Unit II Interactions

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Unit IIInteractions

• Linda Summitt
• Tierheim Associates

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Interactions

• Essential Questions
• 1. What are examples of abiotic and biotic
  factors?
• 2. What are the various roles and relationships
  that exist in an ecosystem?
• 3. How does energy flow through the trophic
  levels in an ecosystem?
• 4. How do environmental factors affect
  population growth?
• 5. What are the differences of learned and
  innate behavior and what are examples of each?

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Environmental Factors

• (E) (2.2) a. Given a description or an
  illustration, the student will be able to
  identify the abiotic and biotic factors in an
  ecosystem.

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Ecology and Ecosystems

• Linda Summitt

Tierheim Associates
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Introduction

• Ecology is the study of the interaction of living
  organisms and their physical environment.

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Organization Pyramid
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Ecology of Ecosystems

• Populations of organisms interact to form
  communities.
• Communities of organisms interact with the
  physical environment to form ecosystems.
• Ecosystems make up the biosphere the part of the
  earth that sustains life.

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State objectives

• Define ecosystems and give examples
• Define Biotic factors and give examples
• Define abiotic factors, give examples and
  indicate how they affect ecosystems
• Discuss how an abiotic factor can be a limiting
  factor on a population
• To understand the energy flow through the
  ecosystem

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What are Abiotic Factors?

• Abiotic factors consist of the non-living matter
  of the ecosystem.
• These factors often limit the growth of
  organisms.
• Many of these limiting factors have been studied
  and the chemical cycles have been traced

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Overview

• Natural resources and ecosystem dynamics are
  controlled by the interchanges in matter and
  energy. The limits of matter and energy limit
  distribution and abundance of organisms.

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Ecology

• Ecology is the study of ecosystems found in the
  Biosphere (the part of the earth that supports
  life).

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Limiting Factors

• Matter is not created or destroyed. It must be
  recycled through the environment.
• If a particular type of substance is in short
  supply in the environment it limits the
  development of organisms in the environment.
  (Without water organisms cannot survive but some
  organisms need more water than others.)
• Too much of a particular substance can also limit
  development of organisms. (Some organisms drown
  if they have to much water. High mineral content
  in the soil can make the soil acidic or basic and
  some plants will not grow.)

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Limiting Factors

• Limiting factors are any conditions that affect
  the survival of an organism or population of
  organisms.
• Temperature, light, space, soil, water,
  predation, disease, pollution, parasites,
  competition, and any other resources necessary
  for survival are limiting factors.

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Population and Natural Resources

• Density Dependent Factors are things that affect
  the population and are affected by the
  population.
• Density Independent Factors are things that
  affect the population the same irregardless of
  the population

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Limiting Factors

• Density Dependent Factors Things that affect
  populations more when the population becomes
  dense or crowded such as disease, competition,
  predation etc.
• Density Independent Factors Things that affect
  all populations the same regardless of size and
  density such as weather, natural disaster, etc
  

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Limits of tolerance

• The range of conditions that an organism can
  withstand are the limits of tolerance for that
  organism and that resource.
• Changing needs due to physical conditions affect
  the limits of tolerance for many limiting factors
• Organisms must adapt to limits or die. The
  population must adapt for the species to survive.

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Which of the following is a density-independent
limiting factor?

1. Earthquake
2. Disease
3. Emigration
4. Parasitism

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Which would be least likely to be affected by a
density-dependent limiting factor?

1. A small, scattered population
2. A population with a high birthrate
3. A large, dense population
4. A population with a high immigration rate

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Abiotic Factors

• Abiotic factors are non-living things in the
  environment such as sunlight, temperature,
  precipitation, wind, soil nutrients, soil type,
  and water.
• Living organisms are dependent on the abiotic
  factors for their base of growth and nutrition.
• In return, organisms recycle material to the
  environment by releasing waste that returns some
  of the abiotic material.

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What is an Ecosystem?

• Ecosystems are regions of living organisms and
  non-living matter that are interacting.
• Ecosystems usually contain many different
  populations of organisms interacting in a
  community of many different populations.

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Climate

• Climate is a combination of many factors that
  effect weather patterns.
• Temperature, precipitation, circadian patterns,
  and wind are the main factors that constitute
  climate.

