Urban Assembly School for Law and Justice

Biochemistry
Ms. Rathmann-Noonan & Ms. Jacobson

SimEcosystem

Over the next 3 weeks, you will be creating your own ecosystem based on your knowledge of
ecology and your imagination. You will then introduce a human impact into your ecosystem and
describe how the ecosystem responds in an “Environmental Impact Statement.” You will
present this using Powerpoint to the class during the week of January 16th.

How to Simulate an Ecosystem:

Step 1: Determine your abiotic factors. Use textbook chapters 21-23, and use the Internet to
learn about the abiotic factors in certain ecosystems around the world.

A: Location
B: Climate (temperature, seasons, humidity, and precipitation)
C: Surface conditions: soil minerals, soil texture, water, etc.

Make a neat and complete list of these abiotic factors to turn in.

Step 2: Create life

Part A: Create a Biological Community

Create a community of organisms that would inhabit the ecosystem with the abiotic
factors described above. Imaginary creatures are acceptable and encouraged!! Use chapter
21-23 and the Internet to make sure that the organisms that you describe would actually survive
in your ecosystem!
Include at least one species of each of these:
i. producers
ii. herbivores
iii. carnivores/omnivores
iv. decomposers

Part B: Fill in the Details

For each species be sure to include:
i. habitat
ii. population size
iii. nutritional requirements or type of soil/amt of water
iv. sensitivity to the environment

Part C: Make Connections

i. Make a food web and an energy pyramid for your community
ii. Describe relationships between the organisms. You must have an
example of each of the 3 types of relationships below.
a. Predator-Prey
b. Symbiosis (mutualism, commensalism, or parasitism)
c. Competition
Parts A & B should be written as a list of organisms with a paragraph describing each of them
and how it fits in the ecosystem and any relationships it has. Part C should be a drawing of the
energy pyramid and food web. The information about relationships should be put into the 1st
section.
Step 3: Add a human disturbance

Make sure that your impact is relevant to the ecosystem you have created. Start by describing
what the impact is/what causes it. Then describe how it impacts your specific ecosystem.
Some great examples are:
a. Climate change (global warming)
b. Habitat Loss (deforestation)
c. Ozone Hole (increased UV light exposure)
d. Desertification
e. Invasive Species
f. Pollution
g. Acid Rain
h. Overfishing / Direct Harvesting of producers and/or consumers

Step 4: Write an “Environmental Impact Statement”

An Environmental Impact Statement is a document that builders and government officials write
to describe how a proposed project will affect the ecosystem around it. You will write an
environmental impact statement for the impact you have chosen. You may want to check out
some real Environmental Impact Statements on the Internet.

Your Environmental Impact Statement should be formatted as follows:

Introduction
Description of Ecosystem
Description of Human Impact
How the Ecosystem will be affected and How it will respond.
Conclusion
Appendix: Food Web, Energy Pyramid, any other visual aids.

It must be typed.

Step 5: Prepare a Powerpoint Presentation

You will be presenting your Environmental Impact Statements to a panel of other scientists.
This speech must be accompanied by a Powerpoint presentation. The presentation should
include all of the major findings in your EIS. The presentation should be 5 minutes long. You
should probably estimate about 2 slides per minute. Images are encouraged, and you can search
for great images on Google Image. (We will do an image search tutorial in class.) Fancy
transitions and sound effects are not. Every word you say should not be written on a slide. The
Powerpoint should compliment your speech – it should not be your speech.

Step 6: Write test questions

Write 2 test questions about your presentation to go on the unit test. These should be questions
that the audience could answer by taking notes on your presentation and studying their notes.
One questions should be multiple choice and the other should be short answer. Try to make
your short answer question a “higher order” question—why, how, etc.
Step 7: Give your presentation to the peer review panel

5 minutes long
You can use notes if you want, but shouldn’t be reading directly from them. In a word…
PRACTICE!
 Due Date and Scoring Guide
SimEcosystem Project
150 points total

Assignment Point Value Due Date

Steps 1 & 2: 30 points Friday, January 6

(Paragraphs, Description of Ecosystem, Food Web, and Energy Pyramid)

Step 3 & 4: 65 points Wednesday, January 11

(Environmental Impact Statement)

Step 5: 30 points Emailed to mjacobson@sljhs.org OR

(Powerpoint Presentation) ajrn@sljhs.org by
MIDNIGHT Friday, January 13

Step 6: 10 points Monday, January 16

(Test Questions)

Step 7: 15 points Monday-Wednesday January 16-18

(Presentation)

EXAM 75 points Thursday, January 19

NAME OF COURSE NAME OF INSTRUCTOR(S)
Biochemistry Rathmann-Noonan & Jacobson
UNIT NAME Ecology

UNIT/ESSENTIAL QUESTION:
How do ecosystems maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
How can we show the amount of energy that is lost in a food chain?

