Name: Hr:
Population and Ecosystems – Investigations 1/2- Milkweed Bugs Investigation One - Part One -Introducing Milkweed Bugs An organism is any living thing. Milkweed Bug Observations - See pg
- part one
What would we need in order to raise a lot of milkweed bugs?
Habitat – where an organism lives. If the habitat is good for the organism, providing for all its needs, the organism will thrive. If the habitat is marginal or if it changes in some way, the organism living there might die. What will the habitat have to provide for milkweed bugs if they are to survive?
Do you have a male and a female in your Petri dishes?
Milkweed Bug Observations - Gender Differences - See pg
- part two
The third segment from the tip of the male’s abdomen is solid black on the ventral (belly) side. The same segment on the female has two large spots with orange in the middle. Also, the female is usually a little larger than the male. How do milkweed bugs reproduce their own kind?
Part Two – Milkweed-Bug Habitat A Habitat for Milkweed Bugs – See pgs
Part Three – Observing Milkweed-Bug Habitats What kinds of things to you think we can find out by observing milkweed bugs in their habitat bags?
Milkweed-Bug Changes – See pg Read Milkweed Bugs p3 in Populations and Ecosystems Resources books Invesigation Two – Part One – Ecosystem Card Sort Individual:
Population:
Community:
Ecosystem:
Abiotic:
Ecosystem Glossary – See pg Ecosystem Cards 1. Work with one partner 2. Sort the cards into different piles. The piles should represent: a. Individuals b. Populations c. Communities d. Ecosystems e. Abiotic Factors Ecosystem Card-Sort Results – See pg
Biotic vs Abiotic The cards you identified as individual, population, and community represent the biotic factors in the ecosystem. Biotic means living. Things in the ecosystem that are not alive, like conditions (hot, cold, elevation, wind, and so on) and resources (light, carbon dioxide, oxygen, water and minerals) are called abiotic factors. The prefix “a-“means not, so abiotic means not living. An ecosystem is a system of interactions and relationships between the abiotic and biotic factors that exists in a specified area. Ecosystem Is there anything biotic in the places these cards represent? If yes, name them.
Is there anything that is abiotic, or nonliving, in the places these cards represent? If yes, name them?
Read Life in a Community on pg 6 in Populations and Ecosystems Resources book. Part Two – Video Population Study Are you a member of a community?
Are you in different communities when you are home and when you are at school?
Can you be anywhere that you are not in a community?
Scientists study populations in many ways. One way is to bring a population into the laboratory for observation. The population is isolated from the ecosystem in which it lives naturally. This is how we are studying our milkweed-bug populations in the habitat bags. A second way to study a population is to create a miniature version of the ecosystem it lives in. This allows us to see how the population interacts with other populations and with the abiotic parts of its ecosystem. We will be building miniecosystems in a few days, and we will study some populations here in class. A third way to study a population is in its natural surroundings. This involves going where the population lives and making observations. We are going to watch a video
made in 1984 about one scientist, Jane Goodall, who studies chimpanzees living and interacting in their natural ecosystem. Among the Wild Chimpanzees – See pg Questions to Answer After Video 1. Did Jane become part of the community in which the chimpanzees lived? If so, at what point?
2.
How did Jane’s presence affect the population of chimps?
3. Why do you think Jane chose to do her study in Africa rather than at a zoo or wild animal park?
4. How did she use the term “community” in the video? Was it scientific or common usage of the term?
Study Guide for Mid Summative Exam 1/2 • Know the definition and an example of organism, individual, population, community, ecosystem, abiotic • Know the components of a habitat • Know what information you should include when observing animals in their habitat.
Name __________________________
MILKWEED-BUG OBSERVATIONS
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Part 1: Milkweed bugs are insects. Observe them carefully, then answer the questions and make accurate illustrations of the bugs.
1. Describe in detail the structures milkweed bugs use to get from place to place.
2. Describe in detail how milkweed bugs get information about their environment.
3. Describe the milkweed bug’s mouth.
Part 2: Milkweed bugs do not all have the same markings. Observe how they are different and draw accurate pictures of the two different patterns.
Pattern 1 Back side
Pattern 2 Back side
Belly side
FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
Belly side
Investigation 1: Milkweed Bugs Student Sheet 1
Name __________________________ Period ____ Date ________________
MILKWEED-BUG CHANGES
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Date
Changes and observations
FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 1: Milkweed Bugs Student Sheet
Name __________________________ Period ____ Date ________________
MILKWEED-BUG CHANGES (Continued)
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Date
Changes and observations
FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 1: Milkweed Bugs Student Sheet
Name __________________________ Period ____ Date ________________
ECOSYSTEM GLOSSARY
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FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 2: Sorting Out Life Student Sheet
Name __________________________ Period ____ Date ________________
ECOSYSTEM GLOSSARY (Continued)
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FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 2: Sorting Out Life Student Sheet
ECOSYSTEM CARD-SORT RESULTS
Card
In di v Po idu pu al Co lat m ion Ec mu os nit y Ab yste io m tic
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Reason
Ants Brine Shrimp Butterflies, Bees, and Flowers California Gull Chickadees Chickens Clouds Deer Elodea and Guppies Fire Forest Fox Frogs Hawk Heat Hillside Lightning Mice Mushrooms Oak Trees Ocean Pond Poppies Prairie Dogs Rabbit Rabbits Rain Rocks Snails Snowflakes Sunlight Trees, Shrubs, and Grass FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 2: Sorting Out Life Student Sheet
Name __________________________
AMONG THE WILD CHIMPANZEES
Period ____ Date ________________
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1. How old was Jane Goodall when she began her research and what year was it? 2. What were some of the tools and techniques she used to study the chimps? Give a few examples of the information she learned from using these tools.
3. How many generations of Flo’s family did she observe in the video? Why is it important to study the same family group for so long?
4. How are observational studies of populations different from experimental studies? What is learned from these different kinds of population studies?
5. What were four important findings from this long-term study of the chimps in Gombe? Why was the work of Jane Goodall so significant?
6. Discuss some of the biotic and abiotic factors in the chimps’ ecosystem that affect their behavior.
7. Define and provide at least one example of an individual, population, community, and ecosystem in Jane Goodall’s chimpanzee study. (Use the back of this page.) FOSS Populations and Ecosystems Course © The Regents of the University of California Can be duplicated for classroom or workshop use.
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Investigation 2: Sorting Out Life Student Sheet