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Biome Mountain
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Temperature

• Temperature (Decreases as you go away from the
  equator or higher in altitude - 20C /300m)
• Temperature effects seasonal patterns, soil
  conditions, and amount of water.

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Precipitation

• Precipitation is the amount of rain or snow in an
  area. It is also effected by altitude and is
  also effected by distance from bodies of water
  and temperature. Precipitation can also cause
  erosion during runoff or leaching of minerals and
  deplete the soil.

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Circadian Patterns

• The length of the day is effected by latitude.
  Day length effects many animals behavior and
  plant growth. Day length also effects the
  temperature.

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Winds

• Wind can effect soil by adding to erosion and
  drying. Winds effect moisture in the air and
  temperatures.
• Winds are effected by temperature, moisture, land
  masses etc.

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Soil and Minerals

• The chemical make-up of the soil as well as the
  texture, depth, and amount of moisture have an
  effect on the ecosystem. ( soil fertility, humus,
  depletion soil profile)

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How do Abiotic Factors affect the Ecosystem?

• Living organisms depend on the stability of the
  biochemical cycles in their ecosystem and stable
  climates.
• These limiting factors are physical
  characteristics of their HABITAT or home such as
  climate, population, noise, energy supply etc.
• Organisms have limits of tolerance for these
  abiotic factors that determine a range of
  conditions in which they can survive

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What are Limiting Factors of a Population?

• Limiting factors are things that determine the
  range of conditions in which an organism can
  survive
• Examples are chemicals, temperature, water, food
  supply etc.
• Organisms have certain tolerance to each abiotic
  factor in the environment.

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Summary

• Each organisms is a part of a population that
  lives in a community of other organisms. Each
  organism has a specific set of requirements and
  conditions that must be met for it to survive.
  These condition and requirements can be biotic
  and abiotic factors in the ecosystem in which
  they interact.

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Biogeochemical Cycles

• Linda L Summitt

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Biochemical Cycles

• Carbon is a necessary building block for most
  biomolecules
• Phosphorus is necessary for DNA, RNA and the
  energy molecule ATP
• Nitrogen is a key component in proteins, DNA, RNA
  and many enzymes
• Water is necessary for most chemical functions

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Why are You Here?

• All organisms interact with their Physical
  Environment! Students will investigate
  interaction with the environment as they begin
  to study diagrams of the water cycle, the
  carbon-oxygen cycle, the nitrogen cycle, and the
  phosphorus cycle.

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Objectives

• Define abiotic factors, give examples and
  indicate how the affect the ecosystem.
• Discuss how abiotic factors can be limiting
  factors on a population.
• Given a diagram of the water oxygen, nitrogen,
  carbon-dioxide, or phosphorus cycle answer
  questions about the role of organisms or the
  process occurring at an indicated step.

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The Water Cycle

• Water is necessary for most chemical processes in
  living organisms.
• The water cycle includes both biotic and abiotic
  processes.
• Water in oceans, rivers etc. evaporates into the
  atmosphere.

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• Clouds form when water vapor condenses and water
  falls back to the ground in the form of
  precipitation.
• Water returns to the ocean etc. through runoff or
  returns to aquifers through seepage.
• Plants take up water and return unused water to
  the atmosphere through transpiration.
• Animals take up water and return it through
  perspiration, breathing, and elimination

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The Carbon Cycle

• Carbon is a necessary building block for the main
  biomolecules.
• CO 2 in the atmosphere diffuses into the water.
• Both land and aquatic plants take in CO 2 and
  produce carbohydrates and other biomolecules
  through photosynthesis.

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• Primary consumers eat plants and release CO2
  into the environment as they break down the
  biomolecules through respiration.
• Carbon used by organisms to produce more tissue
  is recycled when that organisms waste or its body
  is broken down by secondary consumers and
  decomposers.

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• Human activities such as burning fossil fuels,
  and cutting and burning forests puts carbon back
  into the atmosphere.
• Burying carbon rich remains puts carbon deposits
  in the soil.

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The Nitrogen Cycle

• Nitrogen is necessary for production of amino
  acids and nucleic acids for proteins and DNA
• N2 in the atmosphere is FIXED into ammonia (NH3)
  by nitrogen fixing bacteria in the soil. (a small
  amount is fixed during chemical rxt. that occur
  during lightening storms).
• A few plants can use NH4 but most need nitrate
  (NO3) produced by nitrifying bacteria during
  NITRIFICATION.

