The document summarizes the benefits of sports participation for children's development in 3 areas: self-esteem, social skills, and emotional balance. It provides background information on how sports can boost children's self-esteem through developing physical competence. It also discusses how team sports foster social skills by promoting interaction, cooperation, and a sense of belonging. Finally, it notes that physical activity through sports can stabilize moods and reduce anxiety or depression by increasing endorphin production.

1. 1
<Enter title here><Enter your name here>ENG/100
<Enter month and year, Example: October 2017>
<Enter the name of your faculty member here>
<Enter title here>
<Enter your introduction to introduce your reader to the content
of the paper.>
<Enter First Response to Research Question>
<Enter your first body paragraph from Week 3 here, and revise
the paragraph to implement the feedback you received from
your instructor.>
<Enter Second Response to Research Question>
<Enter your second body paragraph from Week 3 here, and
revise the paragraph to implement the feedback you received
from your instructor.>
<Enter Third Response to Research Question>
<Enter your third body paragraph from Week 3 here, and revise
the paragraph to implement the feedback you received from
your instructor.>
Conclusion
<Enter your conclusion paragraph to close out your paper.>
References
<Enter your first reference in APA format here, incorporating

2. the feedback you received from your instructor>
<Enter your second reference in APA format here, incorporating
the feedback you received from your instructor>
Ecosystem Description Assignment
OBJECTIVE - To learn about how issues associated with
pollution, waste, and energy affect your ecosystem as we
continue through the course.
ASSIGNMENT - Describe your ecosystem using the following
characteristics:
· Specific name & location of the ecosystem, including what
type of ecosystem it is
· Its biome (5 points)
· A detailed food chain (at least 2 different species for each
level of the food chain) (5 points)
· Its productivity (5 points)
· Its biodiversity (5 points)
Your textbook and the powerpoint below contain specific and
relevant information for this assignment.
FORMAT – a word document with pictures embedded OR a
powerpoint
Ecology is complex. If something about the assignment is
unclear please ask me or one of the class peer leaders.
Describing your ecosystem
Lane/2018
1. What biome is it?

3. Land Biomes
Temperature & Rainfall
Examples of specific characteristics
Marine & Freshwater Biomes
2. Create an energy & nutrient transfer network
Food Chains

4. Basic Food Chain Components
Sort of a side note,
but good to know
3. Relate it to the function
Productivity describes how well the biome provides food.
A. Define its Primary Productivity
Units of mass of carbon/unit area/year
g C m-1 yr-1
kJ m-1 yr-1
Gross Primary Productivity = total amount of organic matter
that it produces through photosynthesis. Light energy that
plants convert to chemical energy.
Net Primary Productivity = the amount of energy that is
available for plant growth after subtracting the portion that
plants use for respiration. Energy available to the next trophic
level.
On land productivity usually
rises with temperature up to about 30o and then it declines
Increases with moisture

5. In oceans light & nutrients are controlling factors
Light penetrates in the upper portion, more photosynthesis &
more productivity
Nutrient runoff from land sources are also a factor
Ocean upwelling of nutrients occurs in places
Marine System Productivity
NPP is high in coral reef since the high light intensity and warm
water allow rapid photosynthesis.
http://resources.hwb.wales.gov.uk/VTC/env-
sci/w23_id_npp_sea.htmEcosystemNet primary production
(g m-2 year-1)Area (106 km)Open ocean125332Continental
shelf35027Coral reef & estuaries2,0002
http://reefkeeping.com/issues/2006-10/cj/index.php
B. Determine its Biodiversity

6. https://earthobservatory.nasa.gov/Features/Deforestation/
https://www.slideshare.net/OBIS-IOC/20150623-obis-
iocassemblyforweb
Coral Reefs
https://conversations.marketing-partners.com/2013/06/the-top-
5-sustainability-infographics-of-2013/
Now you describe for your ecosystem
What biome is it in?
Create a detailed food chain
What is its primary productivity?
How biodiverse is it?
Next how human activities alter things
https://www.intechopen.com/books/biodiversity-conservation-
and-utilization-in-a-diverse-world/marine-environment-and-
public-health

