2024 Secondary 1 Environmental Science - Biodiversity e-Notes PDF

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;,.HOW TO MAKE FULL USE OF THESE NOTES? Welcome to your Environmental Science module. To try different modes of teaching and learning, we have decided to go digital for our notes (it saves paper, too!). Where have you been if yo...

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;,.HOW TO MAKE FULL USE OF THESE NOTES? Welcome to your Environmental Science module. To try different modes of teaching and learning, we have decided to go digital for our notes (it saves paper, too!). Where have you been if you have not discovered the Cornell Note-taking Method? Use the COMMENTS feature for keywords/comments. How to Use Cornell Notes Here are some tips to make full use of digital capabilities. Tip 1: While everyone starts with the same set of notes, you are the co-creator of your notes. Customise it such that it works for you and becomes uniquely yours. How? By putting in your own words, create diagrams and connect ideas throughout your notes. This will help you better understand the content! Tip 2: Utilise functions available in Google docs to better organise your notes. Change font colours, highlights etc. As you type in your ideas, your notes may appear disorganised. Using page breaks, you can organise your notes so that every section starts nicely on a new page. Tip 3: Use ⌘ + F to look for keywords. The sections within this topic have been bookmarked for you. Feel free to add your quick links/bookmarks. As time goes by, we hope to be able to learn from everyone in the community and build on one another’s strengths. Let us know if you discover any good life hacks, and we will share them with the class. Page 1 of 19  2024 SECONDARY 1 ENVIRONMENTAL SCIENCE S/NO. TOPIC UNIT 01 MAN AND HIS ENVIRONMENT BIODIVERSITY NOTES Unit Essential Questions: 1. How is the variety of living organisms classified and studied? 2. How do living things interact with one another and with the environment? 3. How do human beings affect the ecosystem? 4. Are human beings a destructive force to the environment? Learning Checklist of cognitive skills and practical skills Am I able to ….. 1. State that biodiversity is the degree of variation of life forms within a given ecosystem. 2. Show an understanding of species richness and species evenness. 3. Show an appreciation of how evolution contributes to biodiversity e.g. peppered moth. 4. State that there is a diversity of life ranging from unicellular to multicellular organisms (describe briefly the five Kingdoms of organisms - Monera, Protista, Fungi, Plantae, Animalia). 5. Show an understanding of the need to classify living organisms. 6. Describe the system of classification using the taxonomic ranks: Kingdom, Phylum, Class, Order, Family, Genus, Species. 7. Define a species. 8. Describe the binomial system of naming species as a system in which the scientific name of an organism is made up of two parts showing the genus and species. 9. Identify living organisms using dichotomous keys and construct dichotomous key (using flowchart and paired statements) to classify organisms. 10. Show an understanding of the interactions between organisms and the physical environment (air, water, temperature, light, salinity and acidity/alkalinity). 11. Recognise how adaptive traits (structural or behavioural) and changes in environmental conditions can affect the survival of organisms. 12. Define the terms: habitat, population, community and ecosystem. 13. Show an understanding of the interactions among various organisms within an environment (prey-predator, producer-consumer, mutualism, commensalism, parasite-host, scavenger/decomposer). 14. Observe, construct and use of dichotomous keys for classifying and identifying living organisms. Note: students must be able to use knowledge gained in new situations or to solve related problems Reference: Science for Lower Secondary Textbook 2A, pp 84 – 106 Page 2 of 19 REFLECTION OF LEARNING GOALS Reflection increases student learning. It supports a growth mindset and encourages you as a student to improve and learn from your mistakes. Do your reflection with reference to the learning checklist on page 2. My learning goals for this topic are: To understand the topic Areas that I am confident in are: The other science topics Areas that I need to focus on are: The system of classification using ranks What support I need: DIversity of life TABLE OF CONTENTS 1. BIODIVERSITY 2. CLASSIFICATION A. SCIENTIFIC CLASSIFICATION SYSTEM B. THE 5-KINGDOM SYSTEM C. DICHOTOMOUS KEY 3. INTERACTIONS A. ABIOTIC FACTORS B. ADAPTIVE TRAITS C. BIOTIC FACTORS Page 3 of 19  CAREER Environmental science is the study of interactions among the environment's physical, chemical and biological components and human impact on the environment. Read about how a rare fish thought extinct in Singapore was re-discovered! Do the quiz and see if you can identify some of the jobs and careers in environmental science mentioned in the article: https://forms.gle/vbvAMbJXCBMsUgWg8 A dog-faced water snake biting a ladder gudgeon. PHOTO: DARYL TAN 1. BIODIVERSITY (Back to Table of Contents) ✍ Definition of Biodiversity …Biodiversity is the variation of life within a given ecosystem