Week of 9-9-13 Mrs. Tate D110 Biology/Pre-AP Biology International Scholars Academy

Week of 9-9-13

Mrs. Tate D110Biology/Pre-AP Biology

International Scholars Academy

Monday 9-9-13

Due: Vocabulary ( unit 2), Promotional Claims Lab Report Objective: Interpret relationships, including predation, parasitism, commensalisms, mutualism, and competition among organisms.Agenda:1. Bell Work 3 ( Level of Organization Practice) – 4min2. Symbiotic Relationships Review/Journal Entry (journal

headings) – ( 12R-14L)3. Clean up/Pack up- Leave Journals for Grading Ecology Vocabulary Test Thursday

Question 9-9-18 ( 12L)

• What is symbiosis?• What are the different kinds

of symbiosis

By the end of this PowerPoint, you should be able to answer…

Journal Set- Up ( 12R-14L)

Headings12R- Commensalism13L-Mutalism13R- Parasitism14L- Predation Under each heading, you will paraphrase the meaning of each symbiotic relationship

What is symbiosis?

What it means: •Two organisms that live together•Temporarily or for a longer time•At least one of the organisms benefits from the relationship

Literal definition: the act of living together

What are the different kinds of symbiosis?

Mutualism ParasitismCommensalismboth

organisms benefit

one organism benefits

one organism benefits

one organism

is unaffecte

d

one organism

is harmed

MUTUALISM

Example: Ostrich and Gazelle

These two animals feed next to each other in the grasslands. Both watch for predators and alert each other to danger. The visual abilities of these two animals are different so they are able to identify threats the other animal would not see.

“Good for you, good for me!

COMMENSALISM• “Good for me, doesn’t

bother you!Example: Hermit Crab and Snail

Remora and Shark

A hermit crab lives in shells that are made and then abandoned by snails. This neither harms nor benefits the snail.

A remora attaches themselves to a shark’s body. They travel with the shark and feed on the left over food from the shark’s meals. This does not hurt or help the shark.

Parasitism• “Good for me, hurts

you!”

Example: Cuckoo and Warbler Deer and Tick

A cuckoo may lay its eggs in a warbler’s nest. The cuckoo’s young will displace the warbler’s young and will be raised by the warbler.

A tick feeds on deer blood to the detriment of the deer.

Predation

A form of symbiotic relationship between two organisms of unlike species in which one of them acts as predator that captures and feeds on the other organism that serves as the prey.

Parasitism: one benefits, one is

harmed

Example 1: Acacia plant with ant galls

Ants lay eggs on

acacia treeAcacia

covers the infected area with

brown flesh (gall)

Mutualism: both benefit

Example 2: Moray Eel with Cleaner Fish

Moray Eel gets a clean mouth Cleaner Fish gets a meal

Commensalism: one benefits, one is unaffected

Example 3: Cattle with cattle

egretsCattle stir up insects

as they eat grass

Egrets hang

around and eat insects

Commensalism: one benefits, one is unaffected

Example 4: Clown fish with anemone

Clown fish gets

protection Anemone is unaffected

Mutualism: both benefit

Example 5: Antelope with Oxbird

Antelope gets rid of

parasites Oxbird gets a meal

Predation: The owl is hunting the mouse

Example 6:Barn Owl Capturing Prey

Parasitism: one benefits, one is

harmed

Example 7: Taenia worm in human eye

Worm infects human blood

streamHuman may go

blind

Instructions

Read the relationship described on each card. Determine what type of relationship this is and record the name of the organisms on the correct page in your journal.

When you have all your cards completed, use glue or tape to post your cards on its page. VERIFY your answers before gluing/taping.

Tuesday 9-10-13- Tomorrow, Meet in the Library!! Objectives:• Interpret relationships, including predation, parasitism, commensalisms, mutualism, and competition among

organisms.• Compare variations and adaptations of organisms in different ecosystems.• Analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs,

and ecological pyramids.• Recognize that long term survival of species is dependent on changing resource bases that are limited.• Describe how environmental change can impact ecosystem stability.

Agenda:------****Vocabulary Test Thursday****

1. Bell Ringer 4 ( 14R)- 8 min2. Symbiosis Cards (finish)3. Engage For PBL: “ How can we challenge the younger generation to save endangered Texas wildlife?”http://www.youtube.com/watch?v=-OWX6KZQDoEhttp://www.youtube.com/watch?v=CFQGh4YWMTYhttp://www.youtube.com/watch?v=H0JkYqeDkdUhttp://www.youtube.com/watch?v=fpCOHak91r8

Questions: 9-10-13 (14R)

Wednesday 9-11-13

Students are to report to the library to work on Day 1 of Ecology PBL.

Thursday 9-12-13Objectives:• Interpret relationships, including predation, parasitism, commensalisms, mutualism,

and competition among organisms.• Compare variations and adaptations of organisms in different ecosystems.• Analyze the flow of matter and energy through trophic levels using various models,

including food chains, food webs, and ecological pyramids.• Recognize that long term survival of species is dependent on changing resource bases

that are limited.• Describe how environmental change can impact ecosystem stability.

