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Niche, Limiting Factors, Human Population and More Lesson PowerPoint

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This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species.

If you have any questions please feel free to contact me. Thank you again and best wishes.

Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com

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Niche, Limiting Factors, Human Population and More Lesson PowerPoint

  1. 1. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  2. 2. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy
  3. 3. -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Individual Population Community Ecosystem Biome Biosphere
  4. 4. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
  5. 5. • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy
  6. 6. • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy
  7. 7. • Community ecology: The study of interacting populations. Copyright © 2010 Ryan P. Murphy
  8. 8. • How do you pronounce niche? • What is a niche? Copyright © 2010 Ryan P. Murphy
  9. 9. • Answer! Can be “Nitch” or “Neesh”. • Both work. Copyright © 2010 Ryan P. Murphy
  10. 10.  Ecological Niche: The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy
  11. 11.  Ecological Niche: The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy “That is just a fancy name for saying…” “My job.”
  12. 12.  Ecological Niche: The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy “That is just a fancy name for saying…” “My job.” Learn more about ecological niche and concepts in ecology at… http://www.sciencedaily.com/articles/e/ecological_niche.htm
  13. 13. • Name the niche of the two pictures below?
  14. 14. • Name the niche of the two pictures below?
  15. 15. • Name the niche of the two pictures below?
  16. 16. • Name the niche of the two pictures below?
  17. 17. • Name the niche of the two pictures below?
  18. 18. • Name the niche of the two pictures below?
  19. 19. • Name the niche of the two pictures below?
  20. 20. • Name the niche of the two pictures below?
  21. 21. • Name the niche of the two pictures below?
  22. 22. • Name the niche of the two pictures below?
  23. 23. • Name the niche of the two pictures below?
  24. 24. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem.
  25. 25. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
  26. 26. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
  27. 27. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
  28. 28. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors.
  29. 29. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors. – Not the best situation but it works.
  30. 30. • Fundamental Niche: The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors. – Not the best situation but it works. Sometimes! (Don’t Die)
  31. 31. • Community Ecology and Competition Available Sheet.
  32. 32. • Community Ecology and Competition Available Sheet.
  33. 33. • Activity! What are the niches of people in this school. Copyright © 2010 Ryan P. Murphy
  34. 34. • Activity! What are the niches of people in this school. Copyright © 2010 Ryan P. Murphy
  35. 35. • Activity! What are the niches of people in this school. Copyright © 2010 Ryan P. Murphy
  36. 36. • Partner up, please determine the jobs of each of the following “players” in your town?o – Teachers will assign each pair one from the group below. Be prepared to present. s: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Copyright © 2010 Ryan P. Murphy
  37. 37. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  38. 38. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  39. 39. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  40. 40. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  41. 41. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  42. 42. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  43. 43. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  44. 44. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  45. 45. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  46. 46. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  47. 47. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  48. 48. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  49. 49. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  50. 50. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  51. 51. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  52. 52. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  53. 53. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  54. 54. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  55. 55. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  56. 56. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  57. 57. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  58. 58. • Possible Answers: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
  59. 59. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  60. 60. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  61. 61. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Lilypad: Uses light and nutrient to grow on edge of pond
  62. 62. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  63. 63. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Butterfly: Collects nectar from specific flowers
  64. 64. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  65. 65. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Crayfish: Eats dead material from bottom and is an active predator.
  66. 66. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  67. 67. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Predatory Bird: Wades in the water feeding on fish, amphibians, etc.
  68. 68. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  69. 69. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Trees: Can grow tall to capture sunlight, grows in soil.
  70. 70. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  71. 71. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Small Fish: Eats small zooplankton.