7. https://www.slideshare.net/OBIS-IOC/20150623-obis-
iocassemblyforweb
Unit 4 : Ecosystems -5- www.learner.org
Figure 3. Biome type in relation to temperature and rainfall
Land biomes are typically named for their characteristic types
of vegetation, which in turn influence
what kinds of animals will live there. Soil characteristics also
vary from one biome to another,
depending on local climate and geology. compares some key
characteristics of three of the forest
biomes.
Table 1. Forest biomes.
Forest type Temperature Precipitation Soil Flora
Tropical 20-25°C >200 cm/yr Acidic, low in
nutrients
Diverse (up to 100
species/km2)
Temperate -30 to 30°C 75-150 cm/yr Fertile, high in
nutrients
3-4 tree species/

8. km2
Boreal (taiga) Very low 40-100 cm/year,
mostly snow
Thin, low in
nutrients, acidic
Evergreens
Aquatic biomes (marine and freshwater) cover three-quarters of
the Earth's surface and include
rivers, lakes, coral reefs, estuaries, and open ocean (Fig. 4).
Oceans account for almost all of this
area. Large bodies of water (oceans and lakes) are stratified into
layers: surface waters are warmest
and contain most of the available light, but depend on mixing to
bring up nutrients from deeper levels
http://www.learner.org
Unit 4 : Ecosystems -5- www.learner.org
Figure 3. Biome type in relation to temperature and rainfall
Land biomes are typically named for their characteristic types
of vegetation, which in turn influence
what kinds of animals will live there. Soil characteristics also
vary from one biome to another,
depending on local climate and geology. compares some key
characteristics of three of the forest
biomes.
Table 1. Forest biomes.

9. Forest type Temperature Precipitation Soil Flora
Tropical 20-25°C >200 cm/yr Acidic, low in
nutrients
Diverse (up to 100
species/km2)
Temperate -30 to 30°C 75-150 cm/yr Fertile, high in
nutrients
3-4 tree species/
km2
Boreal (taiga) Very low 40-100 cm/year,
mostly snow
Thin, low in
nutrients, acidic
Evergreens
Aquatic biomes (marine and freshwater) cover three-quarters of
the Earth's surface and include
rivers, lakes, coral reefs, estuaries, and open ocean (Fig. 4).
Oceans account for almost all of this
area. Large bodies of water (oceans and lakes) are stratified into
layers: surface waters are warmest
and contain most of the available light, but depend on mixing to
bring up nutrients from deeper levels
http://www.learner.org
Unit 4 : Ecosystems -6- www.learner.org
(for more details, see Unit 3, "Oceans"). The distribution of

10. temperature, light, and nutrients set broad
conditions for life in aquatic biomes in much the same way that
climate and soils do for land biomes.
Marine and freshwater biomes change daily or seasonally. For
example, in the intertidal zone where
the oceans and land meet, areas are submerged and exposed as
the tide moves in and out. During
the winter months lakes and ponds can freeze over, and
wetlands that are covered with water in late
winter and spring can dry out during the summer months.
There are important differences between marine and freshwater
biomes. The oceans occupy
large continuous areas, while freshwater habitats vary in size
from small ponds to lakes covering
thousands of square kilometers. As a result, organisms that live
in isolated and temporary freshwater
environments must be adapted to a wide range of conditions and
able to disperse between habitats
when their conditions change or disappear.
Figure 4. Earth's marine and freshwater biomes
© United States Department of Agriculture.
Since biomes represent consistent sets of conditions for life,
they will support similar kinds of
organisms wherever they exist, although the species in the
communities in different places may not
be taxonomically related. For example, large areas of Africa,
Australia, South America, and India
are covered by savannas (grasslands with scattered trees). The
various grasses, shrubs, and trees
that grow on savannas all are generally adapted to hot climates
with distinct rainy and dry seasons
and periodic fires, although they may also have characteristics
that make them well-suited to specific

