Carbon Cycle

5/8
5/9
Day 1: Ecosystems & Limiting
Factors
 Abiotic & Biotic factors

BIOTIC:Living things

NON-living
ABIOTIC:
things
Chesapeake Bay Reading
Read the paragraph.

CIRCLE the ABIOTIC factors

BOX the BIOTIC factors
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.
Levels of ecological
organization
BIG Ecosystem
Community
Population

Individual
SMAL
 biotic
__________ and abiotic
Ecosystem factors interacting together. Charlotte, NC

A group of several
Community populations
_____________ in an area. OHS

your grade
A group of organisms of the
Population ______________ species level…9th, 10th,
same 11th
organism a living
One ______________,
Individual thing! you!
 Only
Ecos
______ y s
_t_em
_ _ __ _ _ _ _ _ _
r s
TI C f a ct o
d e s AB I O
inclu
too!
ECOSYSTE
M

COMMUNIT
Y
POPULATIO
N

ORGANISM
 What is a limiting factor?!
• Factors that prevent a population from
increasingindefinitely (forever!)
_________________
• They can be _________ and ________
• Examples: abiotic biotic
– Predation
– Food
– Water
– Space
– shelter
 Limiting factor example

CO2 O2
 Limiting factor example

CO2 O2
 Apply your knowledge!!
1. In the Chesapeake bay reading, what was the
limiting factor?
oxygen
2. Is this an abiotic or biotic factor?
abiotic
3. How did this limiting factor affect the fish
populations? Why?

Decrease in fish population

 Group ecosystem project
What is it?
• Large Poster
• 1 Ecosystem
• Your group will add additional concepts
every day
• Write-ups glued to the back!
 Group ecosystem project
When is it due?
• Wednesday, May 8th
 Group ecosystem project
How will we work on it?
• In-class ONLY
• 4 different group roles
– Group manager
– Runner
– Scribe
– Lead researcher*
 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
 Day 1: Group Project
1. Pick group roles & turn in
sheet to Mr. Boone
2. Establish your ecosystem.

Choose 1:

Pg.100-104
in your textbook
 Warm Up
Which event illustrates the interaction of an abiotic
factor with a biotic factor in the environment?
a) The eel survives by paralyzing trout
b) The temperature of water affects its oxygen
level
c) The low light intensity of the forest affects the
growth of pine trees
d) A gypsy moth caterpillar eats the leaves of an
apple tree
Day 2: Relationships
1. Symbiotic relationships: 2
organisms depend on each
other
a. Mutualism: both organisms
benefit from the relationship
[]
b. Parasitism: one organism lives on
or inside another and harms it. Parasite
often gets nutrients from the host.
[]
c. Commensalism: one
organism benefits while the
other is unaffected [ ]
 Symbiosis Cards
1. Each group will get 3 sets of cards
2. Sort the cards into columns based on
the type of symbiotic relationship
Mutualism? Parasitism?
Commensalism?
7 minutes
 Feeding relationships:
a) Predator- Prey: Organism that hunts
and kills another organism for food
(predation)

PREDATOR:
captures and eats other animals

Animal that is captured and

PREY:eaten – the victim
a) Predator- Prey
b) Scavenger: Organism eats the
__________
remains of a ______
dead animal after
another has already ______ it killed
c) Feeding
meat
• Carnivore: eats only _____________

plants
• Herbivore: eats only _____________

bothplants and animals

• Omnivore: eats ________

• Decomposer: eats ______ dead

and _________________
decaying
matter (returns it to the _______)
soil
Relationship Practice
(5 min.)
 Unit 9 Group Project
Day 2: Add relationships!
Add 1 symbiotic relationship
(mutualism or parasitism)
Add 2 feeding relationships
 Warm Up
Classify the following relationships:
1. Two positive benefits ( )
2. Eats only plants
3. Eats dead and decaying matter
4. Hunts rabbits and kills them for food
5. One positive benefit, one negative
Day 3: food chains,
energy pyramids
 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”
Food chain/web: shows who eats whom!

 The arrow points __________ the organism that

toward
does the eating (into their belly!)

