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Name: _______________________________________________________________

Biology Unit

Sustainable Ecosystems
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Biology Unit: SUSTAINABLE ECOSYSTEMS

Big Ideas

• Biology Ecosystems are dynamic and have the

ability to respond to change, within limits, while
maintaining their ecological balance.

• People have the responsibility to regulate their impact on the

sustainability of ecosystems in order to preserve them for future
generations.

Overall Expectations

• Assess the impact of human activities on the sustainability of

terrestrial and/or aquatic ecosystems, and evaluate the
effectiveness of courses of action intended to remedy or
mitigate negative impacts

• Investigate factors related to human activity that affect

terrestrial and aquatic ecosystems, and explain how they
affect the sustainability of these ecosystems

• Demonstrate an understanding of the dynamic nature of

ecosystems, particularly in terms of ecological balance and the
impact of human activity on the sustainability of terrestrial and
aquatic ecosystems.
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Ecology Unit: SUSTAINABLE ECOSYSTEMS

Topic(s) Learning Target(s) Reference(s) Assigned

Work
• Introduction to  I can describe factors that are leading to Handouts
Unit the disappearance of the Northern
Cricket Frog in Ontario.
Date:  I can list the LEVELS OF BIOLOGICAL
ORGANIZATION in the correct order.
• Introduction to  I can describe the regions of the pgs. 29-31  pg. 31 #2-5
Ecosystems BIOSPHERE (ATMOSPHERE, LITHOSPHERE, pgs. 32-35  pg. 35 #1-4
and HYDROSPHERE) where life on Earth
Date: exists.
 I describe ecosystems in term of BIOTIC
and ABIOTIC components.
 I can give examples of biotic and abiotic
factors.
 I can differentiate between NATURAL and
ARTIFICIAL ECOSYSTEMS.
 I can describe the LEVELS OF BIOLOGICAL
ORGANIZATION.
• Energy Flow in  I can differentiate the different types of pgs. 38-41  pg. 41 #1-6,
Ecosystems ENERGY. 10-12
 I can describe using equations the
Date: complementary processes of
PHOTOSYNTHESIS and CELLULAR
RESPIRATION in an ecosystem.

• Autotrophs and  I can define and give examples of pgs. 42-44  pg. 47 #1-8
Heterotrophs: PRODUCERS and CONSUMERS.  Food Chains
Obtaining Energy  I am learning that energy passes through and Food
• Ecological Niche, ecosystems, whereas matter cycles within Webs
Food Chains, and ecosystems. Worksheets
Food Webs  I can use FOOD CHAINS and FOOD WEBS
Date: to describe how energy passes through
ecosystems and matter cycles within it.
• National  I can describe the importance of Video  Food Chains
Geographic biodiversity and how it relates to food Worksheet and Food
Video: Predator chains and food webs in ecosystems. Webs
Date:  I can describe the impact of human Worksheets
activities on the environment and on
biodiversity.
• The Carbon Cycle  I am learning that human activities pg. 49-50  pg. 51 #2-
influence BIOCHEMICAL CYCLES. 5(b),7
Date:  I can describe the impact of natural
process and human activities on the
CARBON CYCLE.
• Abiotic and Biotic  I can describe the BIOTIC and ABIOTIC pgs. 52-55  pg. 55 #1-4,8
Influences on factors that influence ecosystems.
Ecosystems  I can describe population growth using
Date: POPULATION GROWTH CURVE and I can
discuss the LIMITING FACTORS that limit
the growth of a population.
• Services From  I am learning that natural ecosystems are pgs. 77-79  pg. 79 #1-5
Natural of great value to humans, because they
Ecosystems provide SERVICES and PRODUCTS.
Date:
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• Equilibrium and  I am learning that ecosystems are at pgs. 80-82  pg. 82 #1-4,
Change EQUILIBRIUM but can change over time. 6-8
Date:  I can differentiate between PRIMARY and
SECONDARY SUCCESSION, and I can
describe the benefits and disadvantages.
• Importance of  I am learning that BIODIVERSITY describes pgs. 83-86  pg. 86 #1-8
Biodiversity the variety and abundance of life in an
Date: ecosystem.
 I can describe loss of biodiversity in terms
of SPECIES AT RISK.