There are three levels of biodiversity that make up our planet’s biodiversity: Page 4 of 19  Examples of non-species organisms include ✍ What is a “species”? A species is a group of organisms which is capable of interbreeding and producing fertile offspring. Bloom’s Taxonomy (10 min) Objective of “Apply Your Knowledge”: To use knowledge learnt in new situations What do you think the biodiversity in terms of species diversity is like for the following environments? You can google to find out more about each of the environments. There will be a gobi bear, wild bacterian camel and Mongolian wild ass Despite harsh environment,there are organisms like fox,addax antelope and shrubs. Environment:low Species:mod Genetic:mod Gobi desert There wll be Samba deer,nilgiri lark. Low level of species richness in plantations compared to forests. E:mod S:low G:low Tea plantation Page 5 of 19  Fish,octupus,sea turtles,shrimp and blue crabs. Supports a rich species diversity of marine life, known as “biodiversity hotspots” E:high S:hign G:high Seagrass bed Optional Extension: How many species are there on Earth? Do this Edpuzzle to find out the answer to the number of species on Earth? https://bit.ly/manyspecies Optional Extension: Tree of Life Click on this interactive map to see the links between all living things known to science. Discover your favourites, see which species are under threat, and be amazed by the biodiversity of life on earth: Tree of Life (Onezoom) HOW DO WE COUNT HOW MUCH BIODIVERSITY IS AROUND US? We count how much biodiversity is around us by measuring Species Richness and Species Evenness. ✍ Species richness is Number of different species within a given sample,community or area. ✍ Species evenness is Relative abundance(actual numbers or percentage) of different species in a particular sample,community, or area. Which community has better species diversity? Page 6 of 19  ✍ Species richness Species evenness (no. of species) (% of each species) A 5 C 5 Community 1 4 B 5 D 5 A 14 C 2 Community 2 4 B 2 D 2 Using the data above, which community has better biodiversity and why? Both community 1 and 2 contain 4 species.Species Richness are the same. Community 1 has better Species evenness than community 2. Community 1 is more diverse than community 2. Thinking Routines: See-Think-Wonder (10 min) Objective: To observe and make thoughtful interpretations. During the 1800s’ Industrial Revolution in England, the factories burned wood and coal which blackened the tree trunks of the nearby countryside. Peppered moth is a common moth in England. They have light-coloured wings that are ‘peppered’ with small dark spots. This helps them avoid predatory birds. Then scientists began to notice the presence of a new peppered moth with dark-coloured wings. Simulation Game - “Catch me if you can!” (1 min) You will now play a simulation game: https://bit.ly/sstcatchme Page 7 of 19  Start by choosing “Dark Forest”. Note that a population of moths (50% light-winged moths and 50% dark-winged moths) has been released in the dark forest. Your role in the simulation is that of a predator. Guide the bird to the moths. Click on the moth to eat the moth. Eat as many moths as possible in one minute. During the simulation, graphs at the bottom will record any changes in the population. After playing the simulation game, think about these questions and pen your thoughts. Thinking Routines Your Thoughts What did you see? How many moths were eaten?I ate thirty moths. What do you think is going on? Your forest started with 50% light-winged moths and 50% Give reasons to support your dark-winged moths. At the end of the simulation, what is the thinking. distribution like? Why is this so?I ate the same amount light-wiged moths as dark-winged moths. What makes you wonder about How does this relate to biodiversity? the topic of biodiversity? Summary of how evolution contributes to biodiversity 1. Darwin suggested that evolution is a result of natural selection. 2. ✍ ………………… …………………….. : every species has small differences between individuals. 3. If any of the differences enable an individual to better adapt to the environment, it is more likely to survive and pass on the genes to the next generation. 4. As that trait is passed on over many generations, the population looks more like the individual that is better adapted to the environment. 5. ✍ This process natural secletion, a mechanism of evolution. It is one of the ways to account for the biodiversity on Earth. Checkpoint Page 8 of 19 https://tinyurl.com/quiz-biodiv 2 CLASSIFICATION (Back to Table of Contents) The science of describing, identifying and classifying organisms is known as taxonomy. It is important to classify and identify organisms to understand how organisms are related and how they are different. 