Agenda:

1. Vocabulary Quiz ( 20 min max) 2. Energy Flow Notes ( 10-15 min)- review (15L)3. Continue to work on day 1 of your PBL4. 1 min to bell sounds pack up/move chairs

__________________ = The area where an organism lives

A rattlesnake lives in a desert in the

American Southwest

HABITAT

http://www.rvstogophx.com/images/arizona_desert_sm.jpghttp://animals.timduru.org/dirlist/snake/animalwild089-RattleSnake-FaceCloseup.jpg

_____________= place it lives PLUS the

_____________ & ______________interactions it has in that place

NICHE includes: Where it lives PLUS . . .

What it eats? What eats it?Where in the habitat it lives?

In a tree, in a pond, underground

Its actions… hibernating, migrating, etcWhen & how it reproduces?

NICHE

biotic abiotic

HABITAT vs NICHE?

Habitat is like an

organism’s ____________

Niche is like anorganism’s ______________

address

OCCUPATION

http://resmedicinae.sourceforge.net/logos/doctor.pnghttp://www.michcampgrounds.com/yogibears/yogi-picnic-cartoon.jpghttp://www.formaui.org/kamalii/critters.htm

http://www.electricwomen.com/hunterspoint/images/21-street-sign-moreell.jpg

Energy Flow in the Biosphere,

Chapter 3-1 & 3-2

http://www.geog.uni-heidelberg.de/~ttavk/weltkarten/globen/1997-1998-biosphere-Nasa.jpg

The Earth is SOLAR POWERED!

_____________ is the main source of energy for life on Earth.

http://www.animation-station.com/smileys/index.php?page=17

SUNLIGHT

ALL LIVING THINGS USE ENERGY

AUTOTROPHS = PRODUCERSCan make their own food

Most autotrophs use _______________ to capture solar energy Main producers on land

= green plants

In water = algaeBIOLOGY; MIller and Levine; Prentice Hall; 2006

PHOTOSYNTHESIS

ALL LIVING THINGS USE ENERGY

Some autotrophs can make own food in the ____________________

They use energy stored in ________________ of______________________to producecarbohydrates = ___________________

Ex: Bacteria thatlive in HOSTILE placesLike volcano vents, hot springs, marshes

BIOLOGY; MIller and Levine; Prentice Hall; 2006

chemical bonds

absence of light

INORGANIC MOLECULESCHEMOSYNTHESIS

HETEROTROPHS = ____________Get energy from consuming other organisms

http://www.epa.gov/region5/superfund/ecology/images/fishcartoon.gif

CONSUMERS

HETEROTROPHS = CONSUMERS

________________ = eat only plants

________________ = eat only animals

________________ =eat both plants & animals

http://gallery.hd.org/_exhibits/natural-science/_more2003/_more09/elephant-eating-greenery-in-Addo-Park-Eastern-Cape-South-Africa-2-WL.jpghttp://personal.ecu.edu/wuenschk/rabbit-wolf.gifhttp://www.rodsguide.com/bears/eating.jpg

HERBIVORES

CARNIVORES

OMNIVORES

HETEROTROPHS = CONSUMERS

________________ = feed on plant & animal remains EX: mites, earthworms,

snails, crabs

________________ = break down and absorb

organic matterEX: bacteria & fungi

http://montereybayphotos.com/images/nature/2.jpghttp://www.fwnp.com/bracket-fungi.htm

DETRITIVORES

DECOMPOSERS

Energy flows through an ecosystem in a series of steps in which organisms transfer

energy by being eaten

________________

_________________

= _________________

http://fig.cox.miami.edu/Faculty/Dana/foodchain.jpg

PRODUCERS(Autotrophs)

CONSUMERS(Heterotrophs)

↑↑

FOOD CHAIN

35

Food Chain

Producer (trapped sunlight & stored food)

1st order Consumer

2nd Order Consumer

3rd Order consumer

4th Order Consumer

copyright cmassengale

In most ecosystems

feeding relationships

are more complex

A ______________ links ALL the food chains in an ecosystem together.

FOOD WEB

Pearson Education Inc, Publishing as Pearson Prentice Hall

37

Food Web

copyright cmassengale

Each step in a food chain or web =

_______________

______________ALWAYSmake up the________ trophic level.

http://home.insightbb.com/~g.mager/Pond/Ecosystem.htll

TROPHIC LEVEL

PRODUCERS

FIRST

Lower levels must be

bigger to support the

level above.

Only about_____ of the energy fromeach level is

passedon.

http://home.insightbb.com/~g.mager/Pond/Ecosystem.htll

10%

40

Energy Pyramid

copyright cmassengale

41

Biomass Pyramid

copyright cmassengale

42

Pyramid of Numbers

copyright cmassengale

Some energy is used

for life processessuch as growth,development,movement,metabolism,transport, andreproduction.

The rest islost as ________http://home.insightbb.com/~g.mager/Pond/Ecosystem.htll

HEAT

T.G.I.Friday 9-13-13Objectives:• Interpret relationships, including predation, parasitism, commensalisms, mutualism, and competition

among organisms.• Compare variations and adaptations of organisms in different ecosystems.• Analyze the flow of matter and energy through trophic levels using various models, including food

chains, food webs, and ecological pyramids.• Recognize that long term survival of species is dependent on changing resource bases that are

limited.• Describe how environmental change can impact ecosystem stability.

Agenda:

1. Bell Ringer 5 ( 15R)- 6 min to complete/ 4 min to review 2. Energy Flow Notes Questions3. Finish Day 1/Day 2 of your Ecology PBL4. 3 min to bell sounds pack up/move chairs Reminders: Ecology test Thursday; Projects count as a test grade.