Week+6+--+Large-scale+ecology

//Enduring Knowledge/Global Goals in Italics: Students will understand// // … // (Assessed with Performance tasks and projects) important for students to understand and remember in the far future Educational Objectives/Foundational Knowledge: Students will be able to … (Assessed **with** traditional quizzes and tests) important for students to understand and remember in the near future Chapter 21: Landscape Ecology Recognize the three main characteristics of landscape ecology: incorporates humans and human influences, interdisciplinary, and extent/origin/effects heterogeneity of landscapes affect ecosystems. Discuss how estimations change based on the size of the ruler. Describe how landscape structure can affect an organism’s behavior and a nutrient’s availability. Review the ways that landscape can be created: geology, climate, organisms, and fire. Describe how an organism can be an ecosystem engineer/foundation species. Chapter 22: Geographic Ecology //How qualities of location and size can affect ecosystem dynamics.// Describe how area or location can affect behavior or nutrient availability. Apply the equilibrium model for island biogeography to a new situation. Analyze a mountain range with regard to the equilibrium model.
 * Week 6: Large-Scale Ecology **

//The development of thought surrounding the latitudinal gradient in species richness.// Describe the most accepted explanation for increased species richness in the tropics. List the 6 alternative hypotheses for increased species richness in the tropics: time, productivity, environmental heterogeneity, favorableness, niche breadth, extinction/speciation, and INCREASED AREA. Chapter 23: Global Ecology //The relationship between global warming and ozone depletion and their effects on the environment.// Identify the location, cause, and consequences for global warming and ozone depletion. Be able to construct a concept map that organizes the main factors that influence global temperature, and use that map to analyze a given scenario. Make predictions of ecological concepts such as keystone species in the light of global warming or ozone depletion. Diagram the cyclic nature of ozone depletion.

//How the atmosphere and radiation interact to create global temperature.// Construct a concept map showing reservoirs for heat and the processes that move energy between reservoirs. Describe and distinguish between El Nino and La Nina //The potential risks of humans impacting a global nutrient cycle.// Construct a concept map showing the nitrogen cycle and interpret how increases will change the ecosystem using their concept map. Identify and explain the causes of dead zones in the Gulf of Mexico. //The causes and effects of fragmentation on ecosystems.// List abiotic factors that would be different along the edge and the interior, and the effects these might have on organisms: edge effects. Compare edge effects with transition zones. Describe two examples of fragmentation in the environment. Describe how shape of a patch can increase or decrease ecosystem function: corridors. //The causes and effects of biodiversity loss.// List three main causes of biodiversity loss. Interpret extinction rates in relation to background extinction. Paraphrase the Rivet Metaphor. Infer the consequences of a global effect on an ecological principle covered earlier in the semester. OTHER: Define the Gaia Hypothesis, identify its main arguments and illustrate these arguments with examples from the text. Describe the process behind Geographical Information Systems (GIS)
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