  72. 72. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  73. 73. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Carnivorous Beetle: Eats and feeds on other insects and tadpoles
  74. 74. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
  75. 75. • Activity! Each table needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Mussel: Filters water / plant life living in the water.
  76. 76. • You can now complete this question on your bundled homework.
  77. 77. • You can now complete this question on your bundled homework.
  78. 78. • How many kids do you want to have? Copyright © 2010 Ryan P. Murphy
  79. 79. • Activity -Folding paper and understanding exponential growth. Copyright © 2010 Ryan P. Murphy
  80. 80. • Activity -Folding paper and understanding exponential growth. – How many pages thick can you get your paper, Copyright © 2010 Ryan P. Murphy
  81. 81. • Activity -Folding paper and understanding exponential growth. – How many pages thick can you get your paper, – What happens every time the paper is folded. Copyright © 2010 Ryan P. Murphy
  82. 82. • If we could fold the paper 42 times, it would equal the distance from the earth to the moon. (384,403 km from core)
  83. 83. This is called exponential growth. We can see the doubling occurring here
  84. 84. • Video – Human Population Model 1 A.D. to 2030. – http://www.youtube.com/watch?v=4BbkQiQyaYc
  85. 85. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy This is the scariest graph you will ever see because it has a serious impact on your future.
  86. 86. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  87. 87. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  88. 88. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  89. 89. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  90. 90. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  91. 91. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  92. 92. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  93. 93. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  94. 94. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  95. 95. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  96. 96. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  97. 97. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  98. 98. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  99. 99. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  100. 100. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  101. 101. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  102. 102. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  103. 103. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy
  104. 104. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy Learn more: Human Population http://www.prb.org/Educators/TeachersGuides /HumanPopulation/PopulationGrowth.aspx
  105. 105. • Human Population Growth Over Time. Copyright © 2010 Ryan P. Murphy Learn more: Human Population http://www.prb.org/Educators/TeachersGuides /HumanPopulation/PopulationGrowth.aspx
  106. 106.  Carrying Capacity: The amount of food that an area of land will yield.  - Copyright © 2010 Ryan P. Murphy
  107. 107.  Carrying Capacity: The amount of food that an area of land will yield.  Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
  108. 108.  Carrying Capacity: The amount of food that an area of land will yield.  Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
  109. 109.  Carrying Capacity: The amount of food that an area of land will yield.  Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
  110. 110. Copyright © 2010 Ryan P. Murphy
  111. 111. • Humans are really good at increasing our carrying capacity.
  112. 112. • Humans are really good at increasing our carrying capacity.
  113. 113. • Humans are really good at increasing our carrying capacity.
  114. 114. • Humans are really good at increasing our carrying capacity.
  115. 115. • Activity! Visiting the Human Population Clock. – http://math.berkeley.edu/~galen/popclk.html Copyright © 2010 Ryan P. Murphy
  116. 116. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  117. 117. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  118. 118. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature
  119. 119. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature Density Independent Factors (Non-living / Abiotic)
  120. 120. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Independent Factors (Non-living / Abiotic)
  121. 121. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  122. 122. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  123. 123. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  124. 124. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  125. 125. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  126. 126. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  127. 127. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  128. 128. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  129. 129. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  130. 130. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  131. 131. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  132. 132. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  133. 133. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  134. 134. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  135. 135. • Limiting Factors: A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
  136. 136. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
  137. 137. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed
  138. 138. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams
  139. 139. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control
  140. 140. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines
  141. 141. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene
  142. 142. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use)
  143. 143. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use) This is a picture of food aid being delivered to an area of the world that needs it very badly.