At the end of this At the end of this lesson, At the end of this
lesson, students will students will BE ABLE lesson, students
KNOW: TO: will THINK
The definitions and Represent energy flow in a ABOUT:
differences between community with a food web Do certain types of
herbivores, carnivores, and label the producers, diets more efficiently
and omnivores. consumers and use the sun’s energy?
Where to put certain decomposers.
organisms on an energy Represent energy flow in a
pyramid. community with an energy
Why there is less usable pyramid.
energy as you go up a Place herbivores,
food chain. carnivores, and omnivores
in appropriate places in a
food web and energy
pyramid.

PROCEDURE:
DO NOW Draw a food web of the community made of the following organisms
(autotrophs are labeled with a * and heterotrophs are labeled with a #).
Take into account whether a consumer eats only plants, plants AND
animals, or only animals.

Grass
Vegetables
Trees
Mice
Rabbits
Deer
Owls
Snakes
Mountain lions
Decomposers

What would happen to the organisms in this community if ALL the

grass were killed by a chemical spill?
What would happen to the organisms in this community if ALL the
rabbits were hunted and killed?

Have a student put their food web on the easel and have students share
answers.
 Emphasize that the more connections that you have in a food chain,
the more able it is to adapt if one organism disappears from the
community.

MINI- Using the food web that the student created, introduce the words
LESSON herbivore, carnivore, omnivore. Have students point out herbivores,
carnivores, and omnivores.

Project definitions on the smartboard:

Herbivore: a consumer that eats ONLY plants.
Carnivore: a consumer that eats animals.
Omnivore: a consumer that eats both plants and animals.

Have students label each organism on your food chain one of the 3
things—pair share

Yesterday, you did food chains, today we are going to represent the
energy flow in an ecosystem in a different way.

Put a box at the bottom of the screen. Say that this box represents the
energy that the producers have obtained from the sun. Write
“producers” in that box and list the names of the producers from the
food web on the easel

Tell students that the next box represents the amount of energy that
the consumers that eat the plants got from the producers. Ask them if
they think the box will be smaller or larger and why. Tell students
that only 10% of the energy from one level in the food chain goes to
the next level.

Draw the next box, write “consumers (herbivores)” in the box and
write the names of all the herbivores in the box.

Ask how big the next box should be and why. Draw the box, ask what
type of organisms should be put in the box. Write consumers
(carnivores) in the box.

Ask: Where should omnivores be on this chart? Draw the name of the
omnivores in both higher boxes.
Ask: What if an organism eats mountain lions? Where would we put
them?
Ask: What is missing from this chart? (decomposers) Say that we
don’t put them in because they can get their energy from any of the
levels on the chart.

Write “Energy Pyramid” on the top of the chart.

ACTIVITY Make an energy pyramid for the ecosystem you are working on.
Make it the correct number of levels for the organisms that you have.
Put each organisms in the right box (except what?)
SUMMARY Students share out their food webs and energy pyramids.
Summary Question:
If Ms. Rathmann-Noonan is a vegetarian and Ms. Jacobson eats meat,
 where do they each belong on the energy pyramid? Which diet
requires MORE energy from the sun to sustain and why?

HOMEWORK: Ms. R-N: Finish “You and the Web of Life” activity. Ms.
Jacobson: page 19. Applications questions 1,2 and 3.

MATERIALS: Chart Paper and Markers. Extra copies of the ecosystem

handouts. Previously done food webs on chart paper.