 Each level is called a ________ _______

trophic level
 tertiary
heterotroph consumer

secondary
heterotroph
consumer

Primary
heterotroph consumer

autotroph producer
Food Webs
What would
happen if an
organism were
to go extinct?

were
overpopulated?

were over-
hunted?
Autotroph?
Heterotroph?
Producer?
Consumer?
Biomass: number of _____________
organisms

how _________
 Shows ______ many (or total ________)
mass at
each level

more producers than

 Should always be ____________
consumers
 ple
500

am
ex

10,000

500,000
1,000,000
organisms
Energy Pyramid: movement of _______
energy

sun is the source of ALL ENERGY

 The ______

Energy does NOT __________

recycle

heat as it moves up a food

It is lost as __________
web/chain
 e u p , e a c h
s y o u m o v
A v e s _ _ _ _ _
o n l y r e c e i
leve l l e v e l’ s
re v i o u s
10
%o f t h e
en
p
e r g y !!
 tertiary
consumer
0.1%
secondary
consumer 1%

Primary
consumer 10%
producer 100%
Carbon Cycle: movement of matter

Shows the relationship between respiration &

_____________ photosynthesis

(Pg U3-13 already!)

 CO2

Glucose
(C6H12O6)
CO2 O2
Carbon Cycle: movement of matter
solidsand _____________
• Carbon comes in __________
gases
• Matter is _____________________!
RECYCLED
PRACTICE!!
Pg. U8-4
Group Project
DRAW THE ARROWS
 Warm Up
1. What is a limiting factor (day 1)?

2. Give one example. What will it do to a

population of animals?!
Day 4: Population Growth
 Population Growth
J
Exponential Growth = ____ Curve
increasing rate
Grows at a fast, ___________

 No limiting factor!
 Population Growth
s
Logistic Growth = ____ Curve
limiting factors
Levels off due to ___________

carryingcapacity = largest # of
Reaches ___________
organisms the ecosystem can support
Carrying capacity
1. What is the species name for
Darwin's finches? What is
the genus name?
2. What limiting factor affected
the carrying capacity of the
island for Darwin's finches?

3. What was the initial carrying capacity before

the drought? After the drought? Mark this on
the graph
4. What was the limiting factor
for the gypsy moth?

5. What happened when the population of caterpillars exceeded the

carrying capacity of the environment?
6. Look at the population of gypsy moths on St. Paul before 1938. Was
the caterpillar population growth primarily exponential or logistic?
7. Based on the graph, which island had a larger infestation of the gypsy
moth?
8. St Paul island is larger than St. George. What explain the differences
in the size of the gypsy moth infestation between the islands?
 Independent work
Pgs. 6-7
1. Complete graphing
Graph the data
Analyze the data
 Warm Up

1. What does the K line represent?

2. What type of population growth is this?

3. In region A are more people dying or being born?

 Good morning!
• Reminders & Announcements:

– ALL book bags should be placed at the back of the classroom

– cell phones should be put away. (If I see a cell phone out during class today I will
collect it)

– Use the bathroom during class change! (meaning right now before class begins) If you
need to go during class it will NOT be during the first or last 10 minutes of class OR
while notes are being taken. Please do not raise your hand to ask to use the bathroom and
interrupt notes, the answer will be no.

– Ecology Quiz will be moved to tomorrow! (It will cover information from all of our
notes through today = Notes 1-6)

–Have your packet out, turned to page 8, and

be ready to work.
 Human Population Growth
exponential growth but we can’t
 Currently _______________
do that forever!!

demographic
 We underwent a _________________
transition
____________________: throughout history we’ve
high
high
had ______ birthrates and _______ death rates, so
stable remained ________. With advances in
populations
medicine, nutrition, and sanitation, we now have
LOW death rates so the world population is
_________
growing
______________ rapidly.
 Human Population Growth
4 things can affect the size of a population:

1. Birth rate (# of births)

2. Death rate (# of deaths)

3. Infant mortality (# of babies that die)

4. Immigrate (enter) or emigrate (leave) the

population
Human Population Video
 On the back of your packet copy the definition of the term on each
slide:
Human Overpopulation

Description:
Too many people on Earth.
#1 cause of ALL
environmental problems
 Pollution
Description:
Man-made waste put into
the environment.
 Habitat Destruction
Description:
Destroying habitats of plants
human
and animals by

activities 
*Eventually extinction
 Invasive species
Description:
Species not originally from the area take over.
Not affected by natural limiting factors! –
population out of control!!
 Burning Fossil Fuels
Description:
Releases CO2 into
atmosphere; greenhouse effect
traps in heat
 Global Warming
Description:
Increase in the global
temperature due to increase in
CO2 levels; greenhouse
effect traps in heat
 bioaccumulation
Description:
Pesticides move up through a
food web to toxic levels
 Warm Up
A
1. What relationship does Graph A
represent?

2. Which type of population

growth is shown at point B in B
Graph B?

3. What letter shows the carrying

capacity on graph B?
 Review
1. Which level of the pyramid
contains the most energy?

2. Which level of the pyramid

contains the most toxins
(DDT)?