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• Nitrates are used by plants to produce amino
  acids. Animals get amino acids by eating plants
  or animals that have eaten plants.
• Ammonification is the breakdown of nitrogen
  products in waste and decomposing tissue to
  return it to the cycle.
• Denitrification is the conversion of ammonia in
  the soil to free nitrogen by denitrifying
  bacteria.

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Nitrite
ammonium
Nitrate
Nitrate
ammonium
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The Phosphorus Cycle

• Phosphorus is necessary for production of nucleic
  acids and ATP
• Phosphorus in the rocks leaches into the soil
  where it is taken up by plants.
• Producers make nucleic acids and when they are
  eaten pass the phosphorus through the food chain
  to consumers.
• Phosphorus reenters the soil through
  decomposition and waste.

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Summary

• Matter and energy are necessary for organisms to
  maintain organization and grow and develop. Food
  contains chemicals that can release energy and
  provide the matter necessary. These chemicals
  cycle through the ecosystem as organisms interact.

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Which of the following is a non-renewable
resource?

1. Soil
2. Silver
3. Water
4. forest

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Which of these statements is true?

1. Animals use oxygen during respiration
2. Animals release oxygen during respiration
3. Plants only release carbon dioxide during
   photosynthesis
4. Plants use oxygen during photosynthesis

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Homeostasis is the state of natural balance in
the systems and the environment. When humans
sweat they release a salty liquid from their
sweat glands. Humans sweat in order to

1. Cleanse their glands
2. Decrease their internal temperature
3. Increase their internal temperature
4. Move salts through their bloodstream

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Coal, oil, and natural gas

1. are formed from decayed plant
2. are fossil fuels
3. release carbon dioxide when they are burned
4. All of the above

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Nitrogen is a component of

1. Proteins
2. Carbohydrates
3. Fats
4. water.

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Teaching objectives

• Define consumers, producers, decomposers
• Construct a food chain and web and explain
• Construct, label and explain an energy pyramid

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Performance Indicators

• Identify symbiotic relationships given a scenario
  (mutualism, commensalism, parasitism)
• Given a scenario, or their behavior in the
  environment classify organisms as producers,
  consumers or decomposers
• Given a definition or description distinguish
  between habitat and niche.
• Given an energy pyramid identify producers,
  consumers or decomposers

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Performance Indicators

• Given a set of abiotic conditions, a scenario, or
  graphs, determine the most likely biome.
• Identify biotic and abiotic factors given
  scenarios and indicate which factors will affect
  a given population.
• Indicate an understanding of the energy flow
  given an energy pyramid.
• Given population graphs, demonstrate an
  understanding of lag phase, log growth, carrying
  capacity, and boom and bust growth patterns in
  populations.

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Overview

• Organisms interact with each other and with the
  environment. Each organism has a niche or a role
  to play in the ecosystem. Studying these niches
  allow us to construct chains webs and pyramid
  that show symbiotic relationships and the
  exchange of energy in an ecosystem. Living
  things, the biotic factors, are affected by the
  physical environment, the abiotic factors, in an
  ecosystem.

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Overview

• Living things, the biotic factors, are affected
  by the physical environment, the abiotic factors,
  in an ecosystem.

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Vocabulary

• ecosystem, biotic, abiotic, ecology, biosphere,
  symbiosis, parasitism, commensalisms, mutualism,
  limiting factors, limits of tolerance, community,
  population, habitat, niche

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What is an Ecosystem?

• Ecosystems are regions of living organisms and
  non-living matter that are interacting.
• Ecosystems usually contain many different
  populations of organisms interacting in a
  community of many different populations.

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What are Biotic Factors?

• Biotic factors are the living organisms in an
  ecosystem
• They live in Communities (many different
  populations) of varied Populations (groups of
  interbreeding organisms)
• Each organism has a role or NICHE and is usually
  participating in a symbiotic relationship of some
  kind

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Population Dynamics

• The population is dependent on the biotic
  organisms and their interactions and the energy
  flow in the food webs.

• The food webs are biogeochemical cycles that
  maintain the biomes.

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Population Dynamics

• (I)(E) (2.1) b. Given examples, the student will
  be able to distinguish between commensalism,
  parasitism, and mutualism.