REGENTS CONNECTIONS: SAT CONNECTIONS:

CORNELL NOTES:
Biochemistry 1
Ms. Jacobson, Ms. Rathmann-Noonan
Scientific Thinking December 8-9, 2005

UNIT ESSENTIAL QUESTION: How do ecosystems maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
What ways do different organisms in a community interact with each
other?
At the end of this At the end of this At the end of this lesson, students will
lesson, students will lesson, students will BE THINK ABOUT:
KNOW: ABLE TO: How are the roles of different organisms in a
The different relationships community different from each other?
Create a skit that
that occur between
demonstrates a particular
organisms in a community
(predator-prey, competition, relationship between
symbiosis (mutualism, organisms.
commensalisms, parasitism)) Give an example of pairs
or groups of organisms
that have different
relationships.
Describe the difference
between different
relations.

PROCEDURE:
Do Now Imagine your advisory group is a community of organisms. Describe
the roles of a few different people in your advisory community.
Describe the types of relationships between those people.
MINI-LESSON Have students share their responses, as long as they are respectful to
the members of their advisory group.
Describe the assignment—have students read through the worksheet
Assign Group Roles:
Recorder (writes down the script, definitions, etc.)
2 Actors (helps write and perform the script)
Reporter (explains the relationship to the class after the speech)
Extra Person: Facilitator (make sure that everyone is doing your
work)
ACTIVITY Each student group will be assigned one of the following relationships:
Competition for food
Competition for light
Predator-prey
Symbiosis- Parasitism
Symbiosis- Mutualism
Symbiosis- Commensalism
They will read a case study of two organisms that interact with their
relationship
They will create a definition for that relationship
Then, they will create a skit demonstrating that relationship as if it
were between two people.

On day 2, students will present their skits and definitions to the class.
Students in the class will have a sheet where they will summarize the
skit, the case study, and the definition based on the skits
SUMMARY Assessment questions

HOMEWORK: Night 1: practice the skit!

 Night 2: Read section 3.4 page 64-66. Answer questions 4 and 5 on
page 66 in complete sentences.

MATERIALS: handouts.

REGENTS CONNECTIONS: regents material SAT CONNECTIONS:

CORNELL NOTES:
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S)
Jacobson/ Rathmann-Noonan
UNIT NAME: Ecology/Human DATE 12-13-05
Impact

How does an ecosystem maintain balance?

FOCUS QUESTION/OBJECTIVE:
How do humans impact the flow of matter in an ecosystem?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
How oxygen, nitrogen, Describe how nitrogen- Would the world be able to
carbon, and hydrogen are based fertilizers relate to support as many people as
cycled through an the nitrogen cycle. it does if we didn’t have
ecosystem. fertilizers?
Describe how plants and
animals are involved in the
cycle of oxygen and carbon.

PROCEDURE:
DO NOW Our bodies are made mostly of atoms of carbon, nitrogen, oxygen, and
hydrogen. Where do we get these atoms from? What happens to them
when we die?
MINI-LESSON We have already learned that matter (atoms) in a food web are cycled
between living and nonliving things over and over and over again.
These atoms are combined together from nonliving things by plants.
Then they are passed from one organisms to another and are
recombined over and over and over again. Eventually, these organisms
die and are broken down into simpler nonliving things by decomposers.
Any type of matter will end up being cycled in this way.

For example, the water cycle is a way that water cycles through the
ecosystem. But there are other ways.

As you are saying the description below, draw a diagram on the

smartboard:
For example, we have all heard that plants “make” the oxygen that we
breathe in and that they “use” the carbon dioxide that we breathe out.
In fact, plants use carbon dioxide gas from the air as part of the reaction
they do to store the sun’s energy (photosynthesis) and build their
bodies. O2 is a waste product of this reaction. What do you think
happens to the Carbon Atoms? (it help build up the cells). We then use
O2 in a reaction that allows us to get energy out of our food
(respiration). CO2 is a waste product of this reaction. So there is a
cycle.

Another cycle that occurs is with nitrogen. Nitrogen atoms are

important parts of the protein in the bodies of plants and animals. N2
gas is the most common substance in our air. Certain types of bacteria
take nonliving nitrogen compounds (like N2 gas, ammonia, etc) and
make them usable by plants. The plants combine these Nitrogen atoms
into their proteins. Then animals eat the plants and combine those
nitrogen atoms into their proteins. When these things die, the bateria
decays them into ammonia and the cycle starts again.
 Today you will be reading about 2 different ways that humans have
interfered with these cycles. You will answer the questions and share
your answers with the class.
ACTIVITY Students read 2 readings—one about the effect of cutting down trees on
the cycling of oxygen/carbon dioxide and one about why we have to use
nitrogen-based fertilizers.
SUMMARY Would the world be able to support as many people as it does if we
didn’t have fertilizers?

