Agriculture Ecology
A. Students will be able to identify and
define key terms related to ecology.
Ecology
Objectives:
A. Students will be able to identify and define key terms related to
ecology.
B. Students will be able to diagram the cycles of matter.
• the study of the RELATIONSHIPS of
living things to EACH OTHER and their
ENVIRONMENT ((surroundings)
g)
C. Students will be able to determine limiting factors.
D. Students will be able to distinguish and address issues related to
ecosystems.
E. Students will be able to categorize relationships among living
organisms.
A. Students will be able to identify and
define key terms related to ecology.
Ecosystems
• ALL of the LIVING communities of an
area together with
the NON-LIVING pparts of their
ENVIRONMENT
A. Students will be able to identify and
define key terms related to ecology.
Parts of an Ecosystem
• LIVING community (BIOTIC factors)
• ENERGY input and use
• NUTRIENT cycling
• NON-LIVING environment (ABIOTIC factors)
A. Students will be able to identify and define
key terms related to ecology.
Ecology involves the study of the
following things:
• The interactions between members of the BIOTIC community
(the living plants, animals and microbes)
Living to Living
• The interactions between members of the BIOTIC community
and the ABIOTIC environment
Living to Non-Living
• The interactions between the ABIOTIC environmental factors
(such as light-temperature-moisture)
Non-Living to Non-Living
A. Students will be able to identify and
define key terms related to ecology.
Organizational Levels
• Biosphere
• Ecosystem
• Community
• Population
• Organism/
Individual
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A. Students will be able to identify and
define key terms related to ecology.
Examples:
Organizational Levels
•
Biosphere - Earth
•
Ecosystem – Yellowstone (Mountain
Terrain))
•
Community – Bears, Elk, Deer, Bison
•
Population – Bears (Grizzlies
•
Organism/ Individual – 1 Grizzly Bear
A. Students will be able to identify and
define key terms related to ecology.
Organizational Levels
Activity
• On one side of a blank sheet of paper
illustrate and label the concept of Biosphere
Biosphere
A. Students will be able to identify and
define key terms related to ecology.
Organizational Levels
Activity
• Fold the paper in half so that your
illustration is on the inside.
Biosphere
Your illustration here
Biosphere: The biosphere contains the combined portions of the
planet in which all of life exists, including land, water air or
temperature
A. Students will be able to identify and define key terms related to ecology.
Organizational Levels Activity
• On one side of your paper illustrate and
label the concept of Ecosystem.
Ecosystem
Ecosystem: A collection of organisms & their environment that
live in one area.
A. Students will be able to identify and define key terms related to ecology.
Organizational OrgLevels Activity
• Fold the paper in half so that the illustration
of ecosystem is on the inside.
A. Students will be able to identify and define key terms related to ecology.
Organizational Levels Activity
• On one side of the folded piece, illustrate
and label the concept of Community.
Community
Ecosystem
Communities: Different populations that live together in a defined area.
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A. Students will be able to identify and define key terms related to ecology.
A. Students will be able to identify and define key terms related to ecology.
Organizational Levels Activity
• Fold the paper in half so that the illustration
of community is on the inside.
Organizational Levels Activity
• On one side of your folded piece illustrate
and label the concept of Population.
Population
Populations: Groups of individuals that belong to the same
species, live in the same area, and could be interbreed.
Community
A. Students will be able to identify and define key terms related to ecology.
A. Students will be able to identify and define key terms related to ecology.
Organizational Levels Activity
• On one side of the folded sheet illustrate
and label the concept of Organism or
Individual.
• Species: (Organism/Individual) An
individual organism
Organizational Levels Activity
• Fold the paper in half so that Population is
on the inside.
Population
A. Students will be able to identify and define key terms related to ecology.
B. Students will be able to diagram the cycles of matter.
Organizational Levels Activity
• On one side of the folded sheet illustrate
and label the concept of Organism or
Individual.
Cycles of Matter
•
•
•
•
Water
Carbon
Nitrogen
Phosphourous
Species: (Organism/Individual) An individual organism.
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B. Students will be able to diagram the cycles of matter.
Water Cycle
Water Cycle
• Evaporation – liquid to gas
• Condensation – gas to liquid
• Precipitation – water
ater falling to Earth
• Organisms return water to the atmosphere through
TRANSPIRATION, PERSPIRATION,
and EXCRETION
B. Students will be able to diagram the cycles of matter.
Carbon Cycle
B. Students will be able to diagram the cycles of matter.
Carbon/Oxygen Cycle
• Photosynthesis – plants use CARBON DIOXIDE
and release OXYGEN.
