high school level

1. PRINCIPLES OF
ECOLOGY

2. LearningTargets
• HS-LS2-6: I can evaluate the claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but
changing conditions may result in a new ecosystem.
• HS-LS2-7: I can design, evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity.
• HS-LS4-5: I can evaluate the evidence supporting claims that changes in environmental conditions
may result in: (1) increases in the number of individuals of some species, (2) the emergence of new
species over time, and (3) the extinction of other species.
• HS-LS4-6: I can create or revise a simulation to test a solution to mitigate adverse
impacts of human activity on biodiversity.
• HS-ESS3-5: I can analyze geoscience data and the results from global climate models
to make an evidence-based forecast of the current rate of global or regional climate
change and associated future impacts to Earth systems.
• HS-ESS3-6: I can use a computational representation to illustrate the relationships
among Earth systems and how those relationships are being modified due to human
activity.
• HS-ETS1-1: I can analyze a major global challenge to specify qualitative and
quantitative criteria and constraints for solutions that account for societal needs
and wants.
• HS-ETS1-2: I can design a solution to a complex real-world problem by breaking it
down into smaller, more manageable problems that can be solved through
engineering.

3. LearningTargets
• HS-ETS1-3: I can evaluate a solution to a complex real-world
problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety,
reliability, and aesthetics, as well as possible social, cultural,
and environmental impacts.
• HS-ETS1-4: I can use a computer simulation to model the
impact of proposed solutions to a complex real-world problem
with numerous criteria and constraints on interactions within
and between systems relevant to the problem.

4. KEY CONCEPT: Ecology is the study of the
relationships among organisms and their living
and non-living environment.
Collect HW: 13.1 Pages 396-400 5 Facts/Page
Section13.1

5. Organism
Organism
An organism is an individual living
thing, such as an alligator, ant, bird…
Marshland
ECOLOGY

6. Organism
Organism
Population
Population
• A population is a group of the
same species that lives in one
area.
ECOLOGY

7. Organism
Organism
Population
Population
Community
Community
• A community is a group of
different species that live together
in one area.
ECOLOGY

8. Organism
Organism
Population
Population
Community
Community
Ecosystem
Ecosystem
• An ecosystem: organisms as well
as the climate, soil, water, rocks
and other nonliving things in a
given area.
ECOLOGY

9. Organism
Organism
Population
Population
Community
Community
Ecosystem
Ecosystem
Biome
A biome a major regional or global
community of organisms characterized
by the climate conditions and plant
communities. It can contain various
ecosystems in it.
ECOLOGY

10. Chaparral the biome in Los Angeles
https://www.youtube.com/watch?t
ime_continue=3&v=vrSMVYnXb2M

11. Biomes

12. Biomes

13. HW: 13.2 Pages # 402-404 5 Facts/Page
13.1 Review
Describe and give an example of:
1. Organism
2. Population
3. Community
4. Ecosystem
5. What is ecology?
6. Elaborate on the reason why a
species interaction with its’
environment is important to
understand.
7. Why might a tuna fisherman
care about ecology and tuna?
I should have gone to
college!
Reader 13.1 Page # 223 #1-6

14. 13.1 Review
Describe and give an example
of:
1. Organism
2. Population
3. Community
4. Ecosystem
5. What is ecology?
6. Elaborate on the reason why
a species interaction with its’
environment is important to
understand.
7. Why might a salmon
fisherman care about
ecology and salmon?

15. Your Quiz is
next…LOL

16. KEY CONCEPT
Every ecosystem includes both living and nonliving
factors.
Collect HW: 13.2 Pgs. # 402-404 5 Facts/Page
Section13.2

17. Assessment 13.1
1. What are the five different levels of organization studied by
ecologists?
2. Describe the three general methods used by ecologists to study
organisms.

18. An ecosystem includes both biotic and
abiotic factors.
Biotic: living things.
• Plants
• Animals
• Fungi
• Bacteria
• Protists
plants
Section13.2

19. Abiotic: nonliving things.
– moisture
– temperature
– wind
– sunlight
– soil
moisture
sunlight
Section13.2

20. Changing one factorin an ecosystemcan affect
many other factors.
• Biodiversity: variety, of living things in an ecosystem.
• Rain forests have the most biodiversity, but are
threatened by human activities.
Section13.2

21. • A keystone species is a species that has an
unusually large effect on its ecosystem.
keystone
Section13.2
https://www.youtube.com/watch?time_continue=2&v=_IWw8Ruz8Uo

