Topic 3:

Ecological Constraints

Learning Goals for Day:

Ø      Give example(s) of hierarchical organization

Ø      List important ecological constraints

Ø      Understand & be able to create a "Concept Map"

• HOMEWORK: Revise & refine the concept map you began to construct in class

Question 1:

Ø      Give example(s) of hierarchical organization

o       Give one example of a hierarchical organizing scheme commonly used in biology.

Question 2:

Ø      List important ecological constraints or limiting factors

BRAINSTORM in groups of 3 - list as many such factors as you can think of - factors that would influence the different ecological levels or systems we discussed last time 
(Organisms, Populations, Communities, Ecosystems)

o       At the global scale, what are important constraints?

o       At the regional scale, what are important constraints?

o       Why do we call these factors “constraints?”

Question 3:

Ø     Make a Concept Map: How do the constraints you listed above work together to determine the nature of ecological systems?

Use sticky notes on a blank sheet of paper to come up with a draft concept map

Example of a simple, hierarchical concept map:

http://redie.uabc.mx/vol2no1/contents-ruizpri.html

How Concept Maps Work:

Ø      How do the constraints you entered into your concept map relate to the organization of topics on your syllabus?

Question 4:

A major topic for our semester together:

Developing a "sense of place" & a sense of wonder for this region we live in.

"Miss Rumphius" - the Lupine Lady - a parable for our class

• we could all stand to think about "how we can make the world a more beautiful place,"

• BUT before we can do that, we need to learn about just how beautiful it already is...