disturbances-to-ecosystems-final-mar-2024

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Disturbances to Ecosystems
Teacher Notes
Learning Goal: Students will view internet sources related to five ecological disturbances and answer understanding &
comprehension questions for each type of disturbance. The disturbances are a combination of natural and human-caused
disturbances.
NGSS Standards that can be applied to this activity:

• HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales.
• HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors
affecting biodiversity and populations in ecosystems of different scales.
• HS-LS2-3 - Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in
aerobic and anaerobic conditions.
• HS-LS2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere.
• HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and
biodiversity.
• HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Set-Up: Different variations of this activity are available and lend themselves to a number of different set ups for this activity.
• School is NOT 1:1 – place 5 laptops or other devices at each station with resource already on screen. Give students full
printable version of handout to complete. Time each station, students rotate all at once.
• School IS 1:1
o Printable
▪ Place station signs around room. Students use their own devices to scan QR codes and view resources. Give
students packet with only questions to complete as they rotate between stations. Time each station, students
rotate all at once.
▪ Students use laptops to access resources via links on LMS. Give students full printable version or handout.
Time each station, students may rotate around room or stay in one place with their group.
o Digital – assign Google Slides version to students. Students work in their group at their own pace.
Timing: Each station can be completed in 10 minutes with honors or academic students. Low-level, IEP, and ELL students
may need 15 minutes at each station. The activity will require a single 90-minute block period or two 40-45 minute periods
to introduce, complete stations, and review content/answers or complete an exit slip.
Accommodations: Extension questions can be omitted, optional, or required (required for honors students, omitted for low-
level students, optional for academic students). ELL students can translate webpages using Google translate feature and
view videos with Spanish closed captions on.
Versions Included:
• Full printable 4-page PDF packet. Includes directions, link, questions, and extension prompts for each station.
• Station signs with QR codes and 4-page PDF student packet (only questions and extension prompts) with space write.
• Google Classroom compatible version. Each station is a Slide with live links to resources and editable text boxes for
students to record their answers. Slide content is editable by the teacher using “Theme editor”.
• Teacher key is included with suggested answers for questions and extension prompts. Some questions are directly
related to location in the United States or the world so answers are not available for those questions.
© Keystone Science – All Rights Reserved

Name_________________________________________________Date_______________________Period____________
In this activity, you will be rotating to different stations around the room. At each station you will be exploring either a
human-caused or natural disturbance that can occur in an ecosystem. If you finish at your station before the 10 minutes is
up, work on the extension activity for that station.
Station 1 – Natural Disasters

View the video about Wrigley Field (first 1:23 minutes). Discuss the following questions with your group members before
writing your responses (4 minutes).
1. The succession that is occurring on the field in Wrigley Field is primary or secondary succession because
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. The succession that is occurring in the stands of Wrigley Field is primary or secondary succession because
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. The difference between primary and secondary succession is _____________________________________________

_______________________________________________________________________________________________
4. Given the following types of natural disasters, decide within your group (1) which type of succession would occur after
the disaster and (2) how humans can either prevent the disaster or recover after the fact (1.5 minutes on each disaster).
a. Volcanic eruption
________________________________________________________________________________________
________________________________________________________________________________________
b. Hurricane
________________________________________________________________________________________
________________________________________________________________________________________
c. Wildfire
________________________________________________________________________________________
________________________________________________________________________________________
Extension
Within your group, come up with a natural disaster that commonly occurs where you live. Create a list of the damages that
have both ecological and human consequences. Brainstorm prevention techniques.

Station 2 – Population Dynamics
Watch the video at the top of this NPR article and read the article as a group (5 minutes). Discuss and answer the following
questions within your group (5 minutes). Please note: The human population surpassed 8 billion people in 2022-2023 but
the factors & concerns with a growing population remain the same.
1. List two factors that are attributed to the explosion of the human population explosion from 1 billion (1804) to 7 billion
(2011). Explain how they both contributed to the human population explosion.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. According to the article/video, which areas of the world have experienced the most population growth since 1804?
Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Two concerns with the growing human population have to do with food supply and energy. Discuss with your group and
brainstorm solutions to the food shortages and energy shortages that are caused by the growing human population.
How will these solutions affect the environment?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Extension
Investigate the term “keystone species”. Explain the importance of these species. How can distress in these species
predict impending ecosystem collapse? Provide some examples of keystone species.
Station 3 – Invasive Species