HOMEWORK:
Imagine that you are 1 atom of oxygen, nitrogen, or carbon. Write a paragraph
describing one journey that you make between living and nonliving things.

MATERIALS:

REGENTS CONNECTIONS: SAT CONNECTIONS:

CORNELL NOTES:

Questions here General notes about the subject here.

NAME OF COURSE NAME OF INSTRUCTOR(S) Rathmann-

Biochemistry Noonan & Jacobson
UNIT NAME Ecology DATE December 15, 2005

UNIT/ESSENTIAL QUESTION:
How do ecosystems maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
Focus: How do we measure how strong an acid we have?
At the end of this At the end of this lesson, At the end of this
lesson, students will students will BE ABLE lesson, students
KNOW: TO: will THINK
Identify, based on pH, ABOUT:
whether a substance is
acidic, basic, or neutral.

Describe the differences in

Hydrogen ion concentration
of substances with different
pHs.

PROCEDURE:
DO NOW Which acid do you think is more dangerous to the environment:
concentrated sulfuric acid spilled into a river or lemon juice that you
 poured down the sink? Explain the reasons for your answer
MINI- There are different strengths of acids and bases. We measure this
LESSON strength using something called the pH scale. The scale goes from 0
 14. 7 is called “neutral” and water has a pH of seven. Acids are on
the 1 side and bases on the 14 side. What is the difference between an
acid and a base? (H+ and OH- ions). As you go down in numbers
you get MORE H+. As you go up in numbers you get MORE OH-.
(Draw all this stuff on the pH scale in the textbook). Indicators and
pH paper give you a good idea about the pH of a substance.

Let’s look at the pHs of some substances and you can tell me if it’s a
strong acid, weak acid, neutral, strong base, or weak base.

Show pictures of substances and their pHs. Have students volunteer

the answers.

Normal Rain = 5.6, it’s an acid, what is a possible pH for acid rain?
Tell students acid rain can have a pH anywhere from 5.5 to as low as
2.4
ACTIVITY Work on project
SUMMARY

HOMEWORK: Project

MATERIALS: Smartboard. Easel. Digital projector.

REGENTS CONNECTIONS: SAT CONNECTIONS:

Deforestation/ Desertification
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S)
Jacobson/ Rathmann-Noonan
UNIT NAME Ecology DATE 1/9/06

UNIT/ESSENTIAL QUESTION:
How do ecosystems achieve and maintain equilibrium (homeostasis)?

FOCUS QUESTION/OBJECTIVE:
What are some ways that humans change the land for their use?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
About two different Understand the reasons The necessity of land for
human impacts on land, that these human human purposes that
desertification and impacts occur and cause deforestation and
deforestation and their answer regents desertification.
impact. questions about these
human impacts.

PROCEDURE:
DO NOW Years ago the state of Ohio was covered in forests. How has that changed
today and why?
MINI-LESSON Answer to the do now:
Trees were cut down to make room for cities (housing and
business) and agriculture (for grazing and planting).

Deforestation – cutting down trees

How might this be a detrimental thing?
Removes the tree roots that hold the soil in place and help retain
water, soil erosion, increased water runoff and flooding (no
groundwater).
Where do you think this problem is worst?
Tropical Rainforest where 50% of earth’s species live.
Destroys habitat, food supply, soil, climate (transpiration)
Other long term problems: Rise in CO2 from burning & decaying,
effect global climate, food production, and sea levels.

Desertification- conversion of rangeland, cropland, grassland in

to desert like land.
Natural desertification happens at the edge of current deserts
and is caused by dehydration of topsoil during drought or
evaporation.
This is accelerated by overgrazing (too many live stocks. Poor
soil and water management, and deforestation.

ACTIVITY Work on Project

SUMMARY What factors human and natural increase the size of deserts?
How could deforestation of tropical forests affect climate?

HOMEWORK:
Reading and regents question.
MATERIALS:
Smartboard
Invasive Species
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S) Jacobson/
Rathmann-Noonan
UNIT NAME Ecology/ Human Impact DATE 1/10/06

UNIT/ESSENTIAL QUESTION:
How do ecosystems achieve and maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
How do invasive species negatively impact an ecosystem?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
Specific examples of how Give examples of how an The involvement of
invasive species affect an invasive species affect an humans in invasive
ecosystem. environment. species.

