Unit 4: Ecology

1. Unit 4: Ecology

2. Essential Questions • What is ecology? • What factors affect population sizes and growth rates? • How do humans exploit the environment and how does this effect various ecosystems? • How can humans positively effect the environment? • What are some current conservation efforts, and where are conservation efforts heading?

3. Day 1: Ecology and Ecosystems • Required Readings: • 2.1: Ecology and Ecosystems • Learning Objectives: • To understand that living organisms require certain conditions for their survival • To understand that living organisms interact with one another, and with their non-living environment • To define population, community and ecosystem • To realize that available resources change throughout the year

4. Starter • List the different ecosystems that you know • What is the climate like in these ecosystems? • What animals and plants are present in the ecosystems? • Time: 10 minutes

5. Activity 1 • Choose one of the biomes below and complete the graphic organizer for your biome • Tundra • Tropical rain forest • Taiga • Desert • Temperate deciduous forest • Grasslands • Savanna • Marine • Fresh water • Time: 20 minutes

6. Activity 2 • Create a poster for your biome • Include the following items: • Weather & climate • Plants, animals and their relationships • Ecological concerns or issues • Time: 25 minutes

7. Activity 3 • Ecosystems at school • Go around the school and complete the “ecosystems at school” activity • Find 2 different “ecosystems” in different locations • Time: 25 minutes

8. Closing and Homework • What do the following words mean? • Biotic • Abiotic • Community • Ecosystem • Population • Complete your biome poster • Complete the ecosystems at school activity • Complete Biomes of the world flow chart

9. Day 2: Factors affecting population size & Human population growth (45 minutes) • Required Readings: • 4.8 & 4.9 • Learning Objectives: • To understand what is meant by environmental resistance • To list examples of biotic and abiotic factors which limit population growth • To explain the form of a typical growth curve • To know that the evolution of humans from hunter-gatherers to permanent settlers caused changes in the environment • To understand the form of a human population growth curve

10. Starter • What is a carrying capacity? • What are biotic and abiotic factors that would contribute to a population’s carrying capacity? • Are humans at their carrying capacity? Explain • Time: 10 minutes

11. Activity 1 • We will complete the activity “How many bears can live in the forest?” • Time: 30 minutes

12. Homework • Human population growth is exploding at an exponential rate. • The graph on the next page shows the population growth, as well as some predictions • What are the 3 revolutions that have occurred to aid in this exponential growth? • The red, orange, and green lines on the graph are predictions for what could happen to human population growth. What are the different situations that could lead to each of these predictions? • Choose your home country and create a population pyramid for it (if data is not available, choose any other country) • Does it have an LEDN or MEDN structure? Explain • What are the different factors that have contributed to the particular structure it has?

14. Day 3: Agriculture • Required Readings: • 4.10, 4.11 • Learning Objectives: • To understand why agriculture is a threat to conservation • To understand how careful management can help to conserve biodiversity • To understand that chemical discharges may pollute land as well as air and water • To understand that many human effects on the land involve loss of wildlife habitat • To know that there are ways to reverse loss of wildlife habitiat

15. Starter • Make a table in your notebook that depicts the pros and cons of agriculture • Take into consideration: land use, pollution, habitats for plants and animals, biodiversity, soil stability, etc. • Be thorough in your explanations • Time: 15 minutes

16. Activity 1 • You will be given 1 of 3 groups • Farmers • Conservationist • Consumer • Your job is to research agriculture from your group’s point of view in order to have a debate with the other 2 groups • You will need to have an opening and closing statement, as well as points to argue during the debate • Time: 45 minutes

17. Activity 2 • Debate • Each side will present their opening argument • Each side will then have time to prepare rebuttal statements • Each side will then present their closing argument • You will be asked to vote which side presented the strongest case • Time: 20 minutes

18. Closing and Homework • Work with a partner to write a paper that depicts the pros and cons of agriculture • How can we move forward to prevent habitat loss, preserve biodiversity, and decrease the damage to soil? • Due: December 5 • All outstanding assignments/corrections due December 7

19. Day 4: Pollution • Required Readings: • 4.12 • Learning Objectives: • To recall why water is important to living organisms • To understand that water supplies oxygen to living organisms • TO know how excess nutrients in water lead to depletion of oxygen levels • To recall other aspects of water pollution

20. Starter • Why is oxygen depletion in water a negative thing? • What are the causes for oxygen depletion, or polluting of water sources? • What are some ways that you can help with the prevention of water pollution?

22. Activity 1 • Imagine those rivers were your only source of water and you depended on them for cooking, bathing, washing up, etc. • Your lab group has been asked to clean up these rivers so that the communities can continue using it without the risk of getting very ill • You will be given a bucket of water that contains “pollution” in it, as well as some supplies you can use to clean it • Your lab group must devise a plan to clean the water, and then clean it • The group that has the cleanest water, and the largest quantity of clean water will receive a contract to clean the village’s water supply • Time: 60 minutes

23. Activity 2 • We will discuss the action plans of each of the lab groups • What are some ways that we can improve on our water clean up? • What implications does this have for real life? • What are some ways that we can prevent this? • Time: 15 minutes

24. Closing and Homework • All outstanding work due by Friday, December 7

25. Day 5: Human Impact on the Environment • Required Readings: • 4.13 • Learning Objectives: • To understand that humans can alter their environment • To understand how changes in human population have altered our impact on the environment • To consider human effects in terms of cause, effect, and possible remidies

26. Activity 1 • We will watch the movie “Human Footprint” • As you watch this movie, make note of the following • Interesting/shocking statistics • What did you learn? • Negative ways humans have impacted the planet • Positive things humans can do to impact the planet and reverse some of the damage we have done

27. Homework • Calculate your carbon footprint: • http://www.carbonfootprint.com/calculator.aspx • Write a reflection on the movie • Include • What interesting things did you learn? • How are humans impacting the earth? • What are some things you personally can do to help? • Name 3 things you will alter or change in your daily life in order to ensure our planet is sustained

28. Day 6: Positive Human Influences (60 min) • Required Readings: • 4.14 • Learning Objectives: • To understand that humans may have a beneficial effect on the environment • To realize that conservation often involves compromise • To understand a conservation strategy • To know some examples of successful conservation

29. Starter • Share your carbon footprint values with your group members • Things that are included in your carbon footprint are: • # of flights you take • Your diet – vegetarian vs. eating meat • How much electricity you use • How much you drive • Your shopping habits • The products you buy in the grocery store • How can you reduce your carbon footprint? • Time: 15 minutes

30. Activity 1 • Each of the following ways can have a negative impact on the environment and the organisms that live in that environment: • Habitat destruction, deforestation • Introducing new species into a habitat • Poaching/overhunting • For each of the above, state how they are negative to the environment with 2 examples for each • Time: 20 minutes

31. Activity 2 • Conservation strategies aim to halt or reverse the negative damage that has been done on the environment • For the previous three items, what can be done to halt or reverse the damage? • Use specific examples to devise a conservation strategy for: • Habitat destruction/deforestation • Introduction of new species into a habitat • Poaching/overhunting • Decide a way to present your 3 conservation strategies • Time: 30 minutes

32. Day 7: Conservation Efforts • Required Readings: • 4.15 • Learning Objectives: • To understand how conservation efforts are put in place around the world

33. Activity 1 • You may use this time to prepare for your exam • Research and gather information that will help you in your exam • Time: all class