Land Associations
by A. E. Barnes
Ecosystems
Lesson 1
Background:
Earthís biosphere, is composed of living a layer of living thingsthat interact with air (atmosphere), water (hydrosphere), and earth (lithosphere).All living things depend on maintaining the integrity of the biosphere,including man. If any aspect of the biosphere is altered too much it couldcollapse. Humans need to change some of the things they do to prevent acatastrophe. For example, if a bug from another country enters the U.S.and it does not have a natural predator, it could infest the fruit treesand possible prey onan insect that is necessary to some other vegetation.
Just as cells are the functional units of all living organisms, the ecosystemsare the functional units of the biosphere. An ecosystem is a grouping ofvarious species of plants, animals and microbes interacting with each otherand their environment. These interrelationships are such that the eniregrouping may perpetuate itself, perhaps indefinitely.
If we toured the United States, we would find deciduous, leaf shedding,forest in the east with bright colors in the fall before the leaves drop;prairies or grasslands in the Central States: deserts with cacti in theSouthwest, natural to the region; evergreen coniferous forest, cone bearingtrees, in the northern and western mountain states. A little farther acrossnorthern Canada and on the tops of mountains there are treeless explansescalled tundra and in equatorial regions we find tropical rain forest.
Each of these examples is characterized by a distinctive plant communityor grouping of particular plants. A variety of grasses and associated plantsdominate the prairies and the deciduous forest is made up of deciduous treesand associated grasses. These plant communities support a wide array ofanimals. We generally think about large animals such as deer in easterndeciduous forest on the prairie, (before they were killed off by early settlers),as many others. However, smaller animals, such as mice, birds, various speciesof insects, earthworms, and other such organisms, are far more abundantin terms of both numbers and total combined weight or biomass. Lastly, thereis a less inconspicuous, array of microbes (microscopic organisms, mainlybacteria and fungi) will be found in each system feeding on dead plant andanimal life.
All of these previously mentioned distinctive groupings of plants, animalsand microbes interact with each other and their environment. These groupingexisted before man and are currently being jeopardized by man. Perhaps theseecosystems would continue to exist indefinitely without this interference.
In this lesson, the student will learn what ecosystems are, how life isinterconnected, and become aware of how changes affect various regions andlife forms.
Objectives:
The student will identify major biomes, explore the life forms of variousbiomes, define and identify transitional regions, and understand the affectsof abiotic and biotic interactions and choose a biome to research.
Time Allotment:
45 minutes
Materials:
biomes (handouts) and a blank sheet of paper
Teaching Outline
Divide students into groups and copy handouts
Procedure:
1. Tap Prior Knowledge/Share with Neighbor
Ask students to separate into groups of four at the beginning of the class.Tell students to define common terms often used in the ecosystems, suchas biosphere, biomes, abiotic, biotic, ecology, deciduous, coniferous forest,grasslands, savanna, desert, tundra, and tropical rain forest.
2. Distribute a map depiciting the major biomes. Tell students to identifythe types of animals, climates, vegetation and other characteristics ofa given region. For example, Africa, consist od desert, tropical rain forest,savanna and some temperate deciduous forest. Also, identify any problemsthey may be aware of due to manís activities. Some of Africaísanimals currently being poached are: elephants, rhinoceros, and giraffesto name a few. Once this has been achieved, have the groups to share theirresponses with the class.
3. Have one representative from each group to select biome for the groupto research and study. Students should each read the information obtainedby the group representative and return the sheet to class the next day.Advise class to meet in the library the next day to research. The groupshould identify the ways in which man has altered selected/chosen biomesfor business purposes/pleasure; how have the changes affected business;the region and type animal sought by man for production? (Why is the animalbeing preyed upon?) Give students an opportunity to brainstorm.
Research of a Biome
Lesson 2-5
Background:
In any classroom there is a wide range of learning styles and skills amongthe students. The production of a newspaper requires an array of skillsthat include art ability, graphic sense and design capabilities.
This activity will afford students an opportunity to coordinate the productionof a newspaper with information, issues and recommendations concerning biomes,business and ecosystems, including humans.
the major purposes of this activity is to familiatize students with environmentalissus related to ecosystems and the effect man has had and can have on life.There are a number of issues related to the ecosystem. Biomes consist ofpants and animals including humans, indigenous to the region. This lessonwill allow the group to plan and research issues and facts to a newspaper.
Objectives:
Students will be able to:
1. identify a number of issues related to ecosystems
2. detrmine the facts concerning a selected biome
3. identify endangered or protected species
4. create a newspaper and develop their own opinions concerning the issuesrelated to biomes/habitats
5. determine how these issues relate to or possibly could affect business
6. identify mans role if any
7. plan research
8. assign research area
9. conduct research
10. obtain information from three reliable sources
Time Allotment
8 class periods
Method:
students research, analyze material, write, and produce a newspaper thatfeatures environmental information relating to biomes, ecosystems and endangeredor protected species.
Materials:
Library resources: current periodicals or nature magazines (National Geographic,Ranger Rick, etc.) historical data; writing paper, pen or pencil, computers,notebook paper. Save our species poster. Optional: tape recorders, camera.
Procedure:
1. Discuss the various parts of a newspaper. Instruct students to includea discussion of biomes and the problems associated with various regions;the cost of the product economically, environmentally, and socially. Studentsmay also desire to explain/identify the product produced and the reasonthe animal or product is sought. In addition, they may include the nameof companies in the U.S. purchasing the product, if any (check newspapersand magazines for related articles. Use a minimum of three reliable sourcesi.e., encyclopedias, newspapers, magazines, journals, and books. Explainwhether or not the product, if chosen by consumer, was selected to satisfya want or need? Determine whether there are any agencies, laws or otherefforts employed to protect any animals identified as endangered or protected.(Save our species poster, attached). Each group member should responsiblefor a specific area of research. All students column format should be 31/2îand referneces should be provided for all reported information in properformat. Remember, refer to MLA Handbook to ensure proper documentation ofperiodicals, journals and magazines.
Interact Hands-on Activity
1. Encourage students to share their work with each other. (Informally observestudents to keep them focused and ensure accuracy).
2. Students may include art work or photos.
3. Select several students to complete the layout and design. Give all studentsan opportunity to have some input in the finished product.
4. Print the completed newspaper and give each student a copy.
5. Allow students to read and discuss the articles and what they have learned.
6. Post copies of the paper in the school lobby and on bulletin board inteacherís lounge.
7. Once students have gathered all information, they will type it up intoan environmental newspaper. The paper must be computer generated, in columnsusing WordPerfect. The computers are available for student use. Each studentin the group will be responsible for researching and typing their part ofthe biome researched, a rough draft should be submitted in four days. Theculminating act will be to produce an environmental newspaper.
8. Students should meet in the library for the next three days and be preparedto type their articles by day six.