• Causes of Loss of  I am learning that human activities pgs. 87-90  pg. 90 #1-7
Biodiversity impact and threaten the SUSTAINABILITY pgs. 91-94  pg. 94 #1-
Date: of natural ecosystems. pgs. 96-101 5,7-8
 I can describe how NON-NATIVE SPECIES,  pg. 101 #1-
POLLUTION, and HABITAT LOSS lead to loss 10
of biodiversity.
• National  I am learning about the effect that Video
Geographic INVASIVE SPECIES have on ecosystems Worksheet
Video: Invaders and biodiversity.
Date:

• Invasive Species  I am able to use research and Worksheet

Project communication skills to find and present
Date: information about an INVASIVE SPECIES.

• Engineered  I am learning that some ecosystems, such pg. 119-122  pg. 122 #1-
Ecosystems and as farms and cities are designed, created 11
Modern and maintained by humans.
Agriculture  I can describe the effect that these
Date: engineered ecosystems have on
SUSTAINABILITY.
• Soil and Farming  I am learning that farming practices alter pg. 123-128  pg. 128 #1-8
natural biochemical cycles, such as the
Date: water cycle, and may deplete the soil of
nutrients.
 I can differentiate between NATURAL and
SYNTHETIC FERTILIZERS, and I can describe
the effect their use has on the
environment.
 I can describe ALTERNATIVE FARMING
TECHNIQUES.
• Pesticides and  I am learning that PESTICIDES and other pg. 132-134  pg. 134
Bioamplification/ toxins BIOACCUMLULATE in all life forms pg. 135-140 #2,4,5,7
Biomagnification and BIOMAGNIFY in food webs.  pg. 140 #1-
10

• Video: The Lorax  I can describe the importance of Video

biodiversity. Worksheet
Date:
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THE DISAPPEARANCE OF THE NORTHERN CRICKET FROG

The northern cricket frog is a small semi-aquatic frog with a warty appearance
and a pointed snout, long back legs, and webbed toes on the back feet. It is
brown or grey, with a V-shaped mark between its eyes, faint marking on its
back, and a broad dark stripe on its back legs. The breeding call of the male sounds
like pebbles being rapidly clicked together. Adults measure 16 mm to 38 mm long.

In Canada, the northern cricket frog has been found only in the southernmost part
southwestern Ontario. Populations have been declining.

YOUR TASK: To investigate reasons for the decrease in the number of frogs in Ontario.

Write a PREDICTION about why there are fewer frogs now in some regions.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Your classroom has been converted into an ecosystem. Each species of animal in this
ecosystem is represented by a different colour stick. Record the number of each colour
you find in the table below.

GREEN RED ORANGE YELLOW BLACK

_____________ _____________ _____________ _____________ _____________

(frogs) (grasshoppers) (blue herons) (snakes) (blackbirds)

Use the data that your entire class collected to graph the population of each species in
your classroom ecosystem.
Number of Each

frogs grasshoppers blue herons snakes blackbirds

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Type of Organism

If the green sticks represent frogs, and the red sticks represent grasshoppers, how do the
number of each colour compare? Can you suggest a reason?

#of green sticks (frogs): ___________________ # of red sticks (grasshoppers): _____________

Reason: _________________________________________________________________________________
__________________________________________________________________________________________

The purple sticks represent herons, a large predatory bird that eats frogs. How does the num
er of purple sticks compare with the number of green sticks? Can you suggest a reason?

#of green sticks (frogs): ___________________ # of blue sticks (herons): _____________

Reason: _________________________________________________________________________________
__________________________________________________________________________________________

What 2 factors have you identified that could affect the number of frogs in your
sampling site?

Factor #1: __________________________________________________________________________

_____________________________________________________________________________________

Factor #2: __________________________________________________________________________

_____________________________________________________________________________________

You can find four additional factors in the reading: “Disappearing Frogs”. Describe how
each factor might cause a decrease in the number of frogs in the region.

