Guide Card: Exploring Ecological Relationships PDF

Guide Card Have you ever thought about what goes on under the ground in a forest or even in your backyard garden? 🌳 Every living thing you see---like a tall tree, a buzzing bee, or the little ants marching around---relies on other things to stay alive. Organisms are always interacting with each o...

Guide Card Have you ever thought about what goes on under the ground in a forest or even in your backyard garden? 🌳 Every living thing you see---like a tall tree, a buzzing bee, or the little ants marching around---relies on other things to stay alive. Organisms are always interacting with each other and their surroundings to stay alive. These interactions are important for fulfilling their basic needs like getting food, water, shelter, and finding partners. In ecosystems, different organisms depend on each other and their environment in many ways, whether it\'s working together or competing. These relationships are crucial for keeping everything balanced and supporting life on our planet. Imagine a world where each creature has a secret job: birds spreading seeds, worms enriching soil, or flowers providing food for bees. Why do they do it? How do they all work together? In this material, you will discover the fascinating world of ecological relationships, including mutualism, predation, and competition, and how these interactions shape the survival of organisms in their environment. In this material, you will discover the secret relationships and competitions that exist in nature. We will look into food chains and food webs and learn about the amazing ways that living things rely on each other for things like food, shelter, and survival. Get ready to dive into the wonders of nature! You're about to discover how every living thing is part of a grand design---and why each connection matters. Main Objective Understand how organisms interact with each other and their environment to survive. **Sub-Objectives:** 1. Describe the main types of ecological relationships, such as mutualism, predation, competition, etc. 2. Predict how changes in factors like sunlight, water, and temperature can affect the ecosystem. Hey there, future ecologists! Ever wondered how the world around us works? Imagine a bustling city, but instead of buildings and cars, there are plants, animals, and even tiny creatures you can\'t see! This is the world of ecosystems, and it\'s full of amazing interactions. Think about it: why does a lion hunt a zebra? How do birds find their food? What happens when a tree falls in the forest? These are just a few of the mysteries we\'ll explore together. Get ready to learn about the incredible relationships between organisms and their environment, and how they all work together to survive and thrive. **ACTIVITY CARD NO. 1** **Observing Interactions in an Ecosystem** Objectives: Students will identify various types of interactions between organisms, such as mutualism, commensalism, parasitism, and predation, by analyzing who benefits, who is harmed, and who is unaffected in each scenario. Concept: The activity focuses on the various types of ecological interactions between organisms in an ecosystem. The main concept revolves around mutualism, commensalism, parasitism, and predation, with students learning to identify which organisms' benefit, are harmed, or are unaffected by each interaction. This activity highlights how organisms interact with each other in ways that can be cooperative or competitive, and how these interactions impact their survival. Materials: - Images depicting various ecological interactions (e.g., a bird on a buffalo, a frog on a leaf, a bee on a flower, etc.). - Activity Card with questions related to each interaction, asking students to analyze and describe the effects on the organisms involved. - Pen/Pencil for writing answers to the questions. Procedure: 1\. Carefully examine each image that depicts different types of organisms interacting within a specific ecosystem. 2\. After viewing each image, respond to the questions provided below each one, based on the interactions you observe between the organisms. 3. Consider how the organisms are interacting---whether they are cooperating, competing, or engaging in other ecological relationships. 4\. When answering, explain the type of interaction you believe is occurring and how the organisms are affected by one another. 5\. Ensure that you answer all the questions for each image before submitting your work. Instructions: Below are different types of organisms interacting in a particular ecosystem. Look at each image and answer the questions that follow. 1\. !\[Image of a bird on the back of a large animal, like a buffalo\](\#) Q1: Which of the two organisms is benefiting from this interaction? Explain how it benefits. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think the larger animal is harmed, helped, or unaffected? Why do you think so? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. !\[Image of a frog on a leaf\](\#) Q1: Which of the two (frog or plant) is benefiting in this interaction? Explain your answer. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2:Do you think the plant is harmed, helped, or unaffected by the frog? Why? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. !\[Image of a bee on a flower\](\#) Q1: Who do you think benefits more from this interaction -- the bee or the flower? Why? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think the flower is harmed, helped, or unaffected by the bee? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4\. !\[Image of a tick on a dog's skin\](\#) Q1: Which of the two organisms is harmed in this interaction? Which one benefits? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think this interaction is helpful, harmful, or neutral for the dog? Why? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5\. !\[Image of a fish cleaning the teeth of a larger fish\](\#) Q1: Which of the two organisms benefits from this interaction? Explain how each one is helped or affected. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think the larger fish is harmed, helped, or unaffected? Why do you think so? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 6\. !\[Image of mushrooms growing on a dead tree\](\#) Q1: Which organism benefits from this interaction? