Unit 12Interdependence Among Living SystemsLesson 1Relationships and Interdependence

Warm Up• What is an ecosystem?• a biological community of interacting organisms and their

physical environment

Virtual Field Trip• http://www.youtube.com/watch?v=ChyVaUislZk• http://www.youtube.com/watch?v=uodHWPK8beY

Visual Field Trip• Open Visual Field Trip

1)

A)B)C)

2)

D)E)F)

3)

G)H)I)

4)

J)K)

Visual Field Trip• In a MOMENT you will rotate around the room and find a total

of 4 DIFFERENT partner • You will have 3 minutes to talk to each different partner and

record your answers and write their name in each box by the number

1)Bob/Sue

A)B)C)

2)

D)E)F)

3)

G)H)I)

4)

J)K)

Imagine that you are on a field trip to this ecosystem. Imagine that you are able to spend time in the ecosystem and see everything that happens.

Find your number 1 partner and discuss questions A–C, and record the answers . You have 3 minutes. A)What are some of the producers that you would find here? B)What are some consumers found here?C)What is an example of a food chain in this ecosystem?

Find your number 2 partner, discuss questions D–F, and record the answersD)What is an example of an animal that is eaten by another animal in this ecosystem?E)Are there any organisms that attach themselves to other organisms for food?F)In what ways do organisms depend on each other?

Find your number 3 partner, discuss questions G–I, and record the answersG)What are the biotic factors in this ecosystem?H)What are some abiotic factors in this ecosystem?I)For what resources may organisms have to compete?

Find your number 4 partner, discuss questions J–K, and record the answersJ)In what ways do the organisms depend on each other?K)How are organisms and their environment interdependent?

Visual Field Trip• Share with the class

A. .B. .C. .D. .E. .F. .G. .H. .I. .J. .K. .L. In this unit, you will be investigating different types of ecosystems

and answering questions such as these to determine the relationships within the ecosystems.

Warm Up• What does biotic mean?• Living

• What does abiotic mean?• Nonliving

Swamp Ecosystem Card Sort• Work together to sort the cards into two piles• producers and consumers. • Once agreed upon, list the organisms in the correct column of the

data table.• Then decide if the organisms are a • predator/prey or parasite/host.

• Remember an organism can fill more than one role.• Take a picture in import on page 2

Swamp Ecosystem Card SortProducers Consumers Predator/Prey/

Parasite/Host

Swamp Ecosystem Card Sort• Commensalism is a relationship in which one organism

benefits and the other is unaffected. • For example, a bee and a flower; the bee gets nectar to make

honey and the flower is unaffected.• Mutualism is a relationship in which both organisms benefit.• For example, a clown fish and a sea anemone; the clown fish

(Nemo) gets protection and the clown fish attracts food for the sea anemone. Both organisms benefit.

Swamp Ecosystem Card Sort• Work with your shoulder partner to develop a brief definition in your own words and

record on the Competition for Resources• producer • primary consumer• secondary consumer• Omnivore• Decomposer

• Then answer theses questions:• Describe the types of relationships that form between organisms in a food web.• In what ways do organisms depend on each other?

Competition for Resources• What are the basic needs of organisms? • Food, water, shelter, and space

• What are some biotic and abiotic factors in an ecosystem?• Biotic factors are all living things. Abiotic factors are all nonliving

things.• What are some ways organisms compete for these

(biotic/abiotic) factors? • Today, we are going to simulate competition for resources in an

ecosystem

Competition for Resources• Play game• Rules

Warm Up• How do organisms compete for other resources? For

example, how do plants compete for light? • Plants may grow larger leaves in order to gather more sunlight.

They may also grow taller in an effort to shade out competition.• Which consumer is more likely to survive? (omnivore,

primary consumer, secondary consumer) Why? • Some animals, such as the omnivore, are able to eat a variety of

foods; so, they are more likely to survive. Others, with a limited diet, are more likely to perish.

Ecosystem Research • Due tomorrow• You will use this research for a group project that you will

create Wednesday and Thursday and PRESENT on Friday.

Warm Up• What are the relationships between consumers and

producers?• Producers make the food and consumers eat them

• How are organisms in an ecosystem dependent on each other?

Ecosystem Project

• You have today and tomorrow in class• Due Friday• Everyone talks in presentation

Warm Up

What is an ecosystem?

What are parts of an ecosystem?

Record your answers then begin working on your project. Today is your last class day.

Warm Up

What have you learned from this project?

