Lentic and Lotic Ecosystems
Lentic and Lotic Ecosystems
Objectives
In this unit, students will learn about lentic and lotic ecosystems. Students will identify abiotic and biotic characteristics of each. Students will examine interactions between organisms in wetlands. The last lesson focuses on pollution in wetlands. Students will:
- identify biotic and abiotic factors in lentic and lotic ecosystems.
- explain interactions among organisms in Pennsylvania’s lentic and lotic ecosystems.
- investigate how wetlands can buffer pollution.
- describe the impact of human activities on lentic and lotic ecosystems.
Essential Questions
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
Materials haven't been entered into the unit plan.Formative Assessment
-
View
Multiple-Choice Items:
1. Which is the best description of water in a lentic system?
A
water that flows slowly
B
water that flows fast
C
water that stands still
D
water that flows one way
2. Which is an abiotic factor of lotic ecosystems?
A
fish that can live in fresh water
B
high oxygen content in the water
C
plants that survive in flowing water
D
many invertebrates like clams and snails
3. A body of water flows from a mountain spring into a river. Which term best describes the body of water?
A
lotic
B
lentic
C
wetland
D
saltwater
4. Why are producers at the first trophic level in a food chain?
A
Producers make food for the organisms in higher trophic levels.
B
Producers can only get their energy from other organisms in the food chain.
C
Producers break down dead organisms into nutrients that return to the soil.
D
Producers have the least amount of energy available to them.
5. In a river ecosystem, a fish feeds on algae and then a river otter eats the fish. What is the role of the fish?
A
producer
B
decomposer
C
primary consumer
D
secondary consumer
6. Which is the best explanation of how energy flows through the pond food chain shown below?
Sun → aquatic plants → slugs → frogs → snakes
A
Frogs can pass all of their energy to snakes.
B
Snakes have the most energy available to them.
C
Slugs receive food energy and heat energy from frogs.
D
Aquatic plants change the Sun’s energy into food energy.
7. How do wetlands improve the quality of lakes and rivers?
A
Wetlands keep pollution out of lakes and rivers.
B
Wetlands keep lakes and rivers from drying up.
C
Wetlands contain saltwater that enters lakes and rivers.
D
Wetlands increase the runoff that flows into lakes and rivers.
8. Which is a type of agricultural runoff that pollutes Pennsylvania’s aquatic ecosystems?
A
acid rain
B
fertilizers
C
abandoned mine drainage
D
chemicals from factories
9. Which is an example of a lotic ecosystem?
A
Creek
B
Lake
C
Pond
D
Marsh
1o
Multiple-Choice Answer Key:
1. C
2. B
3. A
4. A
5. C
6. D
7. A
8. B
9. A
Short-Answer Items:
10. Does the photo below show a lentic ecosystem or a lotic ecosystem? Name one biotic and one abiotic component that you can find in this ecosystem.
Cinder Pile Spring
Source: www.mrsoshouse.com/water/w46.html
11. Create a food chain for a lentic or lotic ecosystem that includes at least three organisms as well as the Sun. Label the trophic level of each organism. Include arrows to show the transfer of energy in the food chain.
12. Describe how human actions can cause pollution in Pennsylvania’s aquatic ecosystems. Give two examples and explain how each one can affect organisms in the ecosystem.
Short-Answer Key and Scoring Rubrics:
10. Does the photo below show a lentic ecosystem or a lotic ecosystem? Name one biotic and one abiotic component that you can find in this ecosystem.
Cinder Pile Spring
Source: www.mrsoshouse.com/water/w46.html
Points
Description
2
The student:
- correctly identifies the spring as a lotic ecosystem.
- correctly identifies one abiotic component of the ecosystem (e.g., fresh water, rocks).
- correctly identifies one biotic component of the ecosystem (e.g., grass, leaves, algae, insects).
1
The student:
- correctly identifies the spring as a lotic ecosystem.
- correctly identifies one abiotic or biotic component of the ecosystem.
0
The student:
- incorrectly identifies the spring as a lentic ecosystem.
- incorrectly identifies the abiotic and biotic components of the ecosystem.
11. Create a food chain for a lentic or lotic ecosystem that includes at least three organisms as well as the Sun. Label the trophic level of each organism. Include arrows to show the transfer of energy in the food chain.
Points
Description
2
The student:
- accurately shows a food chain for a lentic or lotic ecosystem.
- correctly labels all trophic levels.
- uses arrows correctly to show the transfer of energy in the food chain.
1
The student:
- shows a food chain, but it is not for a lentic or lotic ecosystem.
- correctly labels one or two trophic levels.
- uses arrows incorrectly to show the transfer of energy in the food chain.
0
The student:
- does not show an accurate food chain.
- does not correctly label any of the trophic levels.
- does not use arrows correctly to show the transfer of energy in the food chain or arrows are not included.
12. Describe how human actions can cause pollution in Pennsylvania’s aquatic ecosystems. Give two examples and explain how each one can affect organisms in the ecosystem.
Points
Description
2
The student:
- correctly gives two examples of human actions that can cause pollution in Pennsylvania’s aquatic ecosystems (e.g., agriculture, factories, mining, use of pesticides and fertilizers, housing developments, golf courses).
- explains how each one can affect organisms in the ecosystem.
1
The student:
- correctly gives one example of a human action that can cause pollution in Pennsylvania’s aquatic ecosystems (e.g., agriculture, factories, mining, use of pesticides and fertilizers, housing developments, golf courses).
- correctly explains how one human action can affect organisms in the ecosystem.
0
The student:
- does not give any correct examples of human actions that can cause pollution in Pennsylvania’s aquatic ecosystems.
- does not explain how human actions can affect organisms in the ecosystem.
Performance Assessment:
Spotlight on a Pennsylvania Organism
Choose an organism that lives in an aquatic ecosystem in Pennsylvania. Make sure you choose a specific organism such as rainbow trout, instead of a general type of organism such as fish. Create a poster or book about your organism that includes the following:
- The specific name of your organism and a picture of it.
- Whether it lives in a lentic ecosystem, lotic ecosystem, or both.
- A description of the organism’s environment that includes important biotic and abiotic features.
- A food web that includes the organism as well as at least nine other organisms in its ecosystem. Be sure to include arrows in your food web to show the direction of energy flow between organisms.
- A key below the food web that lists each organism and labels them as: producer, primary consumer, secondary consumer, or decomposer. Make sure to include at least one of each in your food web.
- A description of at least two sources of pollution in the organism’s ecosystem and explanation of how the pollution affects the ecosystem.
Performance Assessment Scoring Rubric:
Points
Description
5
The student completes all five of the requirements:
- Selects an organism that lives in Pennsylvania and explains whether it is found in a lentic ecosystem, a lotic ecosystem, or both.
- Describes the organism’s environment, including several biotic and abiotic factors.
- Creates a food web that includes the organism; the food web contains at least ten organisms with arrows that show accurate connections between them to represent energy flow.
- Creates a food web that has a key correctly identifying which organisms are producers, primary consumers, secondary consumers, and decomposers.
- Describes at least two sources of pollution in the organism’s ecosystem and explains how the pollution affects the ecosystem.
4
The student completes four of the requirements.
3
The student completes three of the requirements.
2
The student completes two of the requirements.
1
The student completes one of the requirements.
0
The student demonstrates lack of understanding or does not attempt to complete the assessment.
DRAFT 05/12/2011