PROCEDURE:
DO NOW In many of the areas of Brooklyn there is a large change
happening as more Caucasian people move into areas that had
previously been majority black. With a change in the population
also comes renovation of living and a change in retain options.
What happens to the original population of families and people
who lived in these areas? How are they affected by the change?
MINI-LESSON Answer to the do now: The native population is negatively
affected as new people and retail move in the prices raise and
they are no longer able to live there.

This happens in nature – Imagine a population of oak

trees….and then one day this little moth arrives. In a short
amount of time the forests of trees are sick and dying.

When a species of animals comes into a new area where they

have unlimited resources and no natural predator they are
invasive species.
They take the resources of the native species such as food and
habitat and can have a great effect on food webs. How might
they have an effect on a food web?

Many times they are introduced into the new area through
human interaction.
Some examples: rabbits in Australia
Zebra Mussels in the Great Lakes
ACTIVITY Work on Project
SUMMARY How can invasive species have a negative effect on an
ecosystem? What effect do they have on biodiversity?
Are humans an invasive species?

HOMEWORK:
Reading and regents questions
MATERIALS:
Smartboard, handouts
Global Warming
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S) Jacobson/
Rathmann-Noonan
UNIT NAME Ecology/ Human Impact DATE 1/12/06

UNIT/ESSENTIAL QUESTION:
How do ecosystems achieve and maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
How does global warming affect the earth?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
What global warming is, Give examples of how The long term affect of
what causes it and how it humans contributed to global warming on the
affects the earth and global warming. earth and what can be
humans. done to help remedy the
problem.

PROCEDURE:
DO NOW Imagine its 15 years from now and the earth has changed quite a
bit, one of the most obvious changes is that now the overall
temperature is 10 degrees hotter. How might that effect the
earth? How might that affect your everyday life?
MINI-LESSON Answer: Ice caps will melt, ocean levels will raise. Cities will be
covered in water, animals and humans will be lost. Habitat loss,
more money for air conditioning.

Over the past 100 years the surface of the earth has warmed by
about .5 degrees. This is known as global warming.
Human technology is blamed for adding to gases in the
atmosphere.

Example is carbon dioxide that is released by burning fossil fuels

(driving cars/ factories, etc). While carbon dioxide is emitted by
plants larger amounts are released by humans.

This raises the temperature of the earth by the greenhouse

effect. Think about sitting in a closed car on a hot day…the sun
light comes into the windows and warms the car but the heat
does not escape. This is similar to the gases in the atmosphere
(carbon dioxide, ozone, methane) – without these gases the
earth would be cold and no life could live here. However too
much gas and the temperature raises.

Global warming affects the carbon cycle. Burning fossil fuels

adds carbon dioxide, and cutting down rainforest leaves fewer
plants to absorb the carbon dioxide.

Long term effects: Melting of the ice caps, desertification, famine

(food can no long grow), flooding.
ACTIVITY Work on Project
SUMMARY What effect does global warming have on the earth? What effect
 does global warming have on the carbon cycle?

HOMEWORK:
Reading and regents questions
MATERIALS:
Smartboard, handouts
Ozone Layer/ Hole
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S) Jacobson/
Rathmann-Noonan
UNIT NAME Ecology/ Human Impact DATE 1/10/06

UNIT/ESSENTIAL QUESTION:
How do ecosystems achieve and maintain equilibrium?

FOCUS QUESTION/OBJECTIVE:
What is the ozone layer and what is the effect of a hole in it?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
The purpose of the Explain where the ozone The long term effects of
ozone layer and how layer holes are and how a hole in the ozone layer.
humans have impacted this problem will affect
it. humans.

PROCEDURE:
DO NOW Quick write….
What do you know about the ozone layer?
MINI-LESSON Go over the do now reviewing student answers.

The ozone layer is a layer of gas molecules known as ozone –

which are three oxygen atoms bonded together. The purpose is
filter UV radiation from the sun- keeping the harmful rays from
reaching us.

Over the last 100 years two holes in the ozone layer have been
created – one over the Artic and one over Anarctica. The holes
were caused by gases and chemicals emitted by humans (such
as CFCs from air conditioners and fridges, and aerosol sprays).
These “holes” are not actually holes but very thin areas that are
not able to filter the UV radiation.