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Population Dynamics

• (I)(E) (2.1) a. The student will be able to
  classify organisms as producers, consumers,
  scavengers, or decomposers.

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Population Dynamics

• (I)(E) (2.2) d. The student will be able to
  interpret a graph of population growth curves.

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Population Dynamics

• (I)(E) (2.2) c. Given an illustration of an
  energy pyramid, the student will be able to
  explain energy flow through the trophic levels of
  an ecosystem.

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Energy flow in the Ecosystem

• Linda Summitt

Tierheim Associates
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State Objective

• To understand the energy flow through the
  ecosystem
• Understand biotic factors.

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Teaching objectives

• Define consumers, producers, decomposers
• Distinguish between symbiotic relationships
• Construct a food chain and web and explain
• Construct, label and explain an energy pyramid

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Overview

• Organisms interact with each other and with the
  environment. Each organism has a niche or a role
  to play in the ecosystem. Studying these niches
  allow us to construct chains webs and pyramid
  that show symbiotic relationships and the
  exchange of energy in an ecosystem.

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A farm community
Cow Population
Rabbit Population
Tree population
The cows niche is to produce milk for the farm.
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Symbiotic Relationships

• Interaction between organisms and species is
  known as SYMBIOSIS

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Mutualism

• Both organisms benefit from mutualistic
  relationships. Ex. E coli / human stomach,
  bees/flowers, ant/aphid, oxpecker/water buffalo

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Commensalism

• In commensal relationships one organism receives
  some benefit and the other is not affected. Ex.
  barnacles/whales, nitrogen fixing
  bacteria/plant, epiphytes/trees

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Parasitism

• During parasitic relationships one organism
  receives benefits but the other is harmed.
  Successful parasites do NOT kill the host.

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Competition

• Organisms often attempt to use the same resources
  in the same place and time.
• The competitive exclusion principle states that
  no two species can occupy the same niche at the
  same time.

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Predation (predator/prey)

• Organisms that kill and feed off of other
  organisms are predators.
• The organisms that are hunted and killed are the
  prey.
• Predators are not parasites! They kill the
  organisms and feed of the body.

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In the ocean, coral provides a home for the
algae, the algae in turn produces food that is
used by the coral. What type of relationship
exists between the coral and the algae

1. Parasitism
2. Mutualism
3. Commensalism
4. Predation

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What is a biotic factor in the ocean ecosystem
described in the previous question?

1. Water temperature
2. Salt water
3. The algae population
4. The sunlight of the coral

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Trophic Levels

• Trophic Levels are the steps of the matter energy
  transfer.
• Producers, Consumers, and Decomposers make up the
  feeding levels called TROPHIC LEVELS.

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Food Chains

• Food chains show the flow of energy and matter
  from one organism to the next.
• Producers (or Autotrophs) are always at the
  bottom of the food chain they get energy from
  the sun and raw chemicals and produce their own
  food..

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• PRIMARY CONSUMERS (HERBIVORES) get energy by
  eating producers.
• SECONDARY CONSUMERS (CARNIVORES OMNIVORES) get
  energy by eating primary consumers. (Scavengers
  are also consumers.)
• DECOMPOSERS are at the top of the food chain
  because they get their energy by breaking down
  all other organisms

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Food Webs
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Energy Flow and Interactions

• When organisms interact energy is used and
  exchanged.
• Solar energy drives the ecosystem.

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• Plants, algae, and some bacteria absorb solar
  energy during photosynthesis and convert it to
  matter (food).
• Other organisms (consumers decomposers) feed
  off of these PRODUCERS or off of each other to
  obtain energy.

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Energy Relationships
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Trophic Levels Energy

• Producers are the 1st Trophic Level they use
  almost all of the energy they take in to make
  matter.
• Other trophic levels use more energy to obtain
  energy only about 10 of the energy consumed is
  used to make matter that can be passed to the
  next level.

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Energy and Matter Loss

• Individual organisms lose energy and matter in
  many ways.
• Pregnancy, body heat, waste, exercise etc can all
  cause loss to other organisms or the environment.

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Ecological Pyramids

• Ecological Pyramids show relationships.

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Biomass

• Biomass is the total mass of organic matter at a
  given level.

