Carbon Cycle

1. Carbon Cycle

3. 5/8 5/9

4. Day 1: Ecosystems & Limiting Factors

6. Abiotic & Biotic factors Living things BIOTIC: ABIOTIC: NON-living things

7. Chesapeake Bay Reading Read the paragraph. CIRCLE the ABIOTIC factors BOX the BIOTIC factors

8. In recent years, the striped bass population in the Chesapeake Bay has been declining. This is due in part to “fish kills,” where a large number of fish die off. Fish kills occur when oxygen-consuming processes require more oxygen than the plants produce, which reduces the amount of oxygen available to the fish. One explanation is human activities that increased the amount of sediments suspended in the water, largely due to erosion from cutting down trees. The sediment acts as a filter for sunlight which causes a decrease in the amount of sunlight that gets to the aquatic plants in the Chesapeake Bay.

9. Levels of ecological organization Ecosystem BIG Community Population Individual SMALL

10. biotic populations same organism

11. Only __________________ includes ABIOTIC factors too! Ecosystem

12. ECOSYSTEM COMMUNITY

13. POPULATION ORGANISM

15. What is a limiting factor?! increasing • Factors that prevent a population from _________________ indefinitely (forever!) • They can be _________ and ________ • Examples: • Predation • Food • Water • Space • shelter abiotic biotic

16. Limiting factor example O2 CO2

17. Limiting factor example O2 CO2

18. Apply your knowledge!! • In the Chesapeake bay reading, what was the limiting factor? • Is this an abiotic or biotic factor? • How did this limiting factor affect the fish populations? Why? oxygen abiotic Decrease in fish population

19. Group ecosystem project What is it? • Large Poster • 1 Ecosystem • Your group will add additional concepts every day • Write-ups glued to the back!

20. Group ecosystem project When is it due? • Wednesday, May 8th

21. Group ecosystem project How will we work on it? • In-class ONLY • 4 different group roles • Group manager • Runner • Scribe • Lead researcher*

22. Group Participation • Each group starts with 100 points (100%) • You can only LOSE points! • How? • Excessive talking • Prohibited cell phone (texting, calling), headphones, etc. • Away from your station* • Off task/sleeping

23. Day 1: Group Project • Pick group roles & turn in sheet to Mr. Boone • Establish your ecosystem. Choose 1: Pg.100-104 in your textbook

24. Warm Up Which event illustrates the interaction of an abioticfactor with a bioticfactor in the environment? • The eel survives by paralyzing trout • The temperature of water affects its oxygen level • The low light intensity of the forest affects the growth of pine trees • A gypsy moth caterpillar eats the leaves of an apple tree

25. Day 2: Relationships

26. Symbiotic relationships: 2 organisms depend on each other

27. a. Mutualism: both organisms benefit from the relationship [   ]

28. b. Parasitism: one organism lives on or inside another and harms it. Parasite often gets nutrients from the host. [  ]

29. c. Commensalism: one organism benefits while the other is unaffected [  ]

30. Symbiosis Cards • Each group will get 3 sets of cards • Sort the cards into columns based on the type of symbiotic relationship Mutualism? Parasitism? Commensalism? 7 minutes

31. Feeding relationships: a) Predator- Prey: Organism that hunts and kills another organism for food (predation) PREDATOR: PREY: captures and eats other animals Animal that is captured and eaten – the victim

32. a) Predator- Prey

33. remains dead killed b) Scavenger: Organism eats the __________ of a ______ animal after another has already ______ it

34. meat c) Feeding • Carnivore: eats only _____________ • Herbivore: eats only _____________ • Omnivore: eats ________ plants and animals • Decomposer: eats ______ and _________________ matter (returns it to the _______) plants both dead decaying soil

35. Relationship Practice (5 min.)

36. Unit 9 Group Project Day 2: Add relationships! • Add 1 symbiotic relationship (mutualism or parasitism) • Add 2 feeding relationships

37. Warm Up Classify the following relationships: • Two positive benefits ( ) • Eats only plants • Eats dead and decaying matter • Hunts rabbits and kills them for food • One positive benefit, one negative

38. Day 3: food chains, energy pyramids

39. Give it a shot!Who eats whom?! Using what you know about feeding relationships, choose objects and put them in order of “who eats whom”

40. Food chain/web: shows who eats whom!  The arrow points __________ the organism that does the eating (into their belly!)  Each level is called a ________ _______ toward level trophic

41. tertiary consumer heterotroph secondary consumer heterotroph Primary consumer heterotroph producer autotroph

42. Food Webs What would happen if an organism were to go extinct? were overpopulated? were over-hunted?

43. Autotroph? Heterotroph? Producer? Consumer?

44. organisms how many mass Biomass: number of _____________  Shows ______ _________ (or total ________) at each level  Should always be ____________ producers than consumers more

46. 500 example 10,000 500,000 1,000,000organisms

47. energy sun Energy Pyramid: movement of _______  The ______ is the source of ALL ENERGY • Energy does NOT __________ • It is lost as __________ as it moves up a food web/chain recycle heat

48. As you move up, each level only receives _____% of the previous level’s energy!! 10

49. tertiary consumer 0.1% secondary consumer 1% 10% Primary consumer 100% producer

50. Carbon Cycle: movement of matter • Shows the relationship between respiration& _____________ (Pg U3-13 already!) photosynthesis