It is possible for the ozone layer to be repaired but it will need

50-100 years and global cooperation.
ACTIVITY Work on Project
SUMMARY How does the hole in the ozone layer affect animals besides
humans? Will the ozone layer be able to be repaired?

HOMEWORK:
Reading and regents questions
MATERIALS:
Smartboard, handouts
NAME OF COURSE Biochemistry NAME OF INSTRUCTOR(S)
Jacobson/ Rathmann-Noonan
UNIT NAME: Ecology/Human DATE 12-13-05
Impact

How does an ecosystem maintain balance?

FOCUS QUESTION/OBJECTIVE:
How do you create a Power Point presentation?

At the end of this At the end of this At the end of this

lesson, students will lesson, students will BE lesson, students will
KNOW: ABLE TO: THINK ABOUT:
How to use Power Point to Make a presentation using How can words and
create a presentation based powerpoint pictures on my powerpoint
on a piece of writing. complement my work?
Attach a practice
How to attach a document presentation and email it to
to an email. the instructor.

PROCEDURE:
DO NOW Sit at a computer in a pair. Type Powerpoint presentation as the title of
your presentation and your names in the second box.
MINI-LESSON Have students share their do nows.
The list of things should look something like:
Few words
Pictures
Doesn’t distract, but helps you understand
People don’t read off the slides directly.
Etc.
Put students in groups of 2 at a computer. Distribute the sample
environmental impact statement to the class. Have students in pairs
underline the 3-4 important topics covered in the paragraph.
Have students share the important points in the paragraph. As a class,
but them in 3 or 4 groups that you will use for different slides. Tell
students that this is how they should break down a paragraph into
slides. Show them how to create 3 slides and type the title onto the top
of one slide.
Then have students write 3-4 phrases or bullet points for each slide and
type them into the slides.
Show students how to use clip art to add a picture to a slide. Give pairs
time to add clip art to one of their slides.
Show students how to search using google image search and cut and
paste a picture from the internet. Give pairs time to add an internet
image to the paper.
ACTIVITY Students will work to create a set of slides for a second body paragraph
in the essay.
SUMMARY Students will stop approximately 15 minutes before the end of class.
Demonstrate (using yahoo or hotmail or aol) how to attach and send a
document. If necessary, show them in multiple platforms. Have
students email their sample powerpoints to you and grade them as
evaluation for the lesson.

HOMEWORK:
Imagine that you are 1 atom of oxygen, nitrogen, or carbon. Write a paragraph
describing one journey that you make between living and nonliving things.

MATERIALS: computer room, sample essay

REGENTS CONNECTIONS: SAT CONNECTIONS:

Ocean Ecosystem

By: Khrystyne Hernandez

Main Points of this Topic
Short introduction
Description of the Ocean ecosystem
Human Impact
The Effects of the impact on the ocean
ecosystem
Final Words and Comments
 Introduction
An ecosystem keeps a balance
The balance is between people,
animals, and plants
Ecosystems can also be consider a
cycle.
 Description of the
Ocean Ecosystem
Location: Atlantic ocean
Temperatures between 45-65 degrees
Season: Spring
Predators: Shark and Stingray
Prey: Tuna, Black-nosed dace, flounder, and flying
fish
 Human Impact
Many different types of Human impacts
Water Pollution is one major impact
The impact is called Organic Substance
Organic Substance- when large amounts of manure or sewage
enters the water
The Effect of the Impact on
the Ocean Ecosystem
After a month a decrease of stingray and flounders and an
increase of shrimps
After 6 months a decrease shark population and black-nosed
dace all began to die
Plants grew 2x faster then normally
After 2 years, plants and the shrimp only remained
 Final Word and
Comments
Overall my ocean ecosystem was balanced to begin
with
A Human impact caused a disruption
Water Pollution killed and damage the ocean
We all have to keep Balance in the all ecosystems in
order to live healthy lives for all humans, animals,
and the plants.
Ozone Holes Impact on the
Taiga
Stacey-Ann Chambers
 Introduction to the taiga
 Taiga is a forest with
lots of cone-bearing
trees.
 There are lots of
evergreen trees.
 Moose is one of the
organisms living in
the taiga
 Introduction to the Ozone Holes
 An ozone hole is an area with thinner
ozone.
 Which is an increase in UV (ultraviolet)
light exposure.
 The Ozone Hole is found in Antarctica.
 Introduction to Impact of Ozone
Holes on the Taiga
 Organism in taiga can’t adapt fast
to the climate change.
 The ecosystem is harm from the