Factor #1: __________________________________________________________________________

_____________________________________________________________________________________

Factor #2: __________________________________________________________________________

_____________________________________________________________________________________

Factor #3: __________________________________________________________________________

_____________________________________________________________________________________

Factor #4: __________________________________________________________________________

_____________________________________________________________________________________
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ENERGY FLOW IN ECOSYSTEMS

The source of almost all

energy used by
organisms to stay alive.

is known as
described as
Radiant Energy

It includes
Ultraviolet Energy

described as
cannot be
Light Energy

described as

it can be

converted to
converted to
Chemical Energy
Thermal Energy
can be
described as
• stored in cells
• released when needed
• used by all organism to
perform functions (eg.
growth, movement,
reproduction) it functions to
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How do living things use the sun's energy?

" All living things need energy to ________ and
______________________________________

• Energy from the sun must be converted into a form that. can be used
by living things, called
______________________________________________
• Chemical energy can
be____________________________________________
by living things to be used when needed.

PHOTOSYNTHESIS
Photosynthesis

The sugar produced can be used:

1) ___________________________________________________________________

• stored in the roots, stems, leaves .and seeds of plants.

stored as starch

2) ___________________________________________________________________

• to make different types of sugars, proteins, etc...

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Producer: an organism that:

____________________________________________________________
____________________________________________________________

• They use the chemical ________________________to capture light energy The

major producers are:

• ________________________________________(in terrestrial ecosystems)

• (in aquatic ecosystems)

CELLULAR RESPIRATION
Cellular Respiration:
___________________
___________________
___________________
____________________

obtain energy in this way.

Consumer: an organism that:

___________________________________________
___________________________________________
___________________________________________
___________________________________________

• The equation for cellular respiration is:

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COMPLEMENTARY PROCESSES
• Cellular respiration and photosynthesis are complementary processes
because:
• _______________________________________________________________
• _____
• ________________________________________________________________

Anirr),-'>-l

t,ake;; in

AniTiai-hf., k -d.oi.<u'O
5tJ 't6f KU\ f
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THE CARBON CYCLE

The Carbon Cycle refers to:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Removing Carbon Dioxide From Atmosphere

Name of process Explanation

• Producer (plants and microorganism) use

carbon dioxide during photosynthesis

• When organisms die and are decomposed

they release carbon into the soil.
• Over millions of years, the decomposed
bodies are compressed and become fossil
fuels (eg. coal, natural gas, oil).
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AUTOTROPHS AND HETEROTROPHS

Obtaining Energy

All organisms can be classified according to the way in which they obtain energy.

they can be

Autotrophs Heterotrophs

defined as defined as

also known as also known as

Producers Consumers

include include

can be

Herbivores Carnivores Omnivores Scavengers/

Decomposers

• Feeds on remains of
decomposing
organisms
• Return matter and
energy found in
decaying organisms
back to ecosystem for
reuse.
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ABIOTIC AND BIOTIC INFLUENCES ON ECOSYSTEMS

• Ideal biotic and abiotic conditions allow a species population to be successful.

• These factors determine where a species can live.
• Other conditions may lead to a decrease in the number of organisms of a species.

Limiting Factor: refers to _____________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

ABIOTIC FACTORS

• Abiotic factors determine where a species can live.

Tolerance Range: refers to___________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

• Near the upper and lower limits of the tolerance range, individuals experience
___________________________

Optimal Range: refers to_____________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Abiotic factors that affect:

Terrestrial Ecosystems Aquatic Ecosystems

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BIOTIC FACTORS

• Biotic factors can influence a species’ ability to survive.

Interactions between species:

Type of Relationship Description Examples

COMPETITION

PREDATION

MUTUALISM

PARASITISM

COMMENSALISM
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Predator: is an organism that:________________________________________________________

Prey: is an organism that:____________________________________________________________

Parasite: is an organism that:_________________________________________________________

POPULATION GROWTH CURVE

Region Type of Growth Explanation

A • Only a small number of organisms is sexually mature

and able to ____________________________.
• The organism may be adjusting to an new
environment.

B • Many organisms have reached sexual maturity and

are able to reproduce.
• The organisms have ____________________ to the
environment around them. The have found found,
shelter and water for survival.

C • The _______________________________________ is
reached. Population growth becomes consant.
• Number of deaths = number of births
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CARRYING CAPACITY

Carrying Capacity: refers to

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Some reasons why a population reaches a carrying capacity are:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Some ways in which humans can alter the carrying capacity are:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
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