22. creation of
wetland
ecosystem
increased waterfowl
Population
increased fish
population
nesting sites
for birds
keystone species
Keystone species form and maintain a complex web of
life.
Beaver Lodge Construction
Section13.2

23. Is the quiz really
next time?
Section13.2

24. CW: 13.2 Assessment
P. 404 #1-4
Study Guide 13.2 Pgs. 135-136
No Reader Today 13.2 Pgs. #
225 #1-5
HW: 13.3 Pages # 406-407 5 F/P
Quiz next?!!!
Section13.2

25. 13.2 Review
1. Biodiversity
2. What does it mean when they say L.A. is
diverse?
3. What is a keystone species?
4. List three examples of how a beaver is a
keystone species.
5. What is the difference b/w biotic and abiotic?
6. Sketch a beach and label a total of 10 abiotic
and biotic examples.
HW: 13.3 Pages # 406-407 5 F/P
Section13.2

26. 13.2 Review
1. Biodiversity
2. ¿Qué significa cuando dicen que l.a. es
diversa?
3. ¿Qué es una especie?
4. Tres ejemplos de cómo un castor es
una especie de la lista.
5. ¿Cuál es la diferencia b/w bióticos y
abióticos?
6. Esboce una playa y un total de 10
ejemplos abióticos y bióticos de la
HW: 13.3 Pages # 406-407 5 F/P
Section13.2

27. Group Work – 1 paper
13.3 Group Work
1. How would the removal of a keystone species
affect an ecosystem’s biodiversity?
2. Give 2 examples of a keystone species.
3. Predict how a change in an abiotic factor such as
less or more sunlight would affect the
biodiversity of an ecosystem.

28. KEY CONCEPT
Life in an ecosystem requires a source of energy.
Collect HW: 13.3 Pages # 406-407 5 F/P
Section13.3 Consumers&Producers

29. Producersprovideenergy for other organisms
in an ecosystem.
• Producers get their energy from non-living
resources.
• Producers are also called autotrophs because they
make their own food.
Section13.3

30. • Consumers are organisms that get their energy
by eat living or dead.
• Consumers are also called heterotrophs
because they feed off of different things.
Section13.3

31. • Photosynthesis - most producers uses sunlight as an
energy source.
• Chemosynthesis in prokaryote producers uses
chemicals as an energy source.
carbon dioxide + water
+
hydrogen sulfide +
oxygen
sugar + sulfuric acid
Synthesis: Putting
together.
Section13.3

32. 13.3 Classwork - Define:
1. Producers
2. Autotrophs
3. Consumers
4. Heterotrophs
5. Photosynthesis
6. Chemosynthesis
7. How does an ecosystem
depend on its producers?
8. What is the process called that
producers use to make food?
9. Why do you think few
producers live at the bottom of
lakes?
10. Could producers live without
consumers? Why or why not.
Quiz next
time?!!!

33. 13.4: Food Chains & Food Webs
KEY CONCEPT -Food chains and food webs
model the flow of energy in an ecosystem.
Collect HW: 13.4 Pages # 408-411 5 Facts/Page

34. Warm Up: Assessment 13.3
1. Few producers live deep below a lake’s surface, suggest an
explanation for this pattern.
2. Could producers survive without consumers? Explain, why or why
not.
3. What are the two processes used by producers to obtain energy?

35. Warm Up: Assessment 13.3 B
1. Kelp is a type of sea weed. It uses photosynthesis and releases
oxygen into the water. Why do you think it is only found near the
coast and not further in the ocean?
2. If humans build a glass dome on the moon with lots of grasses,
shrubs and trees to make oxygen. And we had the idea to go back
in many years so we could live in there, would that idea work?
Why or why not?

36. Afoodchain showsa
sequenceoffeeding
relationships.
Section13.4

37. • Consumers are not all alike.
– Herbivores eat only plants.
– Carnivores eat only animals.
– Omnivores eat both plants and animals.
– Decomposers an organism, especially a soil bacterium,
fungus, or invertebrate, that decomposes organic material.
carnivore
decomposer
Section13.4
https://www.youtube.com/watch?time_contin
ue=143&v=zGkSDcgzOl4

38. • Specialists are consumers that primarily eat
one specific organism or a very small number
of organisms.
• Generalists are consumers
that have a varying diet.
Section13.4

39. • Trophic levels are the levels in a food chain.
– Primary consumers: herbivores eat plants.
– Secondary consumers: carnivores eat herbivores.
– Tertiary consumers: carnivores that eat secondary
consumers.
– Omnivores: eat both plants and animals.
– (how many trophic levels are below?)
4
Section13.4

40. • A food web shows a
complex network of
feeding relationships..
Section13.4

41. 13.4 Study Guide Review
1. Herbivore
2. Decomposer
3. Detritivore
4. Omnivore
5. Food Chain
6. Trophic Level
7. Food Web
8. The first consumer is called a
___
9. How is the food web different
from a food chain?
10. What happens to energy at
each link in a food web?
HW: 13.5 Pages # 412-416 5 Facts/Page
Quiz next
time!!!