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What fraction of the energy available at the
first trophic level is available at the third
trophic level of an ecosystem?

1. One tenth
2. One hundredth
3. Ten times as much
4. One hundred times as much

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Food Web Activity

• Students will use the list of organisms to create
  food webs and energy pyramids.

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Summary

• In most symbiotic relationships at least one
  organism is receiving energy (food or assistance
  that allows them to use less energy) from the
  other organism. Less of the energy consumed is
  used for growth and repair by organisms that are
  higher on the food chain therefore they must
  consume more.

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The survival of the worlds ecosystem is dependent
on a constant external supply of

1. Oxygen
2. Matter
3. Solar energy
4. plants

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Which organism is the producer in the food
chain?Grassgtgrasshoppergtfroggtraccoon

1. Grass
2. Grasshopper
3. Frog
4. raccoon

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GrassgtgrasshoppergtfroggtraccoonIn the food
chain, the frog is a

1. Producer
2. Consumer
3. decomposer

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Bacterialtgrassesgtrabbits gt hawks
grasshoppersgt birds gt foxesA decrease in
the number of small birds would probably result
in an increase in the number of

1. Rabbits
2. Hawks
3. Foxes
4. grasshoppers

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The organisms that return nutrients to the soil
are the

1. Producers
2. Consumers
3. Decomposers
4. Green plants

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Population Growth Factors

• Linda L Summitt

Tierheim Associates
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State Objective

• To understand growth and the factors that affect
  growth.

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Teaching Objectives

• Discuss how abiotic factors can be limiting
  factors on a population
• List and describe the 3 factors that affect the
  population size or growth
• Analyze behavioral adaptations and survival

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Performance Indicators

• Given a scenario, indicate which environmental
  factors affect the populations in it.
• Given a scenario, indicate how specified
  environmental factors affect the populations in
  it.
• Given population graphs, demonstrate an
  understanding of lag phase, log growth, carrying
  capacity, and boom and bust patterns of growth.

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Overview

• Population growth is potentially limitless
  however when the survival of an organisms is
  affected by biotic or abiotic conditions the
  entire population is affected. Population growth
  is affected by the birth rates, death rates, and
  migrations rates within the ecosystem. These
  rates are affected by limiting factors in the
  environment.

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Adaptations Survival

• Organisms best adapted to their environment
  survive and pass on traits to their offspring.
• Some behavior is INNATE or instinctual, such as
  blinking when something get near your eye,
  looking for food when you are hungry, etc
• Some behavior is LEARNED such as dress or acting
  differently to succeed or attract a mate.
• Changing learned behavior is far more easily done
  and can affect an organisms survival. It can also
  be taught to the offspring and affect survival of
  future generations.

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Behavior

• Instinct-inborn pattern of behavior
• Reflex-automatic reaction
• Learned-acquired or gained knowledge or skill
• Conditioned Response-trained, established
  behavior
• Intelligent Behavior-thoughtful behavior

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Innate or Learned

• It is innate or instinctual for all organisms to
  seek food when they are hungry. Some acts of
  obtaining food are also innate a baby cries when
  it is hungry, a kitten chases things that move
  quickly and attract attention.
• Organisms learn to repeat behavior when it is
  rewarded. The baby cries often when it is picked
  up and offered food or stimulation each time it
  cries. The kitten begins to hunt when the mother
  shows it to eat the prey it has caught and
  refuses to feed it.

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Innate or Learned Behavior

• Eye blink knee jerk nest building
• hibernating chicken laying eggs
• tearing when something is in you eye
• Problem solving leaving class at bell
• Sneezing salivating at the smell of chocolate
  chip cookies learning to walk
• Eyes watering when chopping onions
• Termites following ink track?
• Which are Innatelearnedboth?

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A student touches a hot object and quickly pulls
his hand away. This is an example of

1. A learned response followed by a stimulus
2. An innate response followed by a stimulus
3. A stimulus followed by a learned response
4. A stimulus followed by an innate response

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Migration, hibernation, and dormancy are all
methods of

1. Producing food
2. Changing the environment
3. Adjusting to changes in the environment
4. Producing energy

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Populations

• Populations of species are all of the members of
  the species that live in and area and interact
  with each other , the community, and the
  environment.
• Population size is the number of organisms of the
  species in an area.
• Population size is controlled by BIRTH RATE,
  DEATH RATE, and MIGRATION within the population.

