and its habitat:
a. Great Blue Heron
b. American Oyster Catcher
c. Belted Kingfisher
d. Great Egret
e. Brown Pelican
f. Oyster Toadfish
g. Oppossum Piperfish
h. Atlantic Spadefish
i. Red Drum
1
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
2.
Lesson Plan
Prepared 12/1/2012
Southern Flounder
Bonnethead Shark
Southern Stingray
Blue Fronted Dancer
Diamondback Terrapin
Blue Crab
Atlantic Oyster Drill
Knobbed Whelk
Marsh Periwinkle
Eastern Oyster
List of previously studied vocabulary:
a. Ecosystem
b. Habitat
c. Species
d. Population
e. Community
f. Ecosystem
g. Biotic factors
h. Abiotic factors
i. Niche
j. Food chain
k. Food web
l. Autotroph
m. Heterotroph
n. Herbivore
o. Carnivore
p. Omnivore
q. Adaptations
Time Needed:
This project will require 3-4 class periods.
Background Information:
Students will have previously learned about the levels of organization within
ecosystems; the flow of energy and the cycling of matter.
Learning Procedure:
Please see attached.
Evaluation:
Ecology Project
Resources:
GEORGIA SALT MARSHES:
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1183
2
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
PLANTS:
Live Oak
http://www.netstate.com/states/symb/trees/ga_live_oak.htm
Spanish Moss
http://www.brownsguides.com/blog/spanish-moss/
Glasswort
http://srelherp.uga.edu/turtles/malter.htm
Smooth Cordgrass
http://www.invasive.org/browse/subinfo.cfm?sub=6470
BIRDS:
Great Blue Heron:
http://www.allaboutbirds.org/guide/Great_Blue_Heron/id
American Oyster Catcher
http://www.allaboutbirds.org/guide/American_Oystercatcher/id
Belted Kingfisher
http://www.allaboutbirds.org/guide/Belted_Kingfisher/id
Great Egret
http://www.allaboutbirds.org/guide/Great_Egret/id
Brown Pelican
http://www.allaboutbirds.org/guide/Brown_Pelican/sounds
FISH:
Oyster Toadfish
http://marinefishesofgeorgia.org/common-fish/oyster-toadfish.html
Oppossum Pipefish
http://www.fishbase.org/summary/Microphis-brachyurus.html
Atlantic Spadefish
http://marinebio.org/species.asp?id=428
Red Drum
http://www.chesapeakebay.net/fieldguide/critter/red_drum
Southern Flounder
http://marinefishesofgeorgia.org/popular-sport-fish/southern-founder.html
3
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
Bonnethead Shark
http://marinefishesofgeorgia.org/sharks/bonnethead-shark.html
Southern Stingray
http://marinefishesofgeorgia.org/rays/southern-stingray.html
INSECTS:
Blue-fronted Dancer
http://bugguide.net/node/view/2642
MOLLUSK:
Knobbed Whelk
http://marex.uga.edu/shellfish/fishery%20whelks.htm
Marsh Periwinkle
http://people.duke.edu/~jspippen/mollusca/marshsnails.htm
Eastern Oyster
http://www.chesapeakebay.net/fieldguide/critter/eastern_oyster
Atlantic Oyster Drill
http://www.chesapeakebay.net/fieldguide/critter/atlantic_oyster_drill
CRABS:
Blue Crab
http://www.chesapeakebay.net/fieldguide/critter/blue_crab
Hermit Crab
http://animals.howstuffworks.com/marine-life/hermit-crab-info.htm
TURTLE:
Diamondback Terrapin
http://srelherp.uga.edu/turtles/malter.htm
4
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
ECOLOGY PROJECT
Due Date:
Group Names:
Score:
/100
You may work in groups of 3 or less. Your group will present the project on Friday, so make sure at least one member is
willing to speak in front of the class. If any group member is absent 2 or more days this week, that person must complete the project
individually (format will be a written report).
You and your group members will research one particular organism of the Georgia salt marsh ecosystem. (One member of
the group will pick a name of an organism from a hat.) You will use the next 4 days to gather information about the organism’s
habitat and construct a poster to educate people about your organism and its importance to the salt marsh ecosystem of GA. Friday,
your group will present the information to the class. I will provide you with poster paper and you may use any of the resources I have
in the classroom. Be advised that NO EXTENDED TIME WILL BE GRANTED for this project. You must use your class time
efficiently and might consider working on the project at home outside of class time.
1)
On your poster, provide information about the Georgia Salt Marshes.
a) DESCRIBE the ecosystem. (What is a salt marsh? How did the GA salt marsh form? What is it like there?
Perhaps someone you know has visited this type of ecosystem before? If so, find out as much as you can from them
about their experience there.) Recommended resource: http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h1183
b) Print a map of the GA Barrier Islands and shade in the area where this ecosystem is found.
