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

1. • Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

4. • RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy

5. -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

6. • 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

11.  Area of Focus: Competition.
Copyright © 2010 Ryan P. Murphy

12.  Area of Focus: Competition.
Copyright © 2010 Ryan P. Murphy

13. • What is competition?
Copyright © 2010 Ryan P. Murphy

14. • Define the word competition as it might be
related to the field of ecology.
Copyright © 2010 Ryan P. Murphy

15.  Competition: The interaction between
organisms or species, in which the fitness of
one is lowered by the presence of another.
Copyright © 2010 Ryan P. Murphy

16.  Competition: The interaction between
organisms or species, in which the fitness of
one is lowered by the presence of another.
Copyright © 2010 Ryan P. Murphy
Fitness:

17.  Competition: The interaction between
organisms or species, in which the fitness of
one is lowered by the presence of another.
Copyright © 2010 Ryan P. Murphy
Fitness: Good health.

18.  Four types of competition
 -
 -
 -
 -
 -
Copyright © 2010 Ryan P. Murphy

19.  Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

20.  Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

21.  Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

22.  Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

23.  Interspecific competition: Over resources
between different species.
Copyright © 2010 Ryan P. Murphy

24.  Intraspecific competition: The same
species compete for resources.
Copyright © 2010 Ryan P. Murphy

25.  Intraspecific competition: The same
species compete for resources.
Copyright © 2010 Ryan P. Murphy

26.  Intraspecific competition: The same
species compete for resources.
Copyright © 2010 Ryan P. Murphy

27.  Intraspecific competition: The same
species compete for resources.
Copyright © 2010 Ryan P. Murphy

28. • Activity! A little interspecific competition.
– Note – This is different as we are not competing
over resources. More fun however.
– Visit
http://www.mathsisfun.com/games/connect4.html

29. • Activity! Try and build the tallest Domino
tower possible with the amount given.
– I will visit each group to help / see how you are
doing /

31. • Activity! Try and build the tallest Domino
tower possible with the amount given.
– I will visit each group to help / see how you are
doing / interfere and disrupt the construction
without you knowing that I am interfering.

32.  Interference competition: fighting / disrupting.
Copyright © 2010 Ryan P. Murphy

33.  Interference competition: fighting / disrupting.
Copyright © 2010 Ryan P. Murphy

34.  Interference competition: fighting / disrupting.
Copyright © 2010 Ryan P. Murphy

35.  Interference competition: fighting / disrupting.
Copyright © 2010 Ryan P. Murphy

36. • Birds will often chase other birds away
from habitat.
Copyright © 2010 Ryan P. Murphy

37. • Fish will also protect their territory and
chase away other fish.
Copyright © 2010 Ryan P. Murphy

38.  Exploitative: Share resources.
Copyright © 2010 Ryan P. Murphy

39.  Exploitative: Share resources.
Copyright © 2010 Ryan P. Murphy

40.  Exploitative: Share resources.
Copyright © 2010 Ryan P. Murphy

42. • In a pack of wolves, there is a strict hierarchy
of who feeds first.

43. • In a pack of wolves, there is a strict hierarchy
of who feeds first.
– First the alpha male or female will eat.

44. • In a pack of wolves, there is a strict hierarchy
of who feeds first.
– First the alpha male or female will eat.
– Then the other wolves of the group.

45. • In a pack of wolves, there is a strict hierarchy
of who feeds first.
– First the alpha male or female will eat.
– Then the other wolves of the group.
– Each wolf has to respect it’s position in ranking, if
not they will be corrected by the wolves that are
higher in ranking.

46. • Community Ecology and Competition
Available Sheet.

47. • Activity Quiz! 1-10 + bonus
• Name the type of competition.
• Interspecific, Intraspecific, Interference,
Exploitative
Copyright © 2010 Ryan P. Murphy

56. 9

57. 10

58. *11 Bonus “Which
pro wrestler am I?”

59. “I can’t stand
these Quiz Wiz
things!”

60. • Answers to Quiz – Types of competition.
Copyright © 2010 Ryan P. Murphy

66. Intraspecific competition:
The same species
compete for resources.

70. Intraspecific

71. Intraspecific

72. Intraspecific

73. Intraspecific

75. Interference competition:
fighting / disrupting.

77. Exploitative: Sharing
resources.

79. Interspecific competition:
Over resources between
different species.

80. 9

81. 9 Interference competition:
fighting / disrupting.