Record your answers, turn in your warm up log, then put the absolute final touches on your project. We will begin 5 minutes after the bell rings.

Warm Up

• What is one trait you inherited from your Mom?• What is one trait you inherited from your Dad?• What is one trait you inherited from your Mom’s Dad?• What is one trait you inherited from your Mom’s Mom?• What is one trait you inherited from your Dad’s Mom?• What is one trait you inherited from your Dad’s Dad?

• If you don’t know somebody you can choose another relative instead.

Creature Creation Traits • Cut out one trait from each pair of traits from the Handout:

Creature Creation Traits. • You will have a total of five traits• Choice one from each column

• Connect traits to form a 2D creature and try to make sure that most of each of the trait piece shows.

• You decide what each shape represents • You will have about 15 minutes• Be creative and original• Add color• Color the shaded pieces a dark color• Color the non-shaded pieces a light color

• Name your creature

Creature Creation Traits • What you have created is a fictitious organism with traits

that will help it survive in its environment. The shaded pieces are homozygous recessive for the trait. The non-shaded pieces indicate either a heterozygous or homozygous dominant individual. Each piece represents a different trait. We will be exploring these terms in this lesson.

Creature Creation Traits • Take a picture of your creature and import it on the Creature

Creation page• Then with your shoulder partner write and define these

words on the next page• Homozygous• Heterozygous• Dominant• Recessive• Allele• Genotype

Creature Creation Traits • Now we will assign genotypes to your creature• You will only write one genotype per trait since you had to choice one

Shaded are Homozygous Recessive:• Light = ll (lower case L)• Water = hh• Water Pollution = ww• Air Pollution = aa• Coloration = cc

Non-Shaded are Heterozygous or Homozygous Dominant:• Light = Ll or LL• Water = Hh or HH• Water Pollution = Ww or WW• Air Pollution = Aa or AA• Coloration = Cc or CC

• We will continue with this tomorrow

Environmental Changes Walk About

• What are some of the changing conditions in an organism’s environment to which they must adapt?

• global warming• greenhouse effect• oil spills• water pollution• red tide• drought• floods• smog• acid rain• loss of habitat• fragmentation• infertile soil• soil erosion• protection of habitat• deforestation

• You will research an environmental change that I assign you• Use your phones• Using the research found, you will create a graphic organizer on a 4”x6” index card with the

following information:• name of environmental condition• common causes• picture representing the condition

• global warming• greenhouse effect• oil spills• water pollution• red tide• floods• smog• acid rain• loss of habitat• fragmentation• infertile soil• soil erosion• protection of habitat• Deforestation

• You will turn this in for a grade at the end of class and you will share with your peers

Drought

Lack of rainfall for a prolonged period of time

Environmental Changes Walk About• Leave your card on the table• With your table group you will complete a Gallery Walk and

record the information at each station• Rotate through the stations on my signal.

Warm Up• What does Homozygous mean?• Having same pairs of genes for any hereditary characteristic• Such as YY or yy

• What does Heterozygous mean?• Having dissimilar pairs of genes for any hereditary characteristic• Such as Yy

Ted Education Video• http://www.youtube.com/watch?v=Mehz7tCxjSE

Subsequent Populations• Do all changes in environmental conditions occur naturally?

Explain. • No. Many changes are caused by humans

• Take out your Creatures and look closely

• What may cause short term changes in the environment?• What may cause long term changes to the environment?• How do organisms respond to short term changes in the

environment?• How do organisms respond to long term changes in the

environment?

Subsequent Populations• Today we are going to test how well your creature could

survive when environmental conditions change.• So imagine,• Your creature was being flown from Africa to the states where

he was going to be the latest exhibit in the Dallas zoo. Suddenly a major hurricane formed and pilot was forces to detour the closest continent next to North America, South America. Then to add further chaos, once the plane was over the Amazon rain forest it ran out of fuel and was forced to crash land. Your creature survived the crash and escaped the plane only to realize he was in a COMPLETELY different environment than he was use to! The question is, can he adapt to survive this new and still changing environment.

• Now stand beside your seats to indicate your creature is alive.

Subsequent Populations• Normal conditions in the ecosystem are moderate, but I have

changed the setting to drought conditions. Some organisms are more drought resistant than others. If you have , stay standing; if you do not have this trait, sit down.

• Organisms that are not drought resistant die, and the nutrients in their body are recycled through the water, carbon, and nitrogen cycles. When they die, they are not able to pass their genetic information on to the next generation.