Watch the video about invasive species around the world (5 minutes). Discuss and answer the following questions with
your group (5 minutes).
1. Describe three factors that allow invasive species to be successful in their new habitats.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. Explain how invasive species disrupt the ecosystem and biodiversity of their new habitats.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Do you think humans are invasive species? Why or why not?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Extension
Research invasive species that affect where you live. How have scientists responded to these species? Have their
interventions been successful? Why or why not?
Station 4 – Climate Change

Use the illustration in this article to discuss the following questions with your group members and write your responses in
the space provided (click the illustration to enlarge it).
1. Why is the Arctic ice cap so important for the Earth’s climate (Albedo Effect)?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Explain how the melting of the arctic ice cap is a positive feedback loop that causes the Earth to continually warm.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. Explain three consequences the melting of the Arctic Ocean could have on humans, the Earth’s climate, or the world’s
ecosystems. Offer possible solutions to these consequences.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Extension
Scientists have evidence that the increase of carbon dioxide and other greenhouse gases in the atmosphere is largely
attributed to human activities. Use an online carbon footprint calculator to measure your carbon footprint. List some ways
you can reduce your carbon footprint.
Station 5 – Pollution
1. Read the article and watch the video on this website: (5 minutes)
2. Discuss the following questions with your group members before recording your responses in the space provided:
a. What is the primary cause of algal blooms? Which nutrients are associated with algal blooms?
___________________________________________________________________________________________
b. Explain how “dead zones” are created.
___________________________________________________________________________________________
___________________________________________________________________________________________
c. Before humans settled the Chesapeake Bay area, how were excess nutrients “trapped”?
___________________________________________________________________________________________
___________________________________________________________________________________________
d. Discuss three possible solutions to preventing algal blooms.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Extension
Use the satellite image below to answer the following prompt.
These images show how plankton concentration changes from summer (top) to winter (bottom) in the Gulf of Mexico. They
were created from the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument that flies about NASA's Aqua
satellite. Reds and oranges represent high concentrations of phytoplankton and river sediment, blues and greens represent
lower concentrations.
Propose an explanation for why there are higher concentrations of phytoplankton found along the Gulf coast during summer
than in winter.

Name_________________________________________________Date_______________________Period____________
In this activity, you will be rotating to different stations around the room. At each station you will be exploring either a
human-caused or natural disturbance that can occur in an ecosystem. If you finish at your station before the 10 minutes is
up, work on the extension activity for that station.

1. The succession occurring on the field in Wrigley Field is primary or secondary succession because
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. The succession occurring in the stands of Wrigley Field is primary or secondary succession because
_______________________________________________________________________________________________
_______________________________________________________________________________________________
3. The difference between primary and secondary succession is _____________________________________________

_______________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
b. Hurricane
________________________________________________________________________________________
________________________________________________________________________________________
c. Wildfire
________________________________________________________________________________________
________________________________________________________________________________________
Extension

Please note: The human population surpassed 8 billion people in 2022-2023 but the contributing factors & concerns with a
growing population remain the same.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Extension

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Extension

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Extension

1. What is the primary cause of algal blooms? Which nutrients are associated with algal blooms?
___________________________________________________________________________________________
2. Explain how “dead zones” are created.
____________________________________________________________________________________________
__________________________________________________________________________________________
3. Before humans settled the Chesapeake Bay area, how were excess nutrients “trapped”?
____________________________________________________________________________________________
__________________________________________________________________________________________
4. Discuss three possible solutions to prevent algal blooms.
____________________________________________________________________________________________
____________________________________________________________________________________________
_________________________________________________________________________________________
Extension
These images show how plankton concentration changes from summer (top) to winter (bottom) in the Gulf of Mexico. They
were created from the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument that flies about NASA's Aqua
satellite. Reds and oranges represent high concentrations of phytoplankton and river sediment, blues and greens represent
lower concentrations.
than in winter.

