How do living things interact with each other and the environment?
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How do living things interact with each other and the environment?
Learning Targets
Learning Experiences
Misconceptions
135 I can categorize organisms in an ecosystem based on evidence of how they obtain energy. (8) 136 I can construct a food chain that differentiates between pro- ducers, primary, secondary, and tertiary consumers and integrate multiple food chains into a food web (model of feeding relationships). (8) 137 I can use relationships between organisms to develop a food web and use my developed model to demonstrate flow of energy and predict the impacts of population changes. (8) 138 I can construct a pyramid of biomass, given population data about organisms in the ecosystem, and can make calculations using data from the pyramid. (8) 139 I can use mathematical examples, such as the 10% law, to explain why there is less energy available at each level of an energy pyramid. (8) 140 I can explain the phenomenon of biomagnification using my developed trophic level and pyramid models. (8)
Students begin this learning progression by examining a diverse ecosystem image to find the number of distinct species. Students propose possible relationships among the organism found, to set the stage for investigating relationships between organisms and their environment. Through hands-on activities, manipulating physical models, and interpreting population data, students demonstrate feeding hierarchies in ecosystems by building food chain and food web diagrams. Diagrams are labeled to identify the trophic levels and appropriate vocabulary (i.e., primary producer, primary consumer, trophic levels, herbivores, carnivores, omnivores, decomposers, etc.). Students construct a variety of ecological pyramids including biomass, numbers and energy pyramids and use the 10% rule to mathematically model available energy and predict the efficiency of energy transfer. Given data sets, students calculate available energy at each trophic level. Following experiences constructing pyramids from data, students put their models to work to explain the concepts of biomagnification. Students deconstruct the term “biomagnification” and propose a working definition based on contextual clues. Using their working definitions and hierarchal models, students improve expand their initial models to illustrate a substance (typically a toxin) being concentrated as it moves through higher trophic levels.
V If a population in a food web is disturbed, there will be little or no effect on populations that are not within the linear sequence in the food web. V Organisms higher in a food web eat everything that is lower in the food web. V Varying the size of a population of organisms will affect only those populations of organisms that are directly connected to it in a feeding relationship, not organisms that are one or more steps removed/away from it. V Competition between organisms always involves direct, aggressive interaction. V Exploitative competition (e.g., getting to the resource before other organisms) is not competition. V Plants do not compete for resources. V Organisms of the same species do not compete with each other for resources (referring to intraspecific competition). V Organisms higher in a food web eat everything that is lower in the food web. V Populations exist in states of either constant growth or decline.
158 I can analyze data to find patterns that distinguish density-dependent from density- independent limiting factors. (10) 159 I can use evidence and reasoning to define the carrying capacity of a specific ecosystem. (9) 160 I can distinguish between primary and secondary ecological succession and show that an ecosystem responds to such a disturbance in a predictable manner. (10) 161 I can use models to explain ecosystem recovery after disturbance. (10) 162 I can analyze historical data to find patterns in an ecosystem’s response to distur- bance and use this analysis to draw conclu- sions about how the ecosystem will respond to additional disturbance. (10) 163 I can categorize human activities that affect ecosystems and can predict the impact of these actions. (10) 164 I can describe an ecological cascade and explain the impacts on organisms in the ecosystem. (7,10) 165 I can design a solution to changing envi- ronmental conditions that accounts for densi- ty-dependent and independent factors. (10) 166 I can synthesize data and reasoning to evaluate potential solutions to an environmen- tal problem. (10) 167 I can communicate my proposed solution and support my conclusions with evidence and reasoning. (10)
Teacher Resources
Food Chains, Food Webs, and Energy — Alabama Science in Motion N2FoodWeb Magnetic manipulatives are used to demonstrate food webs and trophic levels. bit.ly/AMSTI-ASIM Wild about the Wetlands — NMSI Laying the Foundation Lesson Students participate in five activities that model both the concept and the real-life practice of ecology in the Florida Everglades, including the development of a plan to maintain biodiversity. Big Fish/Little Fish — NISEnetwork Big Fish, Little Fish focuses on biomagnification and how it happens in our ecosystems. Website includes a short visual demonstration followed by an interactive game. bit.ly/big-fish-little-fish Fish on Meth(ylated Mercury — HHMI Outreach Program This activity has a teacher-generated, open discussion format, graphing/inquiry/mapping activity, and independent student research. bit.ly/fish-on-meth Biomass Pyramid Virtual Lab — MHHE Interactive virtual lab where students match organisms to proper level in ecological pyramids using various ecosystems. bit.ly/biomass-pyramids
Teacher Tips At this time teachers can introduce or emphasize the
overarching theme of “Interconnectedness:” everything in an ecosystem is connected to everything else, either directly or indirectly. This standard demands the develop- ment and use of models. However, those models need not be physical constructions. Student-developed food web diagrams are representations of conceptual models that can and should be used to meet the standard if stu- dents are able to use those models to predict future impacts. For example, if students could use a self-created food web diagram to predict the impact of removing one member on other mem- bers of the food web, it would be “de- veloping and using a model” whereas if students only create a static diagram the standard would not be met.
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A Field Guide to the Alabama Standards
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The Biology Compendium
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