82. 10

83. 10 Interspecific competition:
Over resources between different
species.

84. *11 Bonus “Which
pro wrestler am I?”

85. “I can’t stand
these Quiz Wiz
things!”

90.  Theory
 Competitive Exclusion: One thrives, the other
goes extinct.
Copyright © 2010 Ryan P. Murphy

91.  Theory
 Competitive Exclusion: One thrives, the other
goes extinct.
 No two species with the same job can coexist.
Copyright © 2010 Ryan P. Murphy

93. • Competitive exclusion theory: All organisms
exist in competition for available resources.

94. • Competitive exclusion theory: All organisms
exist in competition for available resources.
– Those that create a competitive advantage will
flourish at the expense of the less competitive.

95. • Competitive exclusion theory: All organisms
exist in competition for available resources.
– Those that create a competitive advantage will
flourish at the expense of the less competitive.
– No two organisms can have the same niche.

96. • Competitive exclusion theory: All organisms
exist in competition for available resources.
– Those that create a competitive advantage will
flourish at the expense of the less competitive.
– No two organisms can have the same niche.
– One species thrives,

97. • Competitive exclusion theory: All organisms
exist in competition for available resources.
– Those that create a competitive advantage will
flourish at the expense of the less competitive.
– No two organisms can have the same niche.
– One species thrives, the other goes extinct.

98. Paramecium Species A

99. Paramecium Species A
Paramecium Species B

100. Population graphs when
grown separately

101. When introduced to the
same environment

102. Paramecium species B
population declines until
extinction.

103. Paramecium species B
population declines until
extinction.

104. Paramecium species B
population declines until
extinction.

105. Paramecium species B
population declines until
extinction.

106. Paramecium species B
population declines until
extinction.

107. Paramecium species B
population declines until
extinction.

108. • Community Ecology and Competition
Available Sheet.

109. • Please record the following spreadsheet in
your journal. (10 by 3)
Species 1 2 3 4 5 6 7 8 9
# of
Grabber
Beaks
# of
Spoon
Beaks

110. • Activity! Competition over resources with the
same niche.
Copyright © 2010 Ryan P. Murphy

111. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy

112. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy

113. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy
No cheating by using your thumb and
spoon to collect seeds.

114. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy
No cheating by using your thumb and
spoon to collect seeds.
Both groups must only use one hand.

115. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy
No cheating by using your thumb and
spoon to collect seeds.
Both groups must only use one hand.
Have container to hold seeds and
nobody can touch container but you.

116. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
Copyright © 2010 Ryan P. Murphy
No cheating by using your thumb and
spoon to collect seeds.
Both groups must only use one hand.
Have container to hold seeds and
nobody can touch container but you.
If you drop a seed and it misses your
bucket you must put it back into and
play for someone else.

117. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
Copyright © 2010 Ryan P. Murphy

118. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
– Each group will compete for seeds.
Copyright © 2010 Ryan P. Murphy

119. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
– Each group will compete for seeds.
– The three lowest total number of seeds at the
end of the each round is eliminated.
Copyright © 2010 Ryan P. Murphy

120. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
– Each group will compete for seeds.
– The three lowest total number of seeds at the
end of the each round is eliminated.
– The highest three reproduce / spawn three more
of that type of beak.
Copyright © 2010 Ryan P. Murphy

121. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
– Each group will compete for seeds.
– The three lowest total number of seeds at the
end of the each round is eliminated.
– The highest three reproduce / spawn three more
of that type of beak.
– Compete in rounds until one species is left.
Copyright © 2010 Ryan P. Murphy

122. • Activity! Competition over resources with the
same niche.
– One group is the Spoonbill bird (Spoons)
– One group is the Grabberbill bird.
• (One finger and thumb or test tube holders)
– Each group will compete for seeds.
– The three lowest total number of seeds at the
end of the each round is eliminated.
– The highest three reproduce / spawn three more
of that type of beak.
– Compete in rounds until one species is left.
– Large wooden molecules work best as well as
golf balls, create bumpers so balls don’t escape
area. Many needed (50+)
Copyright © 2010 Ryan P. Murphy

123. • Set-up of simulation

124. • Community Ecology and Competition
Available Sheet.