  144. 144. • Limiting Factors: A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use) This is a picture of food aid being delivered to an area of the world that needs it very badly.
  145. 145. • This is a very important limiting factor in the human population.
  146. 146. • This is a very important limiting factor in the human population.
  147. 147. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  148. 148. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  149. 149. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  150. 150. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  151. 151. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  152. 152. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  153. 153. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  154. 154. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  155. 155. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  156. 156. • Are we a R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life The key idea of r/K selection theory is that evolutionary pressures tend to drive animals in one of two directions — towards quickly reproducing animals who adopt as many niches as possible using simple strategies, and slowly reproducing animals who are strong competitors in crowded niches and invest lots of energy in their offspring.
  157. 157. • So what’s the problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  158. 158. • So what’s the problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  159. 159. • So what’s the problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  160. 160. • So what’s the problem. Off Balance R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
  161. 161. • Anthropogenesis: Humans shaping their environment. Copyright © 2010 Ryan P. Murphy
  162. 162. • Prior to agriculture, hunters and gathers had to follow the animals. – To survive meant you had to move around.
  163. 163. • Food Foraging to Food Production (Agriculture) started 10,000 years ago. Copyright © 2010 Ryan P. Murphy
  164. 164. • Agricultural Revolution, It… Copyright © 2010 Ryan P. Murphy
  165. 165. • Agricultural Revolution, It… – Allowed societies to grow food for surplus. Copyright © 2010 Ryan P. Murphy
  166. 166. • Agricultural Revolution, It… – Allowed societies to grow food for surplus. – Surplus allowed society to stay in one place. Copyright © 2010 Ryan P. Murphy
  167. 167. • Agricultural Revolution, It… – Allowed societies to grow food for surplus. – Surplus allowed society to stay in one place. – Extra time to invent and improve practice. Copyright © 2010 Ryan P. Murphy
  168. 168. • Domestication of animals vs. all of human history. Copyright © 2010 Ryan P. Murphy
  169. 169. • Domestication of animals vs. all of human history. Human History Copyright © 2010 Ryan P. Murphy
  170. 170. • Domestication of animals vs. all of human history. Domestication of animals Human History Copyright © 2010 Ryan P. Murphy
  171. 171. • Complex society (civilization); urbanism started 6,000 years ago. Copyright © 2010 Ryan P. Murphy
  172. 172. Copyright © 2010 Ryan P. Murphy
  173. 173. • 1750 – Finding Borrowed Light Copyright © 2010 Ryan P. Murphy
  174. 174. • 1750 – Finding Borrowed Light Copyright © 2010 Ryan P. Murphy
  175. 175. • Fossil fuels are borrowed light: – They are the energy rich organic matter from millions of years ago. Copyright © 2010 Ryan P. Murphy
  176. 176. • Millions and millions of years ago, the sun fueled growth as it does today.
  177. 177. • Millions and millions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds.
  178. 178. • Millions and millions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds. – When they died, some of those carbon bonds stayed together.
  179. 179. • Millions and millions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds. – When they died, some of those carbon bonds stayed together. (Those became our fossil fuels)
  180. 180. • Earth at Night 1750
  181. 181. • Earth at Night 2009
  182. 182. • Conclusion Copyright © 2010 Ryan P. Murphy
  183. 183. • Conclusion – Carrying capacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. Copyright © 2010 Ryan P. Murphy
  184. 184. • Conclusion – Carrying capacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. Copyright © 2010 Ryan P. Murphy
  185. 185. • Conclusion – Carrying capacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. – Massively accelerated population growth is a modern phenomenon. Copyright © 2010 Ryan P. Murphy
  186. 186. • Conclusion – Carrying capacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. – Massively accelerated population growth is a modern phenomenon. – Human population growth is not a biological imperative, but is culturally determined. Copyright © 2010 Ryan P. Murphy
  187. 187. • Video Link (Optional) Human Population Crashcourse. – https://www.youtube.com/watch?v=E8dkWQVFA oA&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4W xbX
  188. 188. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet
  189. 189. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst
  190. 190. • This PowerPoint is one small part of my Ecology Interactions Unit. This unit includes • 3 Part 2000+ Slide PowerPoint • 12 page bundled homework packaged that chronologically follows PowerPoint, + modified version and answer keys. • 7 pages of unit notes with visuals • 3 PowerPoint review games with answer keys. • Rubrics, games, flash cards and much more. • http://sciencepowerpoint.com/Ecology_Interactio ns_Unit.html
  191. 191. Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. An entire mini unit of ecological succession is also included with homework, notes, field study project and PowerPoint review game Full Unit can be found at… http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
  192. 192. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
  193. 193. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
  194. 194. • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • ryemurf@gmail.com
  195. 195. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

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