Disturbances to Ecosystems - KEY
View the video about Wrigley Field (first 1:23 minutes). Discuss the following questions with your group members before
writing your responses (8 minutes).
1. The succession that is occurring on the field in Wrigley Field is primary or secondary succession because there is
existing soil on the field.
2. The succession that is occurring in the stands of Wrigley Field is primary or secondary succession because there is
no soil present in the stands.
3. The difference between primary and secondary succession is whether or not there is soil present. In secondary
succession, there is soil following the disturbance, but in primary succession there is not.
A volcanic eruption is primary succession because there is no soil present afterwards, just solidified
lava (rock).
b. Hurricane
A hurricane is secondary succession because soil would still be present following the hurricane.
c. Wildfire
A wildfire is secondary succession because the soil is not ruined in a fire, it is still present.
Extension
Answers to the extension will vary based on your location & geography.

Watch the video at the top of this NPR article and read the article as a group (5 minutes). Discuss and answer the following
questions within your group (5 minutes). Please note: The human population surpassed 8 billion people in 2022-2023 but
the factors & concerns with a growing population remain the same.
The first factor that contributed to the human population explosion is better medicine. The second factor is
better agriculture to provide to the growing population (in video).
Why?
India and China have experienced the most growth since 1804. Extreme poverty and infant mortality are high
while family planning access is low, this causes high birth rates and a booming population. Populations in
India and China are leveling off though, sub-Saharan Africa is now the largest growing human population on
the planet.

Answers here may vary; possible solutions are listed below.
Food supply: Even better agriculture, may include using genetically engineered crops in order to grow crops in
environments they would not normally thrive, or to better resist pests.
Energy: Most of the world is dependent on oil and other fossil fuels for their energy. Countries that receive an
abundance of sunlight (near the equator, for example) could use solar panels to generate energy instead of
relying on fossil fuels. Areas that have a lot of wind (mountainous, coasts, etc.) can utilize wind turbines.
Countries that have natural hot springs or volcanic activity (Iceland, Colorado, for example), could utilize
geothermal energy.
Extension
A keystone species is a species that an entire ecosystem is dependent on. If the species were removed, the
ecosystem would change drastically. It’s possible, most species would become critically endangered or even
extinct. If a keystone species is in distress, it is likely the entire ecosystem may be heading for a collapse.
Examples of keystone species will vary, here are a couple:

● Wolves: Driven to near extinction in Yellowstone National Park, this apex predator caused the balance of
the ecosystem in the park to become severely unbalanced. In their absence, herbivores overgrazed and the
plant populations were decimated. Since their reintroduction, the herbivores are now under control and the
ecosystem is rebalancing.
● Coral: Coral have a very close, mutualistic relationship with algae. If this relationship is severed (coral
bleaching) the coral die. Coral reefs are the rainforest of the oceans. Many species spend their entire lives
in the reef and many other ocean organisms utilize its resources for some part of its life. If the coral dies,
the reef dies.

Watch the video about invasive species around the world (5 minutes). Discuss and answer the following questions with
your group (5 minutes).
Invasive species have an abundance of resources (food, space, energy, etc.) and a lack of natural predators
and diseases.
In natural ecosystems, limiting factors control the population of plants, herbivores, predators, and insect
populations. Minor changes in one factor (like a keystone species) can severely alter the number of species.
Invasive species are not necessarily affected by these limiting factors the way native species are. Invasive
species evolve in a separate environment with different predators, energy sources, and climates.
Answers will vary for this question. Many people do not consider humans on the same level as other
organisms on the planet. Consider all opinions as long as the reasoning is sound.

Extension
Answers to the extension will vary based on your location.

