Learning Goals for Rotation Two

Learning GoalsBy the end of this rotation I will be able to:

  • Develop an appreciation of how human societies depend on sustainable ecosystems but cause habitat change, overexploitation, pollution, introduce invasive species, and climate change
  • Give explanation and examples of the different interactions that occur between animals
  • Understand the intricacies of human impact on soils and aquatic ecosystems due to agriculture and other activities.
  • Analyse data and investigate situations of human impact on animal populations in Ontario
Activity One: Interactions Videos

Please watch and learn… take a few jot notes when you need to.

Shark and Turtle

  • How does the turtle protect itself?
  • What relationship is held between the tiger shark and the loggerhead turtle?


Unlikely Travel Companions

  • List three ways in which being near a shark might be beneficial to a fish.
  • What is one way that a shark might benefit from a fish (other than as prey)?
  • Classify each shark-fish relationship shown in this video segment as commensalism, mutualism or parasitism.


Collapse of the Sharks

  • Why are shark populations in danger of collapse?
  • How has the relationship between sharks and humans changed over time?
  • What might happen if the shark fin trade continues unchecked?


Sharks in Our Future

  • Describe the type of tourism seen in this clip.
  • What benefit do these businesses provide to: sharks? To local populations? To tourists?
  • How might these businesses help prevent the collapse of shark populations?

Activity Two: Soil Characteristics and Aquatic Systems

This activity will be done on the smartboard

1.  Go to the following Soils: Characteristics and Human Impact interactive. Work through the flash lab to answer the following question…

  • Why are soils important?
  • What are the impacts humans have on soils?
  • Why are the nutrients, water, pH, and porosity important for plant growth?
  • What is the difference between inorganic and organic fertilizers?
  • Include a data table for all of your results.
  • Construct two graphs to compare the yield and nutrient availability for the organic versus inorganic fertilized fields.
  • What impact will the differences in fertilizer use have on the long-term sustainability of the soils?

2.  Go to the following Disrupting Aquatic Ecosystems interactive.  Work through the flash lab to answer the following question…

  • What are the various dangers that threaten the sustainability of aquatic ecosystems?
  • Describe at least three different threats to the ecosystem including the process of eutrophication.
  • Define and describe the importance of the abiotic factors Alyssa investigated on the lake ecosystems.
  • Make conclusions regarding the impact of the abiotic factors on the fish populations using the data you collected to support your answer. Explain the results and the potential impact of the agricultural area.
  • Answer the following: Is eutrophication a global problem? Justify your answer. Research and describe the potential effects of eutrophication (positive and negative) as well as any efforts aimed at reducing the impact.
Activity Three: Predation Simulation
Lynx are members of the cat family that live by preying on snowshoe hares. In this activity, you will simulate the predator-prey interactions between these two animals using a model in which a desk represents a forest and cardboard and paper squares represent the lynx and hares in that forest.

Turn to page 44-45 in the textbook.  Complete 1-11 (‘Procedure’, and ‘Analyzing and Interpreting’).

Activity Four: Human Impact (Ontario)

Choose one of the following scenarios created by Parks Canada. Each document contains background information regarding the issue as well as data to analyse. You will need to construct a graphical representation of the data. If you are eager, you may also choose to locate other data relating to the impact of a human activity on the populations in an ecosystem, however check with your teacher before proceeding.


  • Develop a hypothesis: What is the impact of pH levels on the loon population.
  • What is the cause of the mercury contamination? Explain using the data from the background information.
  • Is there a connection between the mercury levels and the loons? Explain using the graphs you constructed.


  • Develop a hypothesis: What is the effect of edge habitat on the numbers of moose? How does the number of moose affect road mortality?
  • What is the cause of the increase in moose populations? Explain using the data from the background information.
  • How has the increase affected road collisions? Explain using the graphs you constructed.

Formal Report:

  • Your report is to contain the following three sections:
  • Introduction: Describe the background information for the human activity affecting the populations. State your hypothesis.
  • Data Analysis: Construct a graphical representation for the data analysed.
  • Conclusions: Answer your hypothesis with explanations referring to the graphs and data collected. What is currently being done to improve the situation?
Activity Five: Human Impact

Please read 52 to

If you do the ‘Learning Checkpoint’ questions it will focus your note taking!!

Summary of what you will learn in this reading:
• All human societies depend on sustainable ecosystems characterized by maximum biodiversity.
• Managing the world’s ecosystems means achieving sustainable use, preventing sudden irreversible changes to ecosystems, and addressing the impact of poverty on society and sustainability.
• Habitat change, overexploitation, pollution, invasive species, and climate change are the main factors influencing loss of biodiversity.
Activity Six: Feeding the People

Please grab the reading and question set.  (I will post it when I get a chance to scan to pdf).  Complete all questions.  Remember that some questions may not be directly answered in the reading but questions you need to THINK about :o)

Answer Keys

Here are the keys for the assignment – Rotation 2 – Answer Keys.  Use this to self assess your work and to make corrections.