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Flow of Matter and Energy in Ecosystems: Does Matter Matter?
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Type of Product:Science Object
Average Rating:
 based on 4 reviews
Publication Title:Flow of Matter and Energy in Ecosystems SciPack
Publication Date:10/11/2011
Grade Level:Elementary School, Middle School, High School


Description

Science Objects are two hour on-line interactive inquiry-based content modules that help teachers better understand the science content they teach. This Science Object is the first of three Science Objects in the Flow of Matter and Energy in Ecosystems SciPack. It explores the structure of the biomass in an ecosystem and overall cycling of matter. However complex the workings of living organisms, they share with all other systems the same physical principles that describe the conservation and transformation of matter.

Ecosystems are a community of interdependent organisms and the chemical and physical factors making up the environment with which they interact. For every ecosystem on Earth there is a particular biomass (matter) distribution among organisms in its populations. While the specific biomass distribution in any given ecosystem is unique because of resource availability, there is a common overall biomass distribution pattern in all ecosystems. Greater biomass exists in populations that obtain matter from the physical environment than in populations that obtain matter from other living organisms. As matter flows through different levels of organization in living systems—cells, organs, organisms, communities—and between living systems and the physical environment, chemical elements are recombined in different ways. Matter is conserved through each change.

Learning Outcomes:

  • Define an ecosystem and understand how it comprises an interdependent community of organisms along with their interactions with the chemical and physical components of the environment
  • Categorize organisms in a community based on their sources of matter/biomass and nutrients as one of the following: producers, herbivores (primary consumers), carnivores (secondary consumers; tertiary or top-consumers),
  • omnivores, and decomposers
  • Predict the relative biomass for different levels in a biomass pyramid for a typical ecosystem
  • Explain how matter is conserved in the interactions between consumers and producers, but that in a biomass pyramid there is less biomass at the consumer level compared to the producer level


Ideas For Use

Science Objects are two hour learning experiences teachers can use to enhance their understanding of a particular scientific concept. Teachers can access any topic “on demand” from the Internet. Topics are based on the science literacy goals in the national standards (NSES, Science for All Americans, Benchmarks, and the Atlas of Scientific Literacy) and tied to state standards.

Each Science Object provides an understanding of the science content by providing a structured set of learning experiences through simulations and practice assessments. Science Objects challenge teachers to explore and explain real world phenomena and are founded on the principle that learners must be challenged with a problem, observation, data, etc., in order to develop scientific understanding. Science Objects utilize the five phases of inquiry-based learning: Engage, Explore, Explain, Elaborate, and Evaluate

Learning Outcomes:

  • Define an ecosystem and understand how it comprises an interdependent community of organisms along with their interactions with the chemical and physical components of the environment
  • Categorize organisms in a community based on their sources of matter/biomass and nutrients as one of the following: producers, herbivores (primary consumers), carnivores (secondary consumers; tertiary or top-consumers), omnivores, and decomposers
  • Predict the relative biomass for different levels in a biomass pyramid for a typical ecosystem
  • Explain how matter is conserved in the interactions between consumers and producers, but that in a biomass pyramid there is less biomass at the consumer level compared to the producer level

Additional Info

Science Discipline: (mouse over for full classification)
Biogeochemical cycles
Carbohydrates
Cell respiration
Photosynthesis
Cycles
Energy transfer
Food web
Population dynamics
Populations
Predation
Trophic levels
Environmental change
Analyzing data
Asking questions
Classifying
Communicating
Experimenting
Hypothesizing
Interpreting data
Measuring
Modeling
Observing
Predicting
Scientific habits of mind
Using mathematics
Using scientific equipment
Using technology
Intended User Role:Elementary-Level Educator, High-School Educator, Middle-Level Educator, New Teacher, Teacher
Educational Issues:Inquiry learning, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:application/x-shockwave-flash, audio/mp3, text/html, video/quicktime
Installation Remarks:Run the Science Objects System Check to ensure that your system is capable of viewing the simulations: http://ecommerce2.nsta.org/system_check/
Requirements:Requires Macromedia Flash Player and Apple Quicktime Player


National Standards Correlation

This resource has 14 correlations with the National Standards.  
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This resource has 14 correlations with the National Standards.  
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  • Life Science
    • Organisms and environments
      • All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
    • Populations and ecosystems
      • A population consists of all individuals of a species that occur together at a given place and time. (5-8)
      • All populations living together and the physical factors with which they interact compose an ecosystem. (5-8)
      • Plants and some micro-organisms are producers--they make their own food. (5-8)
      • All animals, including humans, are consumers, which obtain food by eating other organisms. (5-8)
      • Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. (5-8)
      • Biotic parts of an ecosystem include animals, plants, and microorganisms. (5-8)
      • The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.
      • Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. (5-8)
      • Healthy ecosystems ensure a healthy biosphere by regulating the flow of energy and the cycling of nutrients.
      • Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)
  • Earth Science
    • Geochemical cycles
      • The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. (9-12)
      • Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles. (9-12)
      • Movement of matter between reservoirs is driven by the earth's internal and external sources of energy. (9-12)


Customer Reviews
Excellent summary
  Reviewed by: Roselle Leone on March 8, 2013
  This provided an excellent overview of how matter and energy is transferred throughout an ecosystem. It does an excellent job of explaining the transfer of energy between trophic levels, an important concept for middle school and high school biology.

Excellent Explanation of Matter
  Reviewed by: Kelli on February 6, 2013
  The Flow of Matter and Energy in Ecosystems SciPack is a great resource that help teachers better understand the matter content they teach. The content challenges teachers to explore real world phenomena and breaks down each area of matter while clearly showing how it ties directly to state standards. This SciPack defines an ecosystem, categorizes organisms (producers, herbivores, carnivores, tertiary, omnivores, and decomposers) and explains how matter is conserved between consumers and producers. Throughout this SciPack there are numerous interactive activities and assessments. Finally, the layout of the SciPack utilizes the five phases of inquiry-based learning: Engage, Explore, Explain, Elaborate, and Evaluate; giving the teacher an outline of how he/she could teach it to his/her students.

EcoSpheres®
  Reviewed by: James Johnson (Custer City, PA) on November 18, 2012
  The inclusion of a specific product like EcoSpheres® is excellent. I was so intrigues by this item, I put it on my list of things to try to get for my classroom. It's necessary to cover the mandatory basics in each subject area but if the writers can include neato items like the EcoSpheres®, it really adds a little extra to the study assignment!

Matter does Matter!!!!
  Reviewed by: Lorrie Armfield (Laurel, MD) on December 28, 2011
  This science object does a nice job introducing the viewer to ecosystems and provides a detailed explanation of how matter is conserved in the interactions between consumers and producers. Excellent resource to use when teaching about food webs, and the interdependency of organisms in a community.

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