42. Define:
Herbivores
Decomposers
Detritivores
Omnivores
Study Guide 13.4 P. 139 #1-13
Reader 13.4 P. 231 # 1-4
HW: 13.5 Pages # 412-416 5 Facts/Page
Quiz is next!!!

43. KEY CONCEPT
Matter cycles in and out of an ecosystem.
Collect HW: 13.5 Pages # 412-416 5 Facts/Page
Section13.5 Cycles

44. Assessment13.4
1. What happens to energy as it flows through a food web?
2. Only a small percentage of all consumers are specialists. What
danger does a specialist face that a generalist does not?
3. How might the stability of an ecosystem be affected if all of the
decomposers were suddenly removed?
Section13.5

45. Warm Up: Assessment13.4B
1. Give an example of a photosynthetic organism that lives on land
and an example of one that lives in the ocean.
2. If humans remove 15% of all plants in California, how might that
affect you?
3. Sketch a food web that includes: carrot plant, mouse, seeds, rabbit,
snake, coyote, hawk and an owl.
4. What animals in your food web you sketched would be affected if a
person poisoned rabbits to protect their plants from them?
Section13.5

46. Water cyclesthroughthe environment.
• Hydrologic or water cycle is the pathway of water on
Earth.
• Organisms all have bodies made mostly of water – clean
water is extremely important for health.
precipitation condensation
transpiration
evaporation
water storage
in ocean
surface
runoff
lake
groundwater
Section13.5

47. Water cyclesthroughthe environment.
• Precipitation: rain
• Condensation: vapor forming drops of water, ex. Clouds
• Transpiration: water given off by plants through leaves.
• Groundwater: water under the land.
• Surface Runoff: streams and rivers.
precipitation condensation
transpiration
evaporation
water
storage
in ocean
surface
runofflake
groundwater
Section13.5
https://www.youtube.com/watch?time_continue=73&v=OrNzBF1BfZA

48. REVIEW 13.5 PART-1
1. Precipitation
2. Evaporation
3. Transpiration
4. Condensation
5. Sketch the water cycle.
Label 5 parts in it.
6. What are two ways that
people pollute our
drinking water?
7. Why does a cold cup
get a little wet on the
outside?
Section13.5

49. Section13.5
A biogeochemical cycle is the movement of a chemical
through parts of an ecosystem.

50. Oxygen cycle: plants  O2  Organisms  CO2  Plants
oxygen
respiration
carbon
dioxide
photosynthesis
Section13.5

51. fossil fuels
photosynthesis
carbon dioxide
dissolved in water
decomposition
of organisms
respiration
carbon
dioxide
in air
photosynthesis
combustion
respiration
Carbon is the building block of life.
• The carbon cycle moves carbon from the
atmosphere, through the food web, and returns
to the atmosphere.
• Carbon is emitted by the burning of fossil fuels.
carbon
dioxide
in air
Section13.5
Carbon Cycle
https://www.youtu
be.com/watch?tim
e_continue=137&v
=6oaAMCTH5g8
Fossil Fuels

52. Section13.5

53. 13.5 ReviewPart-2
1. What are the two chemicals that go back and forth
in the oxygen cycle?
2. What is the purpose of cellular respiration?
3. What is the purpose of photosynthesis?
4. Sketch the carbon cycle and label (double points)
Include the words: combustion, respiration, carbon
dioxide, decomposers, photosynthesis,
5. Define combustion.
6. Define geologic.
Section13.5

54. nitrogen in
atmosphere
animals
denitrifying
bacteria
nitrifying
bacteria
nitrifying
bacteria
ammonium
ammonification
decomposers
plant
nitrogen-fixing
bacteria in soil
nitrogen-fixing
bacteria in
roots
nitrates
nitrites
• The nitrogen cycle mostly takes place underground.
– Nitrogen-fixing bacteria convert nitrogen gas into
ammonia.
– Some live in nodules on the roots of plants; others live in
the soil.
Section13.5