Subsequent Populations

• Another condition has changed. This time, the light intensity has changed. In a real setting, what could cause the light to change?

• Destruction of the forest could allow more light to reach the forest floor

• If you have , please sit down. There is too much light for you to survive.

• Who is left standing?

• The organisms most fit for those • conditions This is called survival • of the fittest: a principle of natural • selection.

Subsequent Populations• Natural selection has two main ideas: • Nature favors those most fit to survive.• Only those that survive pass their traits on to the next

generation.

• Ok everyone gets a 2nd chance, You have all come back to life.• Now pair up with your shoulder partner, and complete a

Punnett square for this trait . • Remember the big letter is dominant

Subsequent Populations• Once the Punnett square is complete, partner with your face

partner and complete a Punnett Square using the genes from the offspring you just created.

• Do you notice how the population increases? • Are both alleles from the trait still present in the population?• Yes, some individuals are heterozygous, and there are some

homozygous dominant individuals. In the next generation, there could be some homozygous recessive individuals.

Subsequent Populations• Write a paragraph designing an environment in which your original

creature could have survived• When your have finished complete the other page of Punnett Squares

Warm UpWhat does the Aquatic Ecosystem Include? a) deserts, land, & grass b) rivers, streams, lakes, and ponds c) air, clouds, and sun d) none of the above

Which best describes the role of a producer in an ecosystem? a) A producer supplies energy for the consumers in the ecosystem. b) A producer supplies light for the consumers in the ecosystem. c) A producer supplies water for the consumers in the ecosystem. d) A producer supplies oxygen for the consumers in the ecosystem.

In an ecosystem, how are food webs and food chains different? a) Food webs begin with animals and food chains begin with plants. b) Food webs rarely begin with plants and food chains begin with animals. c) Food webs show the relationship between many different food chains in a

single ecosystem. d) Food chains show the relationship between many different food webs in a

single ecosystem.

1) B2) A3) C

State of the Gulf• Do humans depend on ecosystems for survival? If so, how?

• How do humans depend on the ocean?

State of the GulfOpen State of the Gulf• During the movie you will list five answers to each question• What are some examples of ways that humans have impacted the ocean

environment?1. .2. .3. .4. .5. .

• What are some ways that human activity has benefitted the ocean environment? 1. .2. .3. .4. .5. .

• What are some ways that humans have negatively impacted the ocean environment? 1. .2. .3. .4. .5. .

State of the Gulf

• http://www.youtube.com/playlist?list=PLC658C0843EC1F36F

Warm Up • What does survival of the fittest mean?

Real Life Activist• The past few days, we have been evaluating environmental

changes and the way organisms are affected by them. Today, you will take the role of an environmental activist and create a persuasive poster. On the poster, you will explore the effect(s) that environmental change, both short and long term, has on organisms. Try to persuade the readers of the poster to be environmentally responsible. In addition, you will explain how human activities have modified ocean systems.

Real Life Activist• Poster Requirements:• Choice one of the following environmental issues

• Overfishing• Illegal Hunting (poaching) of larger marine animals such as whales• Oceanic Acidification (Ocean water becoming to acidic)• Dying Coral Reefs• Ocean Dead Zone (caused by fertilizer runoff)• Mercury Pollution • Great Pacific Garbage Patch (a Swirling Plastic Soup You Can See from Space)

• Explain the problem• Explain why people should be concerned and how it could effect them• Offer 2 possible solutions• Tell people how they could help/how they could get involved• Creativity• Appealing/eye catching presentation• 4 or more hand drawn pictures• 4 or more colors

Warm Up

• Study your notes•Write “Test” on your warm up log

After the Test• STAY QUEIT• You may play games, or work on HW• If we have time I will check your grades

after the test

College Day Basic College Vocabulary

• Undergraduate < Bachelors

• Graduate > Bachelors

• Associates = 2 years

• Bachelors = 4 years

• Masters = 6 years

• Doctors = 8 years

College Day • Thing to think about when selecting schools

• Does the school offer a degree I’m interested in• Where is the school located: In state or Out of state• Can I get scholarships/grants• Does the school offer online class• Financial aid/Loans• Public vs. Private• Job• Military• Sports• Should I live on campus or off• Dorm/Parking/Meal Plan/Books/Apartments• Extra Cost• I want you to spend the next 20 minutes playing on this website• http://www.myplan.com/timeline/middle_school.php • http://www.myplan.com/timeline/middle_school.php