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Prerequisite: SNC 1D or SNC 1P |
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Text: Science 10, Nelson |
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Unit 1: Biology - Ecosystems and Human Activity |
This unit allows the students to learn about the
structure of sustainable ecosystems and to apply that knowledge to issues of
human-nature interactions, both global and local, and propose viable solutions
to restore ecological balance.
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Lesson One |
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Summary: |
Homework: |
ECOLOGY
A Title
Page should be added to students notebook, including: Your name, Your Teacher,
SNC 2PO, Year, Home Form
This should be made at home and will allow for prompt return of any lost
notebooks.
A Table of Contents will be added to notebooks, with the following headings:
Title Date Page
Number
Every day ONLY ONE entry will be made into the table contents under the title
of the first note given.
Every page in the students notebook should also include a date and a page
number.
This includes assignments, tests and labs which may be numbered when the
teacher returns them.
These should be placed near the relevant notes and not in a separate part of
the notebook.
DEFINITIONS
Ecology: the science that studies the interactions
of living things with each other and with their surroundings, both living and
non-living.
For example:
biologist-might examine a spider to find out how it
digests flies
ecologist-might count and identify all the insects a
spider eats to find out how many spiders and flies can live in one area
Biotic: consists of living things such as animals,
plants and bacteria
e.g. when you eat, you interact with the biotic
environment
Abiotic: consists of non-living things such as air,
water, minerals and sunlight
e.g. when you breath you interact with the abiotic
environment
study ecology: study of interaction of different species
in the environment
living
with non-living
Producers: manufacture food directly from the abiotic
environment, called “autotrophs” (self feeder)
e.g. grass, moss, seaweed, trees
Consumers: must obtain nourishment by consuming other
organisms, called heterotrophs (other feeder)
e.g. insects, fish, snails, humans
Note***All animals are dependent on producers either
directly or indirectly on sunlight
-plant eaters (e.g. mouse) are directly dependent on
sunlight
-meat eaters (e.g. spider) are indirectly dependent on
sunlight by eating animals that eat plants
Scavengers: consume dead organisms, eg. vultures,
jackals, houseflies
Decomposers: break down dead organisms and waste
e.g. bacteria, mushrooms, fungi
Bill Nye movie – Biodiversity (collect answers)
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Lesson Two |
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Summary: -describe hierarchy of living
things -ecology reach for the top |
Homework: -text read p.8-110, p.11 #1 |
ECOLOGY
TERMS
Habitat: -the environmental space in which an organism lives, including
other components of that space
e.g. the
habitat for a fox is a hole in which it lives
Niche: -refers to all the
ways in which an organism interacts with it’s biotic and abiotic environments,
including both habitat and the organism’s role in that habitat.
e.g. a fox lives in a hole, eats mice, drinks water, mates with other foxes
Biosphere: the layer of a planet where living things
exist and interact. There are three major zones:
1. Lithosphere – solid
portion of Earth’s surface, rocks, soil, ice
2. Hydrosphere - the layer of water that covers nearly ¾ of
the Earth’s surface
3. Atmosphere – the
mass of air surrounding the Earth
Ecosystem: a unit of the biosphere in which organisms
form a distinct group and interact with each other and the abiotic environment.
e.g. a tree, bird and rocks in the forest
Levels of
Organization
Cells – smallest unit of life. All living things
are made up of at least one cell e.g. red blood cells
Tissues – a group of similar cells with the same function
e.g. muscle
Organ – a group of tissues working together to do a
certain task e.g. heart
Organ Systems – a group of organs with related functions
e.g. digestive system
Organism – a living thing e.g. cow
Population – a number of one species in one place at one
time e.g. 5 humans in the room today
Community – many species (abiotic) interacting with each
other e.g. deer and bears in Ontario
Biome – a large geographical area with a similar
climate, biotic and abiotic factors e.g. desert, tundra
Biosphere – living surface of planet e.g. surface of
earth
Do “ecology reach for the top” sheet
Start questions p.12, 1,3,4,5,6,7 on “disappearing frogs” in the text
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Lesson Three |
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Summary: |
Homework: -complete ecosystem study |
ECOSYSTEM STUDY
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Lesson Four |
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Summary: |
Homework: |
FOOD CHAINS
All living things need energy to survive
Producers: make own food using sun’s energy (autotrophs)
Consumers: feed off others to get energy (heterotrophs)
In order to show the flow of energy from one organism to
the next, a FOOD CHAIN is used
A food chain is a series of organisms listed in order
from the first eaten to the last surviving organism. Each organism in the list
is eaten by the one that follows it.