55. nitrogen in
atmosphere
animals
denitrifying
bacteria
nitrifying
bacteria
nitrifying
bacteria
ammonium
ammonification
decomposers
plant
nitrogen-fixing
bacteria in soil
nitrogen-fixing
bacteria in
roots
nitrates
nitrites
– Nitrifying bacteria change the ammonium into
nitrates. Then the nitrates go into the plants.
– Nitrogen moves through the food web and returns
to the soil during decomposition.
Section13.5
https://www.youtube.c
om/watch?time_contin
ue=1&v=D0KDVg1o5ak

56. geologic uplifting
rain
weathering of
phosphate from rocks
runoff
sedimentation
forms new rocks
leaching
phosphate in solution
animals
plants
decomposers
phosphate
in soil
• The phosphorus cycle takes place at and below ground
level.
– Phosphate is released by the weathering of rocks.
– Phosphorus moves through the food web and
returns to the soil during
decomposition.
Section13.5

57. 13.5 Review Part 3
1. Precipitation
2. What is seepage?
3. What is groundwater?
4. What is a waste product that plants
release?
5. After animals breathe oxygen, they
release it as waste in the form of ____.
6. Plants use ___ & ___ to make ____
using the energy from the sun in
photosynthesis.
7. (double points) sketch the carbon cycle.
Include the words: photosynthesis,
carbon dioxide, combustion, fossil fuel,
decompose, respiration.
HW: 13.6 Pages # 417-419 5 Facts/Page
Quiz?!
Biology Book: P.
423 # 18-19 & P.
425 # 3

58. Classwork
Study Guide 13.5 Pages #
141-142
Reader 13.5 Page #235 #1-4
HW: 13.6 Pages # 417-419 5 Facts/Page
C’mon
Quiz!
Section13.5

59. KEY CONCEPT
Pyramids model the distribution of energy and matter
in an ecosystem.
Collect HW: 13.6 Pages # 417-419 5 Facts/Page
Section13.6

60. Assessment 13.5
1. How does the hydrologic cycle move
water through the environment?
2. Why might farmers plant legumes
such as peas to improve the
nitrogen levels in the soil?
3. Explain the importance of
decomposers to the overall
biogeochemical cycle.
4. What is a trophic level, explain or
draw it.
Section13.6

61. Energy
• Energy is lost as it moves from one organisms to
another. Typically 90% is lost!
Section13.4

62. energy transferred
energy
lost
An energypyramidshowsthe distributionof
energy amongtrophiclevels.
Section13.6

63. Other pyramidmodels illustrate an ecosystem’s
biomassand distributionof organisms.
• Biomass is a measure of the total dry mass of
organisms.
tertiary
consumers
secondary
consumers
primary
consumers
producers
75 g/m2
150g/m2
675g/m2
2000g/m2producers 2000g/m2
Section13.6

64. • A pyramid of numbers shows the numbers of
individual organisms at each trophic level
tertiary
consumers
secondary
consumers
primary
consumers
producers
5
5000
500,000
5,000,0005,000,000producers
• A vast number of producers are required to support
even a few top level consumers.
Section13.6

65. The End!
You Did It!

66. 1. Biomass
2. What is most energy lost as?
3. How much energy is lost as it
moves up one level?
4. Energy Pyramid
5. Biomass Pyramid
6. Pyramid of numbers
7. Sketch an energy pyramid with four
levels and place the words
“producers, 1 consumer, 2
consumer, and tertiary consumer.
The test is
coming!!!
Section13.6 Review

67. Classwork
Study Guide 13.6 P. #143-144
Reader 13.6 #1-4 Page #238
& Reader Chapter Review
Page 239 #1-8
HW: 15 MC on Ch-13 Ecology – Due on…
HW: 14.1 Pages # 428-430 5 Facts/Page – Due
on…
TEST: on…
Quiz is next –
YEAH!!!
Section13.6

68. FullName
Subject
Period
Chapter13Ecology
13.1__
13.2__
13.3__
13.4__
13.5__
13.6__
Highlightthetitleofeachsectioninyour notes

69. HW: Make 15 Flashcards
on index cards or for extra
credit use the Quizlet App.
• Question on the front and
answer on the back
• Two questions from each
section.
• The top flash card on top
should include;
• Your full name
• Period
• “Chapter 13 Ecology”
• Date
Test,
when?!!!

70. 15 Mult. Choice on Chapter 13
Example:
1. What is the study of how living things are
connected?
A. Ecology B. Ichthyology C. Herpetology
• Circle the letter of the correct answer.
• No silly questions or answers
• No Yes/No answers
• No True/False

71. Text Book Work
P. 423 # 18-19
P. 425 # 3