11. conditions in the areas where they appear.
http://www.learner.org
Unit 4 : Ecosystems -9- www.learner.org
Figure 6. Energy and nutrient transfer through ecosystems
© Ohio Environmental Protection Agency. Nature Connections.
An ecosystem's gross primary productivity (GPP) is the total
amount of organic matter that it
produces through photosynthesis. Net primary productivity
(NPP) describes the amount of energy
that remains available for plant growth after subtracting the
fraction that plants use for respiration.
Productivity in land ecosystems generally rises with
temperature up to about 30°C, after which it
declines, and is positively correlated with moisture. On land
primary productivity thus is highest in
warm, wet zones in the tropics where tropical forest biomes are
located. In contrast, desert scrub
ecosystems have the lowest productivity because their climates
are extremely hot and dry (Fig. 7).
http://www.learner.org
Running head: HOW SPORTS POSITIVELY AFFECT
CHILDREN 1
HOW SPORTS POSITIVELY AFFECT CHILDREN 4

12. Madonna RobinsonENG/100
February 2018
Korijna Valenti
How sports positively affect children
Thesis statement: Sports play a vital role in developing positive
behavior and social skills in children. [This is a little too
simplistic. It should reflect your three main points specifically.]
Sports participation has been associated with several
positive developmental indicators that encompass improvement
of self-esteem, emotional regulation, achievement of goals and
improvement of social skills and academic performance, and
creating emotional balance. [What is this section? It doesn’t
seem to have a place in the essay, as it’s not a thesis statement
and it’s not a body paragraph.]
Boosting Self Esteem
Children who participate in sports are likely to have a
higher self—esteem compared to those who do not participate.
Boosting the self-esteem of children has an impact on
influencing their positive behavior. However, the link between
sports participation is influenced by the children's sports self-
concept (Slutzky & Simpkins, 2009). The self-esteem of
children is grounded in their academic and non-academic areas.
Based on skill development hypothesis, children's perceived
competence in sports is associated with an increase in self-
esteem. Children’s physical self-concept is a core model

13. through which their time spent in sporting improves their level
of self-esteem (Slutzky & Simpkins, 2009). Sports participants
often have a perceived physical competence and self-worth,
which subsequently make them develop heightened self-esteem.
[This reads like a good set of notes that can help you create a
cohesive discussion of the point, but each sentence seems to be
its own topic sentence rather than creating a through-line from
one sentence to the next. Try to write the paragraph sentence by
sentence where the next sentence relates to the previous
sentence and moves the discussion forward. Otherwise, you end
up with a choppy and fragmented paragraph.] [Last reminder—
This is a repeated error. Please read the rest of the document
carefully to locate other similar errors.] Comment by Korijna
Valenti: What does this mean? Comment by Korijna Valenti:
What is a sport’s self-concept? This idea is confusing.
Comment by Korijna Valenti: By whom? Comment by
Korijna Valenti: Awkward phrasing. Is this yours or the
support’s?
Building cCharacter
Participation in sports makes children to develop a sense
of belonging by belonging to a team or a particular group. In the
process, the children get to interact with friends and peers in a
cordial manner (Holt et al., 2011). This makes children consider
and respect the interests of other teammates through mutual
respect and interaction(Holt et al., 2011). They get to work
together while taking turns to play to learn the success and
failure of the team. This level of interaction strikes a bond and
a lasting relationship with teammates hence making them
sociable and outgoing while growing into adulthood. Most
children who participate in sports are often more confident,
fitter, and healthier. [This is only six sentences long, which
means it is not a fully developed paragraph reflecting the main
point. Each paragraph needs to be 7-10 sentence long in order to
comprehensively explain your idea.]
Creating eEmotional bBalance
Sports rather on a team or individually can stabilize

14. emotions and instill emotional balance in children. Sports
participants experience positive effects on their mental well-
being. Physical activities often trigger the production of
endorphins in the brain, which subsequently boosts moods and
prevents one from getting into depression(Slutzky & Simpkins,
2009). Studies have indicated that children who participate in
sports have a better way of dealing with pressing situations and
are less likely to experience depression. They also have a low
likelihood of developing anxiety. [This is only five sentences
long, which means it is not a fully developed paragraph
reflecting the main point. Each paragraph needs to be 7-10
sentence long in order to comprehensively explain your idea.]
References
Holt, N., Kingsley, B., Tink, L., & Scherer, J. (2011). Benefits
and challenges associated with sports participation by children
and parents from low-income families. Psychology of Sport and
Exercise, 490-499.
Slutzky, C., & Simpkins, S. (2009). The link between children's
sports participation and self-esteem: Exploring the mediating
role of sports self-concept. Psychology of Sport and Exercise,
381-389.