Points: Worth 10 points total, 5 for description ____, 5 for map_____
2)
Describe your organism’s habitat.
a) Describe the habitat the organism occupies.
b) Discuss how your organism interacts with its own population.
c) What’s its niche?
d) Discuss other populations that interact with your organism (i.e. describe the community of its ecosystem).
Points: Worth 20 points total, 5 for habitat description___, 5 for discussion of its own population___, 5 points for discussing the
niche, 5 for community interactions ____
3) Draw and identify 5 biotic factors and 5 abiotic factors that your organism interacts with and depends on for survival.
Points: Worth 10 points total, 5 for biotic____, 5 for abiotic ____
Draw and label a food chain AND a food web involving your organism.
a) Food chain should have at least 4 organisms, each labeled as an autotroph, herbivore, carnivore, or omnivore.
b) Food web should have 10+ organisms, each labeled as autotrophs, omnivores, herbivores or carnivores.
Points: Worth 20 points total: 10 points for food chain_____, 10 for food web ______
4)
Discuss at least 3 adaptations of your organism. (For example: The sea otter has a thick coat of fur that allows it to
tolerate cold water. It also uses tools (rocks) to crack open clams for food.)
Points: Worth 5 points ____
5)
Discuss the possible impact of overpopulation of your organism on its ecosystem. (NOTE! If your organism is
threatened or endangered, discuss efforts to save it, or the impact of its going extinct on the ecosystem.
Points: Worth 5 points ____
6)
7)
Name and discuss a human action that has an impact on your organism and its ecosystem. What action is causing the
impact and how can it be prevented?
Points: worth 5 points ____
8) Create a poster, to represent all or some of the above criteria to present to the class. This project does not have to be typed
nor does it have to include printed pictures! However, it should be NEAT and “flow” in the order of the requirements. You
should demonstrate an obvious EFFORT and sense of PRIDE in the product.
If you are doing the project independently, you do not need to make a poster. Instead you will collect all of the above
information and write a report. The report should include a title page, a list of references, and be placed in a binder.
Points: worth 10 points ____
9) Citing Sources: Cite at least two (2) sources used to obtain your information.
Points: Worth 5 points _______
5
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
10) Presentation: Your group needs to present all of the information on your organism. The more members that speak the more
points your group will receive.
Points: Worth 10 points ____
List of Useful Internet Resources:
GEORGIA SALT MARSHES:
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1183
PLANTS:
Live Oak
http://www.netstate.com/states/symb/trees/ga_live_oak.htm
Spanish Moss
http://www.brownsguides.com/blog/spanish-moss/
Glasswort
http://srelherp.uga.edu/turtles/malter.htm
Smooth Cordgrass
http://www.invasive.org/browse/subinfo.cfm?sub=6470
BIRDS:
Great Blue Heron:
http://www.allaboutbirds.org/guide/Great_Blue_Heron/id
American Oyster Catcher
http://www.allaboutbirds.org/guide/American_Oystercatcher/id
Belted Kingfisher
http://www.allaboutbirds.org/guide/Belted_Kingfisher/id
Great Egret
http://www.allaboutbirds.org/guide/Great_Egret/id
Brown Pelican
http://www.allaboutbirds.org/guide/Brown_Pelican/sounds
FISH:
Oyster Toadfish
http://marinefishesofgeorgia.org/common-fish/oyster-toadfish.html
Oppossum Pipefish
http://www.fishbase.org/summary/Microphis-brachyurus.html
Atlantic Spadefish
http://marinebio.org/species.asp?id=428
Red Drum
http://www.chesapeakebay.net/fieldguide/critter/red_drum
Southern Flounder
http://marinefishesofgeorgia.org/popular-sport-fish/southern-founder.html
6
Jacqueline J. Toner
Rivers to Reef Post Workshop Activity
Lesson Plan
Prepared 12/1/2012
Bonnethead Shark
http://marinefishesofgeorgia.org/sharks/bonnethead-shark.html
Southern Stingray
http://marinefishesofgeorgia.org/rays/southern-stingray.html
INSECTS:
Blue-fronted Dancer
http://bugguide.net/node/view/2642
MOLLUSK:
Knobbed Whelk
http://marex.uga.edu/shellfish/fishery%20whelks.htm
Marsh Periwinkle
http://people.duke.edu/~jspippen/mollusca/marshsnails.htm
Eastern Oyster
http://www.chesapeakebay.net/fieldguide/critter/eastern_oyster
Atlantic Oyster Drill
http://www.chesapeakebay.net/fieldguide/critter/atlantic_oyster_drill
CRABS:
Blue Crab
http://www.chesapeakebay.net/fieldguide/critter/blue_crab
Hermit Crab
http://animals.howstuffworks.com/marine-life/hermit-crab-info.htm
TURTLE:
Diamondback Terrapin
http://srelherp.uga.edu/turtles/malter.htm
7