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think the tree is harmed, helped, or unaffected? Why? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 7\. !\[Image of an ant and an aphid on a plant\](\#) Q1: Which of the two organisms is benefiting from this interaction? Describe how. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think this interaction is harmful, helpful, or neutral for the plant? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 8\. !\[Image of a vine climbing up a tall tree\](\#) Q1: Who do you think benefits more from this interaction -- the vine or the tree? Why? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Do you think the tree is harmed, helped, or unaffected by the vine? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 9\. !\[Image of a bird eating insects off a cow\'s back\](\#) Q1: Which organism benefits in this interaction? How? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: Does the cow get any benefit, or is it unaffected? Why do you think so? Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 10\. !\[Image of a lion chasing a gazelle\](\#) Q1: Which organism is harmed and which benefits in this interaction? Explain. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Q2: What might happen to the gazelle population if there are more lions in the area? Explain your reasoning. Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **ACTIVITY CARD NO. 2** **Organism Relationships in Nature** Objectives: \- Identify and describe different types of interactions between organisms in an ecosystem. \- Classify relationships as mutualism, commensalism, parasitism, or predation. \- Develop critical thinking skills by analyzing organism interactions in specific scenarios. Concept: This activity is to help students understand the different types of organism relationships in nature. The activity focuses on classifying interactions as mutualism, commensalism, parasitism, or predation, and encourages students to develop their critical thinking skills by analyzing and justifying the type of relationship in each scenario. The activity emphasizes how organisms interact within ecosystems, and how these relationships can benefit, harm, or have neutral effects on the involved organisms. Materials: - Scenario Descriptions -- Each scenario presents a specific interaction between organisms (e.g., bees and flowers, tree frogs and trees, etc.). - Activity Card -- A card that provides space for students to write their answers and explanations for each scenario. - Pen/Pencil -- For writing answers. - Classroom Space -- To discuss answers and share reasoning with peers, encouraging collaborative learning. Procedure 1. Read each scenario carefully. 2. Decide if the relationship in each scenario is Mutualism, Commensalism, Parasitism, or Predation. 3. Write your answer next to each scenario and briefly explain why you chose that type of relationship. Direction: Match the Relationship Scenario 1: Bees and Flowers Description: Bees collect nectar from flowers for food, and in the process, they help flowers by pollinating them. Type of Relationship: Explanation: Scenario 2: Tree Frogs and Trees Description: Tree frogs use the branches of trees as shelter from predators. The tree is unaffected. Type of Relationship: Explanation: Scenario 3: Ticks and Deer Description: Ticks attach to a deer's skin and suck its blood, which provides food for the tick but can make the deer sick. Type of Relationship: Explanation: Scenario 4: Fox and Rabbit Description: A fox hunts a rabbit for food. Type of Relationship: Explanation: **ACTIVITY CARD NO. 3** **Title: Create Your Own Example** **Objectives:** - Create examples of each relationship in real-world ecosystems. - Reflect on the role of these relationships in maintaining ecosystem balance **Concept:** This activity is to engage students in creating their own examples of the four main types of organism relationships: mutualism, commensalism, parasitism, and predation. By doing so, students will deepen their understanding of these relationships and their importance in maintaining balance within ecosystems. The activity also encourages students to think critically about real-world examples of these relationships, considering how they contribute to the overall health and functioning of various ecosystems. **Materials:** - Activity Card -- A card with spaces for students to fill in their own examples of the four types of relationships (mutualism, commensalism, parasitism, and predation). - Pen/Pencil -- For writing their examples and reflections. - Resources for Research (optional) -- If students choose to research real-life examples, they may need access to books, the internet, or other materials. - Partner/Group for Sharing -- Students will share and discuss their examples with a partner or in a group setting to evaluate if each example matches the intended relationship type. **Procedure** 1. Review the definitions and characteristics of mutualism, commensalism, parasitism, and predation. 2. Imagine or research real-life examples of each type of relationship you might find in an ecosystem (forest, ocean, grassland, etc.). 3. Describe your examples in the spaces provided above, ensuring each one clearly fits the type of interaction described. 4. Share your examples with a partner or in a group and discuss if each example matches the intended relationship type. Mutualism Example: Commensalism Example: Parasitism Example: Predation Example: Reflect and Share 1\. Which type of relationship do you think is the most common in nature? Why? 2\. How do you think these relationships help balance the ecosystem? **ACTIVITY CARD NO. 4** **Objectives** 1. **Cognitive Objective**: Identify and describe various abiotic factors in an ecosystem. 2. **Affective Objective**: Appreciate the role of abiotic factors in supporting life within an ecosystem. 