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Essential Questions:
Essential Questions:
- How is energy transferred through different levels of organisms in an ecosystem?
- How do the relationships among organisms affect their survival?
- How do essential nutrients cycle through the different parts of the biosphere?
Content Objectives:
Content Objectives:
Students will...
- Define primary producers.
- Describe how consumers obtain energy and nutrients.
- Explain how energy flows through ecosystems.
- Explain how ecological pyramids help analyze energy flow through trophic levels.
- Explain how matter flows between trophic levels and among ecosystems.
- Explain how water cycles globally.
- Identify the importance of the main nutrient cycles.
- Explain how nutrient availability affects primary productivity.
- Create a food web using provided information.
- Create a food pyramid and describe the 10% rule.
- Create a creative writing piece of work tracing an substance through a nutrient cycle.
- Create a ecological diorama about a biome.
Language Objectives:
Language Objectives:
Students will...
- define primary producing using a textbook, bilingual glossary or a partner.
- describe organism relationships within a food web with a partner and visual.
- Explain nutrient cycles using a graphic organizer and a partner.
- Read and take notes on Chapter 4 using textbook reading strategies and an outline.
Standards Addressed:
Standards Addressed:
- HS-LS2-2. Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem.
- HS-LS2-4. Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment.
- HS-LS2-5. Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere.
- HS-LS4-2. Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others.
- HS-LS4-5. Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.
- HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes.
Assignment #1: Reading
Assignment #1: Reading
Read Chapter 4 and take notes
4.1: Energy, Producers, and Consumers
- Primary Producers
- Consumers
4.2: Energy Flow in Ecosystems
- Food Chains and Food Webs
- Ecological Pyramids
4.3: Cycles of Matter
- Recycling in Nature
- The Water Cycle
- Nutrient Cycles
- Nutrient Limitation
Answer the questions to the right and attach to google Classroom.
** Review the study guide portion of the text (Sections 1.1, 1.2 and 1.3)
*** Complete the Key Terms and Questions section of the book to prepare for your test.
**** Define the key terms!
- How are photosynthesis and chemosynthesis similar? How are they different?
- What are the two primary sources of energy that powers living systems?
- How do consumers obtain energy?
- Draw a model to illustrate the flow of energy from a nonliving source to an herbivore.
- Termites are insects that feed on wood, which contains cellulose. Scientists have observed that some termite species prefer wood that has been attached by fungi. Construct an explanation from this observation.
- How are food chains and food webs related?
- Energy is said to flow in a "one-way" stream through an ecosystem. In your own words describe what that means.
- What are the three types of ecological pyramids? Explain how each type of pyramid models energy and matter in ecosystems.
- Suppose there were a sudden decrease in the number of crayfish in the food web in Figure 4-3. Construct an explanation to explain how this change may affect the food web.
- Imagine you have five-step food chain. If 100 percent of the energy is available at the first trophic level, which percentage of energy is available at the highest trophic level?
- Choose one of the food chains shown within the food web in Figure 4-3. Write a paragraph describing the feeding relationship among the organisms in the food chain using the following terms: producer, consumer and decomposer.
- How does the way that matter cycles through an ecosystem differ from the way that energy flows?
- What two processes cycle water from the land to the atmosphere?
- Why do living organisms need nutrients?
- Explain how a nutrient can be a limiting factor in an ecosystem.
Vocabulary:
4.1: Autotroph, Primary Producer, Photosynthesis, Chemosynthesis, Heterotroph, Consumer, Detritus,
4.2: Food Chain, Phytoplankton, Food Web, Trophic Level, Ecological Pyramid, Biomass
4.3: Biogeochemical Cycle, Nutrient, Nitrogen Fixation, Denitrification, Limiting Nutrient
Assignment #4: Trace a Nutrient Through Biosphere Story
Assignment #4: Trace a Nutrient Through Biosphere Story
Step 1: Complete the warm up questions on the provided document.
Step 2: Complete each task (3)
** Note: You can add an image of the different cycle to help you write your stories.
Step 3: Share one story with a partner.
Assignment #5: Ecosystem Diorama
Assignment #5: Ecosystem Diorama
Step 1: With a partner, choose a biome from the provided list.
Biome List: Freshwater (Aquatic), Marine (Aquatic), Desert, Tropical Forest, Temperate Forest, Boreal Forest, Savanna, Temperate Grasslands, Arctic Tundra, Alpine
Step 2: Diagram a food web found within the chosen biome.
Step 3: Within the food web diagram identified the types of organisms (primary producer, decomposer, detritivore, herbivore, carnivore, omnivore, scavenger)
Step 4: Within the food web diagram identify the trophic levels (draw a sketch of an ecological pyramid)
Step 5: Within your food web determine the changes within the carbon or nitrogen cycles (Provide descriptions of how these organisms are influencing these cycles).
Step 6: Create a diorama with the above information.
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