All food chains start with a producer which has captured
the sun’s energy
Grass à rabbit à fox (arrow points towards animal that does the eating)
Trophic level = feeding level
Lettuce (Producer/autotroph, first trophic level)
\|/
Snail (Primary consumer, first order consumer,
herbivore, second trophic level)
\|/
Thrush (Secondary consumer, second-order consumer,
carnivore, third trophic level)
\|/
Sparrow Hawk (Tertiary consumer, third-order consumer,
top carnivore, fourth trophic level)
-always start with a PRODUCER
-this chain represents the flow of energy
-all organisms need energy to survive
-each organism is eaten by the one following it
Use dead things to make up four food webs
Start food chain activity
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Lesson Five |
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Summary: |
Homework: -food web activity |
FOOD WEBS
Review
food chains… Top Carnivore is the last carnivore in the food chain
Food
Webs: most organisms eat several types of food and therefore can be in several food
chains at the same time
-organisms
in an ecosystem are interconnected and dependent on each other
-all the interconnected food chains make up a food web
Grass à rabbit à fox
X X
Lettuce à squirrel àwolf
As a rabbit will eat both grass and lettuce, a fox will eat both
squirrel and rabbit, etc.
Watch Bill Nye “Food Web”, collect worksheet after summarizing
Start food web activity
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Lesson Six |
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Summary: -work on food web posters |
Homework: |
FOOD WEB POSTER
Complete food web posters
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Lesson Seven |
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Summary: |
Homework: |
FOOD WEBS CONTINUED
Complete food web posters
Complete food web assignments
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Lesson Eight |
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Summary: |
Homework: |
LITERACY
Write quiz
on ecology terms
PARAGRAPH
STRUCTURE: a short paragraph should contain five sentences
First
Sentence: Introduce your topic
Three
sentences in the middle: Each sentence should discuss a fact/point
Last Sentence:
Summarize the paragraph/make a conclusion
View
short clip from “Jurassic Park”
Give
“Pleistocene Park” assignment
Have students work on “Life in the Soil” microviewer if assignment is completed
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Lesson Nine |
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Summary: |
Homework: |
FOOD PYRAMIDS
Food
pyramids show the relationships between trophic (feeding) levels. They are another
way of showing food chains. Pyramids are used to compare the total numbers,
biomass or energy at trophic levels within ecosystems.
Pyramid of Numbers
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15 shews |
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165 grasshoppers |
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2000 grass plants |
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Pyramid of Biomass
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0.007 kg blackflies |
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22 kg squirrels |
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2076 kg oak tree |
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Pyramid of Energy
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3.2 kJ bass |
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480 kJ shiners |
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5000 kJ algae |
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Energy is
lost due to life functions at each step of the pyramid
Most
of the energy is from the earth in the form of heat (thermal energy)
The top
level of the pyramid always gets the least energy
In
some cases the numbers do not make a pyramid as many small organisms may eat
one large one, but the energy pyramids will still work out
Do
worksheet –“what is a food pyramid” using rulers
Do “energy in ecosystems” fill in the blank sheet
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Lesson Ten |
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Summary: |
Homework: |
ENERGY FLOW EQUATIONS
Photosynthesis:
sunlight is converted by plants into sugar energy…plants need green chlorophyll
to help this reaction
carbon dioxide + water + red/blue light à sugar + oxygen + heat
Cellular
Respiration: sugar is broken down by animals to produce useful energy
sugar +
oxygen à carbon dioxide +
water + heat + useful energy
Play
“Food Chain” game and complete activity on energy pyramids
Do worksheet for “photosynthesis activity”
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Lesson Eleven |
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Summary: (R2) -complete carbon, nitrogen and phosphorus cycles -do “cycling of matter in ecosystems” sheet |
Homework: -collect worksheets |
NUTRIENT CYCLES
Nutrients
are cycled through the ecosystem and reused, unlike energy which is lost
Water is
cycled as it evaporates, condenses and returns to living things
-complete
water cycle with class
Carbon,
Nitrogen, Phosphorus are cycled through the ecosystem as well
Have
students complete sheets on cycles in groups
-do fill in the blanks “cycling of matter in ecosystems” sheets
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Lesson Twelve |
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Summary: -view “Crying Wolf Update" |
Homework: |
-review
cycles, stressing major components
ONTARIO FIRST NATIONS
Two
major Native groups lived in different areas of Ontario, and had different
season lifestyles:
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IROQUOIS |
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ALGONQUIN |
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Southern Ontario- warmer, less rock |
Middle Ontario- moderate, some rock |
Northern Ontario- colder, rockier |
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Carolinian forest |
Canadian shield/Carolinian forest |
Canadian Shield |
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Iroquois language spoken |
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Algonquin language spoken |
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5 nations present (later 6) |
Huron, Ottawa present |
Ojibwa, Nipissing present |
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SPRING IN THE SOUTH |
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SPRING IN THE NORTH |
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planting of three "sister" crops occurs |
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tapping of maple sugar occurs |
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SUMMER IN THE SOUTH |
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SUMMER IN THE NORTH |
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farm the "three sisters" |
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gather stone for tools, weapons |
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FALL IN THE SOUTH |
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FALL IN THE NORTH |
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harvesting of crops |
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nets used for catching whitefish in lakes |
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WINTER IN THE SOUTH |
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WINTER IN THE SOUTH |
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consume crops, stay put |
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go north for hunting on ancestral hunting grounds |
-in 1318-1320, a "little ice age" started when massive
flooding caused a period of cooling in North America
-both
Algonquin and Iroquois moved southward for a few hundred years instead of adapting to the new
environments in their area, then moved back when the climate warmed up.