2A. SCIENTIFIC CLASSIFICATION SYSTEM (Back to Table of Contents) The Scientific Classification System is a method that scientists use to categorise living things. This system has its roots in the work of Carl Linnaeus, a Swedish scientist in the 18th century. Living things can be classified based on their physical characteristics, their genetics or their ability to produce fertile offspring in the wild. Here is an example of how tigers (Panthera tigris) are classified Page 9 of 19  Scientific names are standardised and accepted universally for scientific communication. An organism may have more than one common name, but will only have one scientific name. Scientific names can also reflect relationships between closely related species. Checkpoint https://tinyurl.com/quiz-classificationsys 2B. THE 5-KINGDOM SYSTEM (Back to Table of Contents) We use the 5-Kingdom System to classify organisms: - see links in the table below 1. Kingdom Monera 2. Kingdom Protista 3. Kingdom Fungi 4. Kingdom Plantae 5. Kingdom Animalia Kingdom Key characteristics Common examples 1. Monera Unicellular organisms https://bit.ly/K Prokaryotic type of cell -monera ○ absence of membrane-bound [1:00] organelles like nucleus, chloroplast Bacteria Can be both ○ autotrophic i.e. able to make its own food ○ heterotrophic i.e. unable to make its own food Cyanobacteria1 2. Protista Mostly unicellular organisms with some exceptions like seaweed and https://bit.ly/k- kelp which are multicellular protista [4:12] Eukaryotic type of cells Amoeba https://bit.ly/k- ○ presence of membrane-bound protista-char organelles like nucleus, mitochondria Paramecium Can be both ○ autotrophic - able to make its own food ○ heterotrophic - unable to make its Page 10 of 19  own food Kelp 3. Fungi Multicellular organisms (except yeast) https://bit.ly/k- Eukaryotic type of cells; presence of fungi membrane-bound organelles Mushroom Heterotrophic - unable to make its own food (decomposer) Yeast 4. Plantae Multicellular organisms Includes ferns (non-seed, vascular plants), flowering plants Bird’s nest fern Eukaryotic type of cells; presence of membrane-bound organelles Autotrophic - able to make its own food Rain tree 5. Animalia Multicellular organisms Vertebrates: Fish, Amphibian, Reptile, Bird Includes and Mammal ○ vertebrates (with backbone) ○ invertebrates (without backbone) Invertebrates: Porifera: sponge Eukaryotic type of cells; presence of Cnidaria: Jellyfish & coral membrane-bound organelles Platyhelminthes: Flatworms Heterotrophic - unable to make its own Nematoda: roundworm food Arthropoda: insect, arachnid (spider), crustacean (prawn), myriapod (centipede) Mollusca: octopus, squid Bloom’s Taxonomy (10 min) Objective of “Analyse”: To draw connections among ideas Create a table to summarise the characteristics of organisms from the five Kingdoms. What features can you think of and use to differentiate the organisms from each other? My summary of 5 Kingdoms Page 11 of 19  Features Unicellular or Prokaryotic or Autotrophic or Cell wall? Multicellular Eukaryotic Heterotrophic Kingdom Monera Unicellular Prokaryotic Autotrophic and Present Heterotrophic Kingdom Protista Unicellular Eukaryotic Autotrophic and Absent/Present Heterotrophic Kingdom Fungi Multicellular Eukaryotic Heterotrophic Present Kingdom Plantae Multicellular Eukaryotic Autotrophic Present Kingdom Animalia Multicellular Eukaryotic Heterotrophic Absent Checkpoint https://tinyurl.com/quiz-5kingdoms 2C. DICHOTOMOUS KEY (Back to Table of Contents) A dichotomous key is a scientific tool, used to identify different organisms, based on the organism’s observable traits. Dichotomous keys use a series of paired choices of observable traits / features that will lead users to the correct identification. Dichotomous keys can be represented in two different formats: Flowchart format Paired-statements format Page 12 of 19  👍 Note: Complete your HBL to practice how to create a dichotomous key using both the flowchart format and the paired-statement format 3 INTERACTIONS (Back to Table of Contents) 3A. ABIOTIC (NON-LIVING / PHYSICAL) FACTORS OF ENVIRONMENT (Back to Table of Contents) Bloom’s Taxonomy (30 min) Objective of “Analyse”: To draw connections among ideas SST Eco- Amigo! Background: Ponds are dynamic natural systems with many living (biotic) and non-living (abiotic) factors. This means no two ponds are the same. The interactions between living and non-living components form an ecosystem. These interactions are crucial because both factors influence the survival and population levels of organisms on Earth. You will be going to the school pond to learn more about the interactions within an ecosystem and how an environment influences the survival of organisms. Objectives: 1. To understand the physical factors that affect a pond habitat. 2. To develop skills in observation, data collection, and analysis. 3. To foster critical thinking and collaborative learning. Key Terms:Match the following terms to the correct definition and add an example to illustrate your understanding. Page 13 of 19  Terms: Community Ecosystem Habitat Population Term Example Definition Habitat An area where an organism lives. Population A group of organisms in the habitat that belongs to the same species. Community Coral Populations of all the community plants, animals and microorganisms that live and interact in the habitat. Ecosystem Forest Organisms that live SST School Pond ecosystem and interact with each other and their physical environment. Match the following terms to the correct definitions. pH (acidity or alkalinity) salinity water Terms: temperature air (oxygen) light Physical Factor How it affects the survival of organisms 1. air To break down food to release energy during respiration 2. water