• Respiration – animals use OXYGEN and release
CARBON DIOXIDE.
• Burning of FOSSIL FUELS increases the amount
of CARBON DIOXIDE in the atmosphere.
• This may be increasing the temperature.
• (GREENHOUSE effect)
B. Students will be able to diagram the cycles of matter.
Nitrogen Cycle
B. Students will be able to diagram the cycles of matter.
Nitrogen Cycle
• Nitrogen is necessary to make AMINO
ACIDS.
• Nitrogen FIXATION is done by plants
containing rhizobium bacteria.
• DENITRIFICATION is the returning of
nitrogen into the atmosphere.
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B. Students will be able to diagram the cycles of matter.
Phosphorous Cycle
C. Students will be able to determine limiting factors.
What Places a limit on an
ecosystem?
Limiting Factor: if a nutrient is in short
supply it will limit an organism
organism’ss
growth.
C. Students will be able to determine limiting factors.
Limiting Nutrient - Algae Bloom
C. Students will be able to determine limiting factors.
Reindeer
In 1944 a small group of 27 reindeer were introduced to
ST. Mathew Island off the northwest coast of Alaska. In
less than 20 years the population had grown to 6,000.
following the hard winter of 1963, the population crashed
to 42 individuals.
individuals
Create a hypothesis stating what happened.
C. Students will be able to determine limiting factors.
Reindeer
The lichen on the island, the deer’s usual food, had almost
disappeared and an examination of the dead deer revealed that
they had starved to death. In the absence of any predators, the
density – dependent factor that had so dramatically reduced the
number of reindeer was clearly the food supply to the Reindeer.
What additional info. do you need to know to test your
hypothesis?
D. Students will be able to distinguish and address issues related
to ecosystems.
Issues
• Gulf Oil Spill Article
– Bias = an opinion based on favortism, another’s
opinion,
p
, or influence
– Inference = A conclusion drawn on the basis of
something assumed to be true.
– Fact = A statement based on evidence that is
test to be true.
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E. Students will be able to categorize relationships among living
organisms.
Predator-Prey
• One organisms depends on the other
organism
• http://video.nationalgeographic.com/video/player/specials/
p
g g p
p y p
editors-picks-specials/predator-vsprey/leopard_protectskill.html
• http://video.nationalgeographic.com/video/player/animals/
mammals-animals/cats/cheetah_learnstohunt.html
E. Students will be able to categorize relationships among living
organisms.
Symbiosis
• “Living Together”
• One species lives in close association with
another species over a period of time
• Avoids competition for resources
– Examples:
• Mutualism
• Parasitism
• Commensalisms
E. Students will be able to categorize relationships among living
organisms.
Mutualism
•
•
•
Both organisms benefit
It is between two different
organisms
Example: Crocodile Bird and
the Nile Crocodile
–
–
Crocodile usually eats
animals, but allows the bird
to walk on its mouth
Bird cleans parasites in the
crocs teeth and removes and
eats scraps of food
Commensalism
•
One organism benefits, one unharmed
•
•
•
“eating together at the same table”
Neither
Ne
t e one
o e will
w die
d e if relationship
e at o s p iss ended
e ded
Example: Shrimp and Sea Cucumber
–
–
–
Sharing space, defense, shelter food
The shrimp spends the day inside the intestines of the sea
cucumber and at night emerges from it to feed on small
crustaceans
The cucumber does not benefit from it, but is not harmed
E. Students will be able to categorize relationships among living
organisms.
Parasitism
• One organism, the parasite, secures a home
on or inside another organism
• The parasite is the “guest”
guest and the other
organism is the “host”
• It usually harms the host and benefits the
guest
Trivia Time – Part 1
• This organism is a
bird that eats insects
that live on and
irritate antelopes.
antelopes The
bird flies up noisily
when other animals
approach.
• What type of
symbiotic relationship
does this describe?
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Biomes of the World
Trivia Time – Part 2
•
•
This organism lives in the
intestine of its host, feeding off
the host’s blood. The host
suffers from loss of blood; it
becomes thin and is easy prey
to diseases.
What type of symbiotic
relationship does this
describe?
Tropical Rain Forest
Temperate Forest
Tundra
Boreal Forest/Taiga
Temperate Woodland/Shrubland
Temperate Grassland
Mountains
Savannah
Desert
Icecaps
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