3. In the food web to the right,

what organism(s) does
organism A eat?
 The Lorax
• Complete the viewing guide as you watch
• Look for the different examples of human impact!

• Turn it in to the basket when you leave!

Animal Behavior
What is behavior?
 Animal Behaviors
• A behavior is anything an animal does in
response to a stimulus (stimuli) in its
environment.

• Animals use behavioral adaptations for

survival and reproduction.
How does this relate to evolution?
These behaviors have adaptive value if they are
controlled by genes and contribute to the survival of
the animal.
 Adaptive Value?

• Territoriality – ensures adequate space and

resources for reproduction

Courtship Behaviors (Sexual selection)– ensures

beneficial genes are passed on to offspring
 There are two basic types of
behavior:
• Innate (instinct)

• Learned
 Innate behaviors
• A behavior that is not learned but
determined by your genes.

• An instinct is a complex pattern of

innate behavior that comes naturally.
 Examples of Innate Behaviors
Taxis: movement toward or away from a
stimulus.
 Examples of Innate Behaviors
• Migration – seasonal movement of animals,
usually in response to changes in day length;
ensures survival and reproduction.
 Examples of Innate Behaviors
• Estivation – Dormancy in response to extreme hot

• Hibernation – Dormancy in response to extreme cold

• Most animals do NOT sleep through the entire winter. Their

metabolism/activity slows greatly to conserve energy.
 Learned behaviors

• A behavior that an animal acquires during its

lifetime. It changes through practice or experience.

•Chimpanzee
using a tool
 Examples of Learned Behaviors

• Habituation- Animal stops responding to a

stimulus that isn’t meaningful.
 Types of Learned Behaviors

1. Classical conditioning-response to a
stimulus learned by association with a
specific action (example: bell rings?)
– Classical conditioning
 Types of Learned Behaviors
Trial and Error (Operant Conditioning)
• Animal associates an action (behavior) with a
positive or negative response
 Types of Learned Behaviors
• Insight Learning (Reasoning) – Animal uses
previous experience to respond to a new
situation.
 Types of Learned Behaviors
Imprinting – Animal forms a
strong attachment to another
organism (hopefully, Mom)
 Social Behaviors
• Social behaviors occur when animals interact
with their own species.
• Can be innate, learned, or a combination of
both.
• Usually some form of communication is
exhibited in social behavior.
Examples:
-territoriality
-courtship
-communication
 Visual Social Behaviors
• Bee Waggle Dance – Complex movement that
bees use to tell other bees in hive location and
distance to a good food source.

• Courtship dances – Sexual

• selection
 Social Behavior

• Pheromones – Hormones with odor

- a chemical substance produced and released into the environment by
an animal which affects the behavior or physiology of other animals of the
same species.
– Adaptive value in ants/termites?
– Sexual reproduction

Sound – Bird Calls, whale songs, dog barking

Language – Humans speaking
Territorial Behavior –Threat displays and sounds to defend space Ex) Wolves showing
teeth and growling
 Behavioral Cycles
• Many animals respond to periodic changes in
the environment with daily or seasonal cycles
of behavior.

– Circadian rhythm – 24 Hr. cycle of behavior

– Migration/Estivation/Hibernation – seasonal
responses
 Animal Behavior Concept Map
Reflex Instinct
Quick, unconscious responses Longer, more complex
innate behavior

Courtship Hibernation
Reflex Arc Fight or Flight Behavior used to help attract Entering a dormant state in
the best mate. response to temperature
A simple, unconscious response Automatic Adrenalin rush
((cold)
to a stimulus due to a sudden fright
Migration
Dominance
Large scale movement for
Hierarchy
food or reproduction
Taxis Establishing a dominant
member of a group
Movement towards or away Territoriality
from a stimulus Behavior used to defend a
physical space
Estivation
Entering a dormant state in
response to dry conditions
and hot temperatures
 Learned
Behavior
Requires prior
experience

Insight Classical Trial & Error/

Learning Conditioning Operant
Applying prior experience Association of one Conditioning
to a new situation stimulus with another
Behavior due to a reward or
stimulus
punishment

Habituation Language Imprinting

Ignoring of a stimulus after Communication with others Attachment of young to the firs
receiving no reward or through recognized body moving object seen during a
punishment movements or sounds critical period
 Crossword (pg 13)
Complete the crossword using the following vocabulary
words

• Limiting Factor • Density Independent

• Carnivore • Omnivore
• Combustion • Biodiversity
• Fossil Fuel • Herbivore
• Symbiosis • Trophic Level
• Habitat • Decomposer
• Niche
• Density Dependent