Use the illustration in this article to discuss the following questions with your group members and write your responses in
the space provided.
The Arctic ice cap acts as Earth’s air conditioner. The white ice reflects heat and other energy waves from the
sun back into space. As the ice cap melts, the darker ocean is exposed which absorbs these waves and
increases the temperature of the water and, ultimately, the entire planet.
As the ice cap melts, more heat is absorbed by the ocean, which causes warming. The warming causes more
ice to melt, which exposes more ocean for the heat to be absorbed...etc.
● Methane release: Adding more greenhouse gases to the atmosphere and causing the planet to warm more
quickly.
● Melting Greenland ice sheet: Melting ice sheet is adding 72 cubic miles of water to the oceans every year,
this will cause ocean levels to rise and coastal towns and cities to flood, making them uninhabitable.
● Increase in water vapor: Water vapor is also a greenhouse gas. Warmer air can also hold more moisture
which can cause wetter weather throughout the world as well as dry out other areas. Higher moisture in the
air can also lead to more severe storms (hurricanes, thunderstorms that lead to tornadoes, etc.)
● Warming rivers: As a result of the rising air temperatures, the land will warm which will increase the
temperature of rivers and streams. Warmer water holds less oxygen so fish species that prefer colder
waters will become rarer, if not extinct (carp, trout, lobster, etc.)
Extension
Answers will vary but simple ways to reduce your carbon footprint: compost, rideshare, ride your bike, use mass
transit, eat less meat, grow your own vegetables, etc.

1. Read the article and watch the video on this website: (5 minutes)
2. Discuss the following questions with your group members before recording your responses in the space provided:
a. What is the primary cause of algal blooms? Which nutrients are associated with algal blooms?
The primary cause of algal blooms is excess nutrients. These nutrients are nitrogen and phosphorus.
b. Explain how “dead zones” are created.

The decomposition of dead sea grasses and algae uses most of the oxygen that is available in the
water. This makes the water uninhabitable by sea life and organisms die or seek out better oxygenated
waters.
c. Before humans settled the Chesapeake Bay area, how were excess nutrients “trapped”?
Before humans paved roads, highways, and parking lots, most of the excess nutrients were absorbed
by the soil and plants that surrounded the Chesapeake Bay watershed.
d. Discuss three possible solutions to preventing algal blooms.
Many solutions are provided in the article: install green roof, rain garden, or rain barrel to capture and
absorb rainfall; use porous surfaces (gravel/pavers) in place of asphalt or concrete; redirect
downspouts into grass or gravel rather than paved sidewalks or driveways; use fertilizers properly.
Reduce air pollution by walking, biking, taking public transit, or using electric/manual lawn mowers and
yard tools.
Extension
These images show how phytoplankton concentration changes from summer (left) to winter (right) in the Gulf of Mexico.
They were created from the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument that flies about NASA's
Aqua satellite. Reds and oranges represent high concentrations of phytoplankton and river sediment, blues and greens
represent lower concentrations.
than in winter.
Phytoplankton do photosynthesis to get energy from the sun. Nitrogen and phosphorus are limiting factors for
phytoplankton. Farmers spread fertilizers on their fields in the spring to ensure their crops have nutrients to grow.
Rain washes excess fertilizer from fields into the Mississippi watershed. By summer, all these fertilizers have
travelled through the watershed and empty into the Gulf of Mexico. The excess nitrogen and phosphorus from the
river is concentrated in the gulf and provides an excess supply for phytoplankton to grow in the summer months.
The dead zone is smaller in the winter because farmers are not fertilizing their fields in the winter.

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NGSS Standards that can be applied to this activity:

© Keystone Science – All Rights Reserved

Station 1 – Natural Disasters

3. The difference between primary and secondary succession is _____________________________________________

© Keystone Science – All Rights Reserved

Station 3 – Invasive Species

© Keystone Science – All Rights Reserved

3. Do you think humans are invasive species? Why or why not?

Station 4 – Climate Change

© Keystone Science – All Rights Reserved

d. Discuss three possible solutions to preventing algal blooms.

© Keystone Science – All Rights Reserved

Station 1 – Natural Disasters

3. The difference between primary and secondary succession is _____________________________________________

© Keystone Science – All Rights Reserved

Station 3 – Invasive Species

© Keystone Science – All Rights Reserved

Station 4 – Climate Change

© Keystone Science – All Rights Reserved

4. Discuss three possible solutions to prevent algal blooms.

© Keystone Science – All Rights Reserved

Station 2 – Population Dynamics

© Keystone Science – All Rights Reserved

Examples of keystone species will vary, here are a couple:

Station 3 – Invasive Species

© Keystone Science – All Rights Reserved

Answers to the extension will vary based on your location.

Station 4 – Climate Change

© Keystone Science – All Rights Reserved

b. Explain how “dead zones” are created.

© Keystone Science – All Rights Reserved

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