Ecosystems & Ecosystem

Interactions

Food webs, food chains, ecosystems, communities, populations,

biodiversity

DAY 1Warm Up: List three abiotic and three biotic factors you found in your field plot

LT: I can identify abiotic and biotic factors in the video and take notes on field studies

Jane Goodall Video

DAY 2Warm Up: Write two interesting things you learned in the Jane Goodall video about ecology and/or field studies

LT: I can define key vocabulary ecology vocab words: individual, population, community, ecosystem

Big Questions: Discuss with your group and write notes on your whiteboard

What is an ecosystem?

What are the different parts of an ecosystem?

Ecosystem card sort- Work with a partner- Sort cards into different

piles: individuals, populations, communities, ecosystems, abiotic factors

- Do your best! It doesn’t have to be perfect!

Go over results!

Use this picture to resort your cards!

Make class and individual charts:

- On a piece of paper, create a chart with headings INDIVIDUAL, POPULATION, COMMUNITIES, ECOSYSTEM, ABIOTIC FACTORS

- As a class, make chart on chalkboard- Record results in your individual chart

Notes:

- Organism: any living thing- Individual: one single organism- Population: all the individuals of

one kind (one species) in a specified area at one time

- Community: all interacting populations in a specific area.

- Ecosystem: a system of interacting and nonliving factors in a specified area

Ecosystem Parts ID WS

Example 1 Example 2

Ecosystem Parts ID WS

Example 3 Example 4

DAY 3Warm Up: Give an example of an individual, population, community, and ecosystem in the picture

LT: I can build a food web and define key vocabulary: food web, food chain, producers, consumers, decomposers

Big Questions: Discuss with your group and write notes on your whiteboard

What factors help an ecosystem to succeed and survive?

What factors cause an ecosystem to not survive?

What is a food chain?

Work with your group to organize your ecosystem cards to show the relationships between organisms!

Discussion Questions:

Talk through each question with your group and write answers on whiteboard:

1. What are some patterns you notice within your ecosystem?

2. What would happen if one of your organisms went missing from your ecosystem?

3. Was this activity easy? Why or why not?

Ecosystem Video

https://www.youtube.com/watch?v=JPHqUxxyLsY

Work with your group to create a definition for the following terms:

Producer Consumer

Decomposer

Definitions:

Producer: An organism that makes its own energy (autotroph)

Ex: plants!

Consumer: An organism that eats another organism to get energy (heterotroph)

Ex: animals

Decomposer: An organism that breaks down another organism to get energy

Ex: mushroom, bacteria

Identify Producers, Consumers, and Decomposers in your ecosystem

What are some patterns you notice?

Food Chain

A chain that shows how each living organism gets its food

Food WebA system of interlocking and interdependent food chains in an ecosystem

What would happen if the rabbits disappeared?

What would happen if the green plant disappeared?

Make Notecards of Vocabulary!

Terms: ALL words on your vocab list in your note packet (also see list in classroom)

One side: word

Other side: definition

DAY 4Warm Up: What is the difference between a food web and a food chain?

LT: I can research and present about a Washington ecosystem.

Washington Ecosystems:

Task: Research your assigned area. Identify an individual, population, community, and ecosystem within your area. Draw and label a food chain AND food web in your region. Be prepared to present to the class!

Table 1: Mt. Rainier Table 2: Padilla Bay

Table 3: Lake Chelan Table 4: Hoh rainforest

Table 5: North Cascades Mountains Table 6: Columbia River Gorge

Table 7: The Palouse

Present Washington Ecosystems

DAY 5 - Guest Speaker

DAY 6 - Field StudyWarm Up: Write down one fun thing you did this weekend!

LT: I can identify key components of an ecosystem in my field study plot.

Expectations for outdoor class

- Always be able to see Ms. Perkins- No running- No yelling- Don’t mark down plot markers- Stay on task- Be on your best behavior, or we will not continue to

go outside

OBSERVATION 3

- Take Field Journal, pencil, and something to write on- Review outdoor lab expectations- Today we are focusing on Ecosystems and Food webs

that are in our plots