3. **Psychomotor Objective**: Complete a graphic organizer by listing down abiotic factors and sharing insights in small group discussions. **Concept** This activity is to help students identify and describe various abiotic factors in an ecosystem. It also encourages students to appreciate the role of these non-living factors (such as sunlight, water, temperature, soil, etc.) in supporting life within ecosystems. Through completing a graphic organizer and engaging in group discussions, students will gain a deeper understanding of how abiotic factors are essential for the survival and functioning of ecosystems. **Materials** - Printed worksheet with the graphic organizer (as shown in the image) - Pencils or pens - Reference materials (books or handouts on ecosystems and abiotic factors) - Whiteboard or projector (optional for discussion) **Directions:** List down in the circles below the abiotic factors in the ecosystem  Guide Question: Why abiotic factors are important to ecosystems? **ACTIVITY CARD NO. 5** **Flooding in the Philippines** Concept: This activity focuses on the impact of changes in abiotic factors (like rainfall and water levels) on ecosystems, with a specific focus on flooding in the Philippines. It encourages students to analyze the effects of flooding on both the biotic and abiotic components of the ecosystem, and to consider how climate change might contribute to such events. Students will also explore ways communities can mitigate the effects of flooding and raise awareness about disaster preparedness. Objective: To understand how changes in abiotic factors can affect an ecosystem. Materials: Images of flooding in the Philippines (provided) Paper and writing utensils Procedure: Carefully examine the two images provided. Both show scenes of flooding in the Philippines. Determine the effect changes on abiotic factor/s in the ecosystem depicted by the pictures below. Write you answers in a separate sheet of paper.  Questions: 1. What is the main abiotic factor that caused the flooding in these images? 2. How does the flooding impact the people in the first image? 3. What evidence do you see in the second image that shows the impact of flooding on the environment? 4. What other biotic factors might be affected by the flooding? 5. How might climate change contribute to more frequent and severe flooding events like these? 6. Can you think of any ways that communities can prepare for and mitigate the effects of flooding? **Extension Activity:** - Research and discuss the impacts of recent flooding events in the Philippines, including the causes, consequences, and efforts to help affected communities. - Create a public service announcement or a poster that raises awareness about the importance of disaster preparedness and flood mitigation. **ACTIVITY CARD NO. 6** **Analyzing and Predicting Ecosystem Changes** Concept: The concept of this activity is to engage students in understanding how ecosystems respond to changes in abiotic factors, specifically focusing on the effects of drought in a grassland ecosystem. Students will analyze and predict the impact of environmental changes, such as drought and high temperatures, on plants, animals, and the overall ecosystem. This activity highlights the relationship between abiotic factors (like water and temperature) and how they influence living organisms and the balance within ecosystems. Objective: - Students will identify how abiotic factors, such as temperature and water availability, impact the survival of organisms in an ecosystem. - Students will appreciate the sensitivity of ecosystems to changes in abiotic factors and understand the importance of maintaining balanced environmental conditions. - Students will organize and apply their knowledge of ecosystem dynamics through written responses and predictions based on a hypothetical drought scenario. Materials: - Printed Worksheet -- With the scenario description and space for students to answer each question. - Pencils or Pens -- For writing responses. - Reference Materials (optional) -- For researching the types of organisms found in grasslands and how they adapt to environmental changes. Procedure: 1. Students will read the given scenario about the drought in a grassland ecosystem and answer the questions based on their understanding of how abiotic factors (like water and temperature) affect organisms and ecosystems. 2. Students will predict which plants and animals might struggle or thrive during a drought, considering their specific needs for water, temperature tolerance, and ability to adapt. 3. They will also predict how the ecosystem itself will look after several months of drought and reflect on why understanding abiotic factors is important for ecosystem protection. Instructions: Read the scenario below, then answer each question based on your understanding of ecosystems and how they respond to changes in abiotic factors. Scenario: Imagine that a grassland ecosystem experiences an extended period of drought. For several months, there is almost no rainfall, and temperatures are higher than normal. Analyze and Predict 1. List at least three types of plants or animals in the grassland that you think would struggle to survive in this drought. Explain why each one might find it difficult to adapt to these conditions. Plant/Animal 1: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Reason: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Plant/Animal 2: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Reason: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Plant/Animal 3: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Reason: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Think about any plants or animals in the grassland that might be able to survive or even thrive in these drier, hotter conditions. List at least two and describe how they might adapt or take advantage of the new environment. Organism 1: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Adaptation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Organism 2: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Adaptation: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. Describe how the grassland ecosystem might look different after several months of drought. Consider the changes in plant growth, animal populations, and overall ecosystem appearance. \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4\. Based on your predictions and observations, write a short paragraph explaining why ecosystems are sensitive to changes in abiotic factors like water availability and temperature. \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5\. Why is it important to understand the role of abiotic factors in the environment? Write at least two sentences explaining why this knowledge helps us protect ecosystems. \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_