As a component in cells As a solvent for biological molecules As a reactant in biochemical processes 3. Temperature Enzymes require an optimum temperature to function 4. Light To make food during photosynthesis by plants or organisms with chlorophyll 5. salinity Some organisms are adapted to live in the sea (high salinity) while other organisms are adapted to live in freshwater 6. pH Optimal functioning of enzymes is affected by pH changes (most organisms cannot survive in extremely acidic or alkaline environments) Page 14 of 19 Hands-On Investigation at School Pond: Students to work in groups of five students per group. Each group will be assigned specific physical factors to investigate: ○ Group 1: Water temperature (surface) ○ Group 2: pH levels of the water ○ Group 3: Dissolved oxygen levels ○ Group 4: Light sensor ○ Group 5: Water clarity (using turbidity sensor) Roles: ○ Data collection: 2 students set up and use the provided tools to measure and record the assigned factor in an appropriately labelled table. Remember to include the unit in the header of the table. ○ Researcher: 1 student documents observations of the process with notes or photographs and researches how the assigned factor can affect the environment and impact the survival of organisms in the pond habitat. ○ Presenter: 2 students work with the researcher and prepare a presentation on findings and reflection. The presentation should include the following: Appropriately labelled table of data How the assigned factor affects the pond environment and impacts the organisms' survival in the pond habitat. Reflection of the team on their learning, including observations of the process, challenges faced and how their understanding has changed.. Class discussion Each group will present their findings and discuss how each physical factor can impact the pond habitat. For example, how temperature fluctuations can affect dissolved oxygen levels, influencing the types of organisms that can thrive in the pond. Upload your slides in your google classroom. Label your slides as Group [number]: [factor] Each team allocated 3 min to present. Checkpoint Watch the video “Fish Battle on Land!” and identify some abiotic factors and biotic factors in the environment that affect the mudskipper’s survival in the mangrove. ✍ Page 15 of 19  Abiotic (non-living or physical) factors: water Biotic (living) factors: Temperature, light, salinity, air [2:26] 3B. ADAPTIVE TRAITS OF ORGANISMS (Back to Table of Contents) The physical factors of an environment shape the adaptive traits of organisms that live in it. Organisms that are suited to a specific environment will survive and reproduce. They have inherited adaptive traits that enable them to live in that environment. https://tinyurl.com/WatR-adaptations [4:10] Adaptive traits can be structural or behavioural: ○ Structural adaptations are physical features of an organism that enable it to better survive in its environment ○ Behavioural adaptations refer to the different behaviours of an organism that enable it to better survive in its environment Extension Through adaptation and evolution, nature went through millions of years tinkering its way out of problems, ending up with some amazing innovations as inefficiency does not last in nature. Biomimicry (literally: imitation of the living) aims to take inspiration from natural selection solutions. Human engineers and designers look to biomimicry for solutions to modern problems or for ideas to improve designs. Read amazing examples of biomimicry, like sharkskin-inspired swimsuits worn by Michael Phelps during the 2008 Summer Olympics https://tinyurl.com/amazingbiomimicry Watch how engineer and birdwatcher Mr. Eiji Nakatsu redesigned Japan’s Shinkansen based on the aerodynamics of three species of birds. https://tinyurl.com/theworldpoorlydesigned Page 16 of 19 3C. BIOTIC (LIVING) FACTORS OF AN ENVIRONMENT (Back to Table of Contents) Recall that an ecosystem is made up of the interaction between a community and its physical environment. To understand an ecosystem, we study how the plants and animals in a specific area interact with one another and their environment. Here are some types of interaction of organisms with other organisms: https://tinyurl.com/WatR-symbiosis [4:12] Checkpoint https://tinyurl.com/quiz-relationship Page 17 of 19  Bloom’s Taxonomy (30 min) Objective of “Create”: To construct your own understanding Eco- Bingo! After knowing about the various relationships when organisms interact 🔍 with one another, you are going to be a SST ecologist. Your teacher will assign you into groups before you explore the SST environment and identify some relationships between the organisms! Take photos and provide explanations to complete the Bingo card which your teacher will share with you as a copy in your google classroom. Summary Page 18 of 19  Ecological interactions and relationships ensure a constant supply of food or protection for species in the ecosystem ○ Without these relationships, some species' populations may rise uncontrollably while others go extinct; food webs may be disrupted Understanding these interactions helps us know how to maintain the stability of ecosystems and the continued existence of organisms (Biodiversity) ~~ the end ~~ Page 19 of 19