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Migration

• Immigration is when organisms move into an area.
• Emigration is when organisms move out of an area

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Population Growth Rate

• Population growth potential is exponential if
  resources are unlimited and all organisms survive
  and reproduce.
• Population growth rate is the change in the
  population size over time due to births, deaths,
  and migration.

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Growth Rate r

• Growth rate (Births deaths immigration
  emigrations) / time
• Example 25 births 3 deaths 6 immigrate 2
  emigrate 26 if this was in 6 months then the
  growth rate is 26/6 months or 26 / .5 years or
  52/year

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Using Growth Rate

• The growth rate x the population the number of
  individuals that will be added this shows
  exponential growth and assumes all can breed.
• Logically we must consider available resources
  and non breeding members. To adjust this to
  logistic growth

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Carrying Capacity

• The environment will only support a certain
  number of organisms. Limiting factors effect
  births, death, and migration.
• The number of organisms that the environment will
  support is called the carrying capacity.

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Population Growth
Carrying capacity
Number of organisms
Log or exponential growth
Boom bust
Lag Phase
time
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Population Trends

• Rapidly growing populations like bacteria,
  mosquitoes, etc that take advantage of the
  environmental conditions to mature quickly an
  have lots of offspring are living r-strategies
• Slow maturing, organisms with long life spans
  that tend to live in more stable environments and
  reach the carrying capacity are living K
  strategies. They are things like elephants,
  tigers, and other endangered and threatened
  species.

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When individuals in a population reproduce at a
constant rapid rate, it is called

1. Lag growth
2. Multiple growth
3. Exponential growth
4. Density growth

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As resources in a population become less
available, population growth

1. Declines rapidly
2. Increases slowly
3. Reaches carrying capacity
4. Enters a phase of exponential growth

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If a population grows rapidly beyond the carrying
capacity of the environment it also decline
rapidly. This is known as

1. Competitive growth
2. Lag growth
3. Exponential growth
4. Boom bust

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Demographics

• Demographics is the study of populations and
  their growth.
• While studying demographics the researcher looks
  at the AGE STRUCTURE of the population
• Studying the age structure helps demographers to
  make predictions about unemployment rate,
  resource needs, etc.!

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Demographic Surveys

• Demographic surveys can predict trends in
  population growth.

Age in years
Percent of Population
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How can a diagram of a populations age structure
predict how it can grow?

1. It shows how many people are of reproductive age.
2. It shows how many people will probably die within
   the next few years.
3. It shows how many people are entering the
   population by birth.
4. All of the above.

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Summary

• Birth rate, death rate, and migration within a
  population are affected by the limiting factors
  in the environment.

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Lab Activity EAGLES

• A lab activity simulating the effect of eagle
  predation on fish population in a lake and the
  effect of competition, drought, and pollution on
  changes in that same population of fish.

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Read the Paper for Population Trends
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Activity OH! DEER

• Students will play the game OH DEER, keep a chart
  of the population and resources, graph the
  results and write a conclusion about the trends.

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• As populations grow and change communities
  undergo a process known as Succession.

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Population Dynamics

• (i)(E) (2.2) e. The student will be able to
  determine the impact of human activities and
  environmental factors on population growth and
  ecosystems.

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Population Dynamics

• (I) (E) (2.3) f. Given a description of a
  behavior in a scenario, the student will be able
  to distinguish between a learned and an innate
  behavior.

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Ecological Succession

• Linda Summitt

Tierheim Associates
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State Objectives

• To understand the stages of ecological succession

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Teaching Objectives

• Name and describe the stages an ecosystem passes
  through during ecological succession
• Distinguish between primary and secondary
  succession

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Overview

• Ecological succession is an orderly change in a
  community over time. The community progresses as
  different populations of organism colonize and
  change the area. The final stage of succession
  is called a climax community.

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Vocabulary

• succession, pioneer plants, primary succession,
  secondary succession, climax community,

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Communities

• Communities are groups of organisms living in an
  area.
• Pioneer communities contain hardy organisms such
  as lichen that can survive harsh conditions such
  as barren rock or sand.

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• Secondary communities contain organisms that need
  some soil and established life to survive.
• Climax communities contain organisms that depend
  on established stable ecosystems.