125. • Simulated data if not completing.
Species 1 2 3 4 5 6 7 8 9
# of
Grabber
Beaks
10 12 13 15 16 18 19 20 20
# of
Spoon
Beaks
10 8 7 5 4 2 1 0 0

126. Survival rate over time b/t grabber and spoon beaks
Number
of
Species
Trials / generations

127. Survival rate over time b/t grabber and spoon beaks
Number
of
Species
Trials / generations

128. Survival rate over time b/t grabber and spoon beaks
Number
of
Species
Trials / generations

129. Survival rate over time b/t grabber and spoon beaks
Number
of
Species
Trials / generations
How did this activity show interspecific competition? (Different)
How did this activity show intraspecific competition? (Same)
What bird species will eventually go extinct?

130. • Community Ecology and Competition
Available Sheet.

131. • Questions to be answered in journal
– How did this activity show interspecific
competition?
• Hint! - (Inter = Between the different species)
Copyright © 2010 Ryan P. Murphy

132. • Questions to be answered in journal
– How did this activity show interspecific
competition?
• Hint! - (Inter = Between the different species)
• Answer: The Grabberbills and Spoonbills are
both different species competing for the same
resources.
Copyright © 2010 Ryan P. Murphy

133. • Questions to be answered in journal
– How did this activity show intraspecific
competition?
Copyright © 2010 Ryan P. Murphy

134. • Questions to be answered in journal
– How did this activity show intraspecific
competition?
– Answer: Intraspecific competition occurred as
you competed with members of your species
for resources.
Copyright © 2010 Ryan P. Murphy

135. • Questions to be answered in journal
– Which bird species was better adapted to
eat the seeds?
Copyright © 2010 Ryan P. Murphy

136. • Questions to be answered in journal
– Which bird species was better adapted to
eat the seeds?
– Answer! The Grabberbills were better suited
to collect the round seeds and hold on to
them.
Copyright © 2010 Ryan P. Murphy

137. • Questions to be answered in journal
– What happened to the species less adapted
to eat the seeds over time?
Copyright © 2010 Ryan P. Murphy

138. • Questions to be answered in journal
– What happened to the species less adapted
to eat the seeds over time?
– Answer! The species slowly began to
decrease in population. This occurred
because no two species can occupy the same
niche. They will eventually go extinct.
Copyright © 2010 Ryan P. Murphy

139. • You can now complete this question on
your bundled homework.

140. • You can now complete this question on
your bundled homework.

143. • Continued Focus – Animal Interactions.
Copyright © 2010 Ryan P. Murphy

144. • Continued Focus – Animal Interactions.
Copyright © 2010 Ryan P. Murphy

145. • Continued Focus – Animal Interactions.
Copyright © 2010 Ryan P. Murphy

146. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

147. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

148. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

149. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

150. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

151. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

152. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

153. • MacArthur’s Warblers.
– How do they exist without driving each other to
extinction (Competitive Exclusion)
– Each species of warbler occupied a distinct part
of the tree and partitioned the resources.

155. “The birds behave in such a way as to be exposed to different
kinds of food." They also have somewhat different nesting times,
and thus the times of their peak food requirements are not the
same. They are partitioning a limiting resource -- their supply of
insects, and, in the process, occupying different niches
Robert Helmer MacArthur

156. “The birds behave in such a way as to be exposed to different
kinds of food." They also have somewhat different nesting times,
and thus the times of their peak food requirements are not the
same. They are partitioning a limiting resource -- their supply of
insects, and, in the process, occupying different niches
Robert Helmer MacArthur

157. “The birds behave in such a way as to be exposed to different
kinds of food." They also have somewhat different nesting times,
and thus the times of their peak food requirements are not the
same. They are partitioning a limiting resource -- their supply of
insects, and, in the process, occupying different niches
Robert Helmer MacArthur

158.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

159.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

160.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

161.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

162.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

163.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

164.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

165.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

166.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

167.  Most animal interactions are…
 Competing for the same food supply.
 Eating (predation).
 Avoid being eaten (avoiding predation).
Copyright © 2010 Ryan P. Murphy

169. • “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

170. • “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

171. • 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

173. 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

178. • 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

179. 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

180. • 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

181. • 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