Topics in Ecology
What are we learning and why are we learning this? Content, procedures, or skills.
Tier II: High frequency words used across content areas. Key to understanding directions & relationships, and for making inferences.
Tier III: Low frequency, domain specific terms.
Building on what we already know
Make connections to prior knowledge. This is where we build from.
What Is Ecology?
The study of the relationships between living organisms and their physical environment.
Ecology provides information about the benefits of ecosystems, and how we can use Earth’s resources in ways that leave the environment healthy for future generations.
Ecologists study these relationships among organisms and habitats of many different sizes, ranging from the study of microscopic bacteria growing in a fish tank, to the complex interactions between the thousands of plant, animal, and other communities found in a desert.
An ecosystem includes:
all of the living organisms in an area, along with the non-living parts of the environment (weather, ground/rocks, sunlight, soil, atmosphere, rain).
Ecosystems depend on the energy that moves in and out of that system.
You could have an entire ecosystem underneath a big rock.
There is an overall ecosystem of the entire planet the biosphere.
An ecosystem can be as small as a puddle or as large as the Pacific Ocean.
Energy flows through ecosystems in one direction: From the Sun, through photosynthetic organisms (including green plants and algae),
to herbivores, to carnivores and then to decomposers.
Energy flow through an ecosystem
Each rectangle in an energy pyramid shows the amount of energy per square meter of area.
Each rectangle is always smaller the level below it.
Why? There is a loss of energy as we move from one “trophic level” to the next. Where is this energy lost to?
* Some organisms die, and rot, without being eaten
* As the organism, it constantly takes in food & energy every day – and then loses most of this energy as body heat – “waste heat.”
* Even when an organism is eaten, not all parts of it are edible. The inedible parts contain energy that is “lost” to the predator.
Human influences on the ecosystem
Some Ways Humans Adversely Influence Ecosystems
MCAS Ecology sample questions
Feb 2016 MCAS: In the past, coyotes lived throughout the western prairies and central Rocky Mountains in North America. Over time, the coyotes’ range has expanded. Humans have tried trapping and hunting coyotes to decrease their numbers. However, biologists currently estimate the number of coyotes to be at an all-time high. Which of the following statements best explains why the number of coyotes continues to increase despite increases in death rates due to hunting and trapping?
A. Coyote lifespan is increasing, so only the oldest coyotes encounter hunters or trappers.
B. Coyote birth rates remain high, so more coyotes are added to the population than are removed.
C. Coyotes are migrating more often, so male coyotes have more fights over territories.
D. Coyotes have to compete with more species, so the coyote emigration rate has increased.
Feb 2016 MCAS. Here are the ecological roles of several organisms in a rainforest ecosystem.
fig tree – producer
jaguar – secondary consumer
mango tree – producer
monkey – primary consumer
toucan bird – primary consumer
a. In your Student Answer Booklet, draw a food web that includes all the organisms listed here. . Make sure the arrows represent the correct direction of energy flow.
Decomposers, such as bacteria, are not listed here:
b. Describe the role of decomposers in the rainforest ecosystem.
c. Describe what would most likely happen to producer populations and consumer populations if all decomposers in an ecosystem were removed. Explain your answer for each type of population.
HS-LS2-1. Analyze data sets to support explanations that biotic and abiotic factors affect ecosystem carrying capacity.
• Examples of biotic factors could include relationships among individuals (e.g., feeding relationships, symbioses, competition) and disease.
• Examples of abiotic factors could include climate and weather conditions, natural disasters, and availability of resources.
• Example data sets can be derived from simulations or historical data.
HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
Disciplinary Core Idea Progression Matrix
LS1.C Organization for matter and energy flow in organisms
Grades 6-8: Matter cycles between living and nonliving parts of an ecosystem. Plants
use the energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through cellular respiration, which rearranges
molecules and releases energy.
LS2.B Cycles of matter and energy transfer in ecosystems
Grades 9-10: Photosynthesis captures energy in sunlight and stores it in chemical bonds of matter. Most organisms rely on cellular respiration to release energy in these bonds to power life processes. About 90% of available energy is lost from one trophic level to the next, resulting in fewer organisms at higher levels. At each link in an ecosystem, elements are combined in different ways and matter and energy are conserved. Photosynthesis, cellular respiration and decomposition are key components of the global carbon cycle