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Succession

• Succession is the change in plant and animal
  populations which occurs periodically in all
  communities.
• Succession can be due to physical factors such as
  changes in climate, water supply, topography, or
  soil to natural disturbances such as volcanic
  activity, fire, wind storms, flood, erosion, or
  wildlife invasion, or human disturbance such as
  tree harvesting, building, farming, etc

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Stages of Succession

• Pioneer organisms move into an area algae,
  lichen, bacteria, protists, and live off of bare
  resources.
• Heterotrophic protists and small invertebrates
  begin a small food chain

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Stages of succession

• Organic matter builds up as organisms decompose
• Soil builds up
• Small HERBACEOUS plants become established and
  secure soil for more build up. Insects, rodents,
  predatory birds (Forb stage 0-5 yr)

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Stages of succession

• Larger more complex plants move into the area and
  shade out herbaceous growth. Small tree
  seedlings begin to grow providing shelter for
  larger animals like deer raccoon etc. or through
  the area. (Shrub stage 6-25 yr)
• Shrubs and trees begin to grow. Evergreens grow
  in shade. Reduction in undergrowth and diversity
  of wildlife. (Young Forest 26-50 yr)

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Stages of Succession

• As the forest matures and reaches its climax
  evergreens will dominate for about 50 to 150
  years allowing more sunlight to reach the floor
  of the forest and young deciduous trees and
  herbaceous plants. Diversity will again
  increase.
• The climax community is established when mature
  dead trees begin providing homes for woodpeckers
  and other animals and fall to the forest floor.
  Large deciduous trees are present if the grow in
  the area

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Distinguishing Primary and Secondary Succession
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Primary succession occurs on newly formed areas

• new lakes and ponds, cooling lava rock, newly
  exposed rock or soil

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Secondary succession occurs on an established
community that has been disturbed

• burned forest, plowed farmland, blighted forest

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Island Succession

• Succession on an island may follow a slightly
  different pattern. It is dependent on its
  closeness to neighboring land masses.
• Organisms are carried in by water, wind, and
  floating. They may or may not survive depending
  on the stage of succession.

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Summary

• Each community will proceed through ecological
  succession until it reaches the climax community
  that can tolerate the environmental conditions it
  brings about.
• Small changes in the ecosystem can effect the
  entire area and therefore the entire biosphere.
  Ecosystem dynamics are controlled by the
  interaction of the matter and energy in the
  ecosystem.

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Succession in a pond Lab

• An activity in which student can observe the
  development of sediment in a jar as microscopic
  organisms from the water, air, and soil colonize
  the jar and proceed through steps of early
  primary succession.

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The Climax Community

• Many factors determine what type of climax
  community will form in an area.
• The climate is very important.
• The overall climax community is called a BIOME.

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Biome Mountain
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Environmental Factors

• (E) (5.1) b. Given a description of the organism
  and pictures of various biomes, the student will
  be able to infer the biome in which an animal or
  plant lives.

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Biomes

• Linda Summitt

Tierheim Associates
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State Objective

• To understand, identify, and locate major biomes
  of the world

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Teaching objectives

• Given a set of abiotic conditions in a scenario,
  organisms, or graphs, determine which is the most
  likely biome
• Name and list the distinguishing characteristics
  of the major world biomes. (temperature,
  moisture, sunlight, soil, location etc)
• Identify abiotic factors given a picture or
  scenario
• Given a scenario, indicate which environmental
  factors affect the populations in it

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Overview

• Biomes are major geographical ecosystems or
  communities with specific climate and organisms.
• The climax community of each biome is determined
  by abiotic and biotic factors.
• It forms from the complex interactions of biotic
  and abiotic factors.

