The document provides an introduction to an ecological biology class, outlining expectations for students including obtaining handouts, materials needed, and discussing what biology is as a science and discipline. It explores the characteristics of life through an interactive demonstration of determining if an object is alive or not based on observations. The class will focus on studying life and the role of water through examining common characteristics of organisms and using the river as a unifying theme.

1. Welcome to Ecological Biology
“Equipped with his/her five senses, man/woman explores the
universe around him/her and calls the adventure Science.”
~Edwin Powell Hubble, The Nature of Science, 1954
“Knowledge will forever govern ignorance; and a people who
mean to be their own governors must arm themselves with the
power which knowledge gives.” James Madison
Please read and do the following:
Please pick up the 2 handouts from the
front table and find a seat for now. You
will be given an assigned seat shortly.
Please read over the class expectations
sheet and note the materials needed for
class and get out a pencil or pen.

2. An Introduction:

3. So… What is Biology?
Your ideas.
As a science?
A way of going about solving problems or answering
questions about living organisms or things that
impact living organisms.
As a discipline of science?
A set of facts and scientific theories that directly
relates to the properties of life.
Let’s do a demonstration that is the essence of
both biology as a verb and a noun.

5. Is It Alive?
How could you determine if something were alive or
not?
What are the characteristics of life? Are there any
characteristics that are common to all living
organisms?
See if your table partner and you can come up with a
list of characteristics common to all living organisms.

6. Make your observations by placing a
check mark by all of the characteristics
you observe the object doing in the
petri-dish.
Now that you have made some observations…
Make an argument supported by the observations
that the object was alive.
Make an argument supported by the observations
that the object was not alive.
What would you like to change about the
methodology of the demonstration that you believe
would improve your ability to argue whether it is alive
or not?

7. So…Is it Alive?
Does it matter?
What did we learn from this exercise?
How is this demonstration the
“essence” of biology?
What can you expect from biology
this year?

8. Here’s what to expect in
Ecological Biology
AKA: Rivers Biology
An interactive (you, me, us!) educational experience.
A curriculum that focuses on the big pictures of life
and the characteristics that unify all living things.
A class that provides background knowledge on the
basics facts and concepts of the discipline of biology
while also providing a vehicle for scientific/biologic
discovery through a variety of experiments and
experiences.

9. Can you see the forest through the trees?
Be observant!!!!!!! Things are constantly
happening around you.
Consider the implications of your observations.
Look for the big picture, not just the details.
Don’t ignore the details.
See the forest, appreciate the trees 

10. ECOLOGICAL, AKA: RIVERS
BIOLOGY?
1) What does the word BIOLOGY
mean? Bio- “Life”
ology- “study of”
2) What is the most important substance to all living
things?
WATER
3) Ecological/Rivers biology focuses on the
study of life and the role of water for both the
internal and external environments in which
living things exist.

11. Where does the river come in?
We will center our study of biology on the
common characteristics of living organisms.
The river will provide the cords that will
bind these characteristics together.
The river is … a place of study,
a metaphor for life, a unifying
theme for the concepts we
consider in our class.

12. INTERNAL METABOLISM-
CELLS REPRODUCTION BALANCE USE OF ENERGY
HEREDITY EVOLUTION INTERDEPENDENCE
& Genetics

14. Ecology
Ecology is a relatively new branch of science that
includes many of the other disciplines of science
including: biology, earth science and chemistry. How
is it defined?
Ecology is defined as the study of the
interactions of organisms with each
other and with their environment.
ECO- OLOGY-
Study of

15. Look at these environments and consider your definition…

16. ENVIRONMENT DEFINED:

17. With table partners-What might some of
these “conditions” or “factors” be?
LIVING FACTORS NON-LIVING FACTORS

18. WE CALL THESE…
“LIVING FACTORS”
BIOTIC FACTORS-
Remember bio means “LIFE”
“NON-LIVING FACTORS”
ABIOTIC FACTORS-
Remember bio means “LIFE” and “a” is a prefix that
means without or not

19. LET’S PLAY THE ABIOTIC OR
BIOTIC GAME!
Response cards: show me the letter
you believe the picture represents
Use A for abiotic and
B for = biotic

20. Fungi

21. RAIN

22. Nutrients

23. Bacteria and Protista

24. WIND

25. Animals

26. SUNLIGHT

32. THE ECOSYSTEM

33. Interactions between the abiotic and
biotic factors in a given area.
Can an ecosystem be big or small? Wet or dry? Heavily
populated or not? Can an ecosystem include just a few living
things or does it have to include lots of living things?
YES! YES! YES! YES! They can be big or small. Densely
populated or not. Wet or dry. Indoors or outdoors.

34. Examples of ecosystems
include the following:

35. Aquatic

36. Terrestrial

37. Large

38. Small

39. Natural

40. Artificial

41. How do the abiotic and biotic
factors shape the appearance and
function of an ecosystem?

42. The abiotic and biotic factors
within an ecosystem play a
major role in determining many
aspects of the ecosystem.
 One example of this is that the abiotic
and biotic factors determine the
biodiversity of the ecosystem.
 Consider the two words that make up
the term biodiversity, (bio=? and
diversity=?) what do you think this term
means?

43. Biodiversity
The number of different
types of living organisms in
an ecosystem.

44. The greater the BIODIVERSITY
the healthier the ecosystem may be.
If the abiotic conditions Then there will be
are favorable in an more biotic factors
ecosystem

45. TRY THESE:
1. Name 3 abiotic factor that could have a major
effect on biodiversity of an ecosystem.
2. Name 3 biotic factors that could have a major
effect on biodiversity of an ecosystem.
3. Determine whether or not the following slides
have HIGH biodiversity or LOW biodiversity.
Use thumbs up for relatively high biodiversity
and thumbs down for low biodiversity.

46. Tropical Rainforest


47. Tundra

48. Coral Reef


49. Some deserts

50. AN ANT HILL

57. How might we/scientists be able to
determine the biodiversity of this area?

60. Our own N.E. Illinois area is
(or at least once was) known for
what dominent type of ecosystem?
Illinois is nicknamed the:
Prairie State.

61. For our problem/question we
will consider the following:
How does the biodiversity of
plants (producers) in a native
grassland (Prairie) compare to that
of a introduced grassland such as
that planted by European settlers
that now covers many of our
landscapes and lawns in the
Northbrook area?

62. Large ecosystems with a fairly
consistent set of abiotic and biotic
factors are known as biomes.
 Each biome is defined primarily by
its abiotic factors of climate and
location on the planet. Some biotic
factors also play a role in its
definition.
 Biomes can be either aquatic or
terrestrial.

63. Can you and your table partner think
of some common types of biomes?
GRASSLANDS
TEMPERATE FORESTS
SAVANAS
DESERTS

64. You can read about the many
different types of biomes in
your text.
Consider what abiotic factors might influence
what type of biome occurs in different parts of
the earth.
Consider how those abiotic factors might
influence the types of organisms that live
there with regards to their ability to survive,
reproduce and be successful.