Show "Crying Wolf Update", and attempt to complete the video worksheet
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Lesson Thirteen |
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Summary: |
Homework: -start population activity |
BIOTIC POTENTIAL / ENVIRONMENTAL RESISTANCE
In
ecosystems, populations interact with each other and abiotic factors
Populations
staying the same/balanced = EQUILIBRIUM (homeostasis)
Populations
are DYNAMIC, going up and down in size
Populations
which go up and down in cycles have DYNAMIC EQUILIBRIUM
Biotic Potential: factors increasing population size such as...
natality –birth rate
immigration
–individuals entering the population from other areas
Environmental
Resistance: factors decreasing population size such as...
mortality –death rate
emigration
–individuals leaving the population to other areas
Describe graphing rules
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Lesson Fourteen |
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Summary: |
Homework: |
POPULATIONS-review
How do populations change size? Many environmental
factors effect population growth but only four can change the size or numbers
of a population
Birth/natality –adds
Deaths/mortality –removes
Immigration –new organisms in
Emigration –organisms move out
Open/Closed populations- most populations are open as animals come
and go as they please
Closed populations only allow birth/death (e.g. a laboratory
situation)
Biotic Potential –maximum number of offspring that can be
supported with unlimited resources
Four factors affect biotic potential:
1) Birth potential
–number of babies per birth
2) Number of offspring
likely to survive to have offspring of their own
3) Procreation- number
of times reproduction occurs per year
4) Length of
Reproductive life- number of years an individual can reproduce (e.g. elephants-
75 yrs)
Limiting Factors in the Environment –populations do not always
reach their biotic potential. Eventually most populations are limited by biotic
and abiotic factors. The population growth curve flattens out when the
population reaches a steady state – equilibrium
Carrying capacity –maximum number of individuals and ecosystem can
support
Steady state – zero population growth
Can the size of a population get too low?
Critical
number – number of individuals needed to maintain species
Threatened
– any species in danger of reaching critical number
Endangered
– cease to exist in the wild (or very rare)
Extinct
– species is no longer found
-finish
lab on populations
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Lesson Fifteen |
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Summary: -Play “oh deer” population game |
Homework: |
HISTOGRAMS
-X-
axis: population size values
-Y-
axis: split left to right, females on one side, males on the other
Do
“making a histogram” worksheet
-describe and play “oh deer” population activity on football field
-complete
“oh deer” activity
-complete
“histogram” worksheet
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Lesson Sixteen |
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Summary: -work on “a case for pesticides” -do “a case study on ddt” |
Homework: |
BIOACCUMULATION
Bioaccumulation:
Pesticides accumulating in the fatty tissue of animals
-pesticide
enters low on the food chain
-pesticide
accumulates as it moves up food chain into higher trophic levels
-when
predator eats prey, pesticide levels rise (cannot be broken down)
e.g.
sprayed grass eaten by 12 grasshoppers would pass all that pesticide on to one
bird that ate the grasshoppers
pesticides
bioaccumulate if they are fat soluble e.g. DDT
water
soluble pesticides are broken down and released (sweat, urine)
e.g. newer pesticides
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Lesson Seventeen |
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Summary: |
Homework: |
REVIEW
Work on
“Grade 10 Ecology Unit Review”
Complete
“Ecology: The Web of Life” word search
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Lesson Eighteen |
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Summary: |
Homework: |
UNIT TEST
Ecology test on lessons 1-16
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Lesson Nineteen |
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Summary: |
Homework: |
BIOMES
Start Biome project in library
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Lesson Twenty |
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Summary: |
Homework: |
BIOME
Complete biome project
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Lesson Twenty-one |
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Summary: |
Homework: |
Soil
Leaching: loss of nutrients from soil to water
Percolation: movement of water through the soil
Water Table: area of soil full of water (wells must go this deep,
roots try to grow this deep)
Humus: dark topsoil, rocks mixed with dead plants, animals
Subsoil: more rocks, less dead material
Bedrock: only rock
Types of Soil:
Sand: large particles, good at aeration, bad at holding water
Silt: midsized particles, good at aeration and water holding
Clay: small particles, bad at aeration, good at water holding
Do soil lab
Do word search
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Lesson Twenty-two |
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Summary: |
Homework: -parasite microviewer |
INSECTS
To make an identification key, you must ask yes or no questions
Separate out one insect at a time from a group of four
Do insect lab
Do microviewer diagrams: describe actions of parasites as well