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Vocabulary

• biome, taiga, tundra, Savannah, grassland,
  arctic, desert, tropical rain forest, temperate
  deciduous forest, abiotic factors, limiting
  factors, habitat

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Temperate Deciduous Forest

• The Great Smokey Mountains
• 50-150 cm rainfall
• 4 seasons Temperate zones have fluctuating
  temperatures
• Ground layer, field layer, shrub layer (15ft),
  tree layer
• many microbes, beech maple, oak, shrub, fox,
  squirrel, raccoon, deer, migratory birds,
• Deciduous loose leaves to conserve water and
  nutrients

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Temperate Deciduous Forest
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Savannas

• Africa (Serengeti and Kenya) Australia
• Equatorial region with relatively stable
  temperatures
• Alternating wet and dry seasons with fires and
  floods
• Few Species grasses, shrubs, acacia, palms,
  baobabs, cheetah, zebra, gazelle, lions, wallaby,
  kangaroo
• Limited by varying water supply

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Savannah
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Temperate Grasslands

• NA Prairies, SA Pampas, Central Asian Steppes
• Temperate zones with sporadic rainfall
• 25 of earths surface makes this the largest
  land biome
• Plant roots must extend 1-2m mostly grasses
• Coyote, prairie dog, bison, rodents, hawks
• Wind and erosion are often problems

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Taiga (Evergreen Forests)

• The Northern Forests like Siberia and the Rocky
  Mountain Highlands
• -70 C Long Cold Winters, snow , and short
  summers
• Cedars, Pines, Larchen, Moss, Lichen, Caribou,
  Reindeer, Musk Ox, Bear, Nut Cracker (animals
  need thick fat and thick coats) Wolves, Moose,
  Grizzly
• Needles conserve heat and water, the conical
  shape of the trees allows snow to roll off

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Taiga
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Tundra

• The Polar regions 20 of the earths Surface
  Alpine regions, Himalayas, Rocky Mountains
• Low Temperatures and very short growing seasons
• Cranberry, caribou, arctic hare, arctic fox,
• Plants have hairy or leathery leaves, small in
  size and grow rapidly
• Animals have heavy fat and coats, and often
  change color with temperature change
• Permafrost-permanently frozen earth under the
  surface which freezes and thaws

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Tundra
167
Tropical Rain Forest

• Amazon, Congo, New Guinea, Malaysia
• Equatorial regions with 500 cm of rainfall
  annually
• Limited by the light at the forest floor and
  nutrients held in the trees
• Large number of species, quickly recycling,
  canopy 45 - 150 m
• Ferns, trees, parrots, chameleons, snakes,
  injects, jaguar etc
• Trees have shallow roots and many epiphytes

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Tropical Rainforest
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Desert

• High or low elevation in the tropics of cancer
  and Capricorn Gobi, Tibetan, Sahara, Mojave,
  Sonora
• Less than 25 cm of rainfall each year
• A variety of lizard, birds and rodents may live
  in the desert.
• Few plants grow in the desert due to the low
  amount of water.

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Marine

• Marine biomes make up 70 of the earth's surface.
• Intertidal pools, continental shelves, estuaries
  and open seas and oceans are all marine
  environments.
• The marine biomes vary in amount of light,
  temperature, salinity, and pressure.
• The photic zone often has many small fish and
  plankton the intertidal zones have many mollusks
  and water plants the aphotic zone has larger
  fish and mammals but few plants. Estuaries
  provide spawning places for fish and breeding
  grounds for migratory birds as well as a wide
  variety of insect and plant life.

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Freshwater

• Rivers, ponds, lakes, and wetlands (bogs, marshes
  and swamps) make up most of the freshwater
  biomes.
• Moving water biomes are more difficult to
  establish life in but the water often has a
  higher oxygen count.
• Standing water biomes provide places form
  insects, amphibians, and plants to reproduce.
  Oxygen count can sometimes create a problem as
  can chemicals waste like nitrates.
• Wetlands are usually full of life.

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Summary

• Each organisms is a part of a population that
  lives in a community of other organisms. Each
  organism has a specific set of requirements and
  conditions that must be met for it to survive.
  These condition and requirements can be biotic
  and abiotic factors in the ecosystem in which
  they interact.

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Build a Biome or Travel Brochure

• Locations
• Temperature
• Water
• Sunlight
• Plants
• Animals
• Soil

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Locate the Biomes

• Color the map showing the location of each biome
• Use the graphs to determine which biome each city
  represents

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In which environment would you most likely find
an animal with thick hair?

1. Desert
2. Tropical rain forest
3. Arctic
4. grassland

1 2 3 4 5
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Life in the desert is difficult because there is
very little

1. Sunshine
2. Water
3. Oxygen

1 2 3 4 5
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All of the organisms that live in a pond make up
a(n)

1. Habitat
2. Community
3. Environment
4. ecosystem

1 2 3 4 5