ozone hole.
 The Taiga and it’s location
 Swampy coniferous (cone bearing
trees) sybaritic forest.
 Extending south from the Tundra.
 Seasons
 Winter days in taiga aren’t as long as
in Arctic tundra.
 More snow falls in the taiga, winter,
than Arctic tundra.
 Summer days are shorter, but warmer
and the ground thaws completely.
 Soil and Organism
 Soil in the taiga tends to be acidic under
the coniferous trees.
 Soil supports few species of
decomposers.
 Organisms: grass (producers), Snow Shoe
rabbit, moose, deer (herbivores), grizzly
bear, wolves (carnivores /omnivores) and
tiny arthropods (decomposers)
 Ozone Holes
 Ozone is the gaseous form of oxygen,
contains three atoms instead of the two.
 An ozone hole is an area of the upper
atmosphere where the area have thinner
ozone.
 Ozone holes forms because of the
weather in the ozone layer.
 How Ozone Hole Forms
 These clouds are
PSCs, Stratospheric
clouds Mother of Pearl
or Nacreous Clouds.
 In these clouds surface
chemistry takes place.
 It converts chlorine or
bromine into active
forms, so that’s there
is sunlight.
 What cause ozone holes and how it
we can be renewed?
 No clouds in the ozone layer, little or no
ozone problems.
 Ozone is caused by ozone depleting
chemicals in the atmosphere.
 Over years if we stop depleting chemicals
the ozone hole can go back to normal.
 What is the Impact

The organisms in taiga are

used to a type of
temperature.
 An ozone hole, is an increase in

the UV light exposure, leaving the

organisms to suffer.
Why will the organism get harm?

 With increase in UV light exposure,

organisms have to adapt to temperature in
taiga.
 Animal aren’t able to adapt to this kind of
change fast.
 It takes years and years for them to be
able to live in these kind of conditions.
 What will happen to the organism?

 Grass, Snow Shoe rabbit, moose,

deer , grizzly bear, wolves and tiny
arthropods, have to emigrate to an
other place.
 They will die out, if they continue to
live in the taiga.
 What will Ozone Hole do to
ecosystem ?
 The ozone hole will have an impact on
the organisms in taiga.
 Increase of UV light exposure will cause
organisms in taiga to move away or die
out.
 Organism are not used to all temperature,
they have to adapt to the change.
 Review of the animal effect
 Ozone hole will cause harms to the
organisms rather than benefits.
 Organisms like grass, Snow Shoe
rabbit, moose, deer, grizzly bear,
wolves and tiny arthropods will be
affected to continue living in the
taiga.
Global Warming and Our
Ecosystem.

Yuanne Keana Stowe

Climate
 Cool climate.
 Not too much precipitate.
 One season all year round.
Location
 In Antarctica.
 In the middle of the continent.
 In a man made rainforest.
Abiotic factors
 Fertile soil.
 Springs.
 Rivers.
 Rocky mountains.
Biotic factors
 Producers: Evergreen, Citren,
Grass, Lagae.
 Consumers: herbivores: Bibrat,
Appe, Flatfish, Sclanta.
 Carnivores/omnivores: Quetzal, Orgra,
Noli, Phalete , Red bird, Tar, Dichro.
 Decomposers: Lichea, Ale ,Linka.
Global warming
 The rapid heating of the earth over time.
What causes global warming
 Cause by different gases:
Carbon, water vapor ,methane.
 Its due to human activities.
 Burning of fossil fuels.
 Work like a green house does.
 Light enter on earth turn to heat by gases.
 Heat can’t escape therefore earth warms up.
Impacts on ecosystem
 Melting of ice.
 Lost of life.
 Destruction of ecosystem.
Reaction of ecosystem
 Animals will migrate.
 Ecosystem become unstable.
 Animals become extinct.
 Competition increases.
 Less biodiversity.
Conclusion

o Global warming cause lost of ecosystems.

o It is harmful to animals and mankind a like.
o Our ecosystem needs to be preserved and
protected.