ecological foundations earth partnership for schools southeast michigan institute suzan campbell
DESCRIPTION
Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell. Oakland County n 2009. overview. Overview: Ecology 101 Landforms Soils Regional Landscape Ecosystems Natural Communities Internet Resources Activity Ecosystem Management. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/1.jpg)
Ecological FoundationsEarth Partnership for SchoolsSoutheast Michigan Institute
Suzan Campbell
Oakland County 2009
![Page 2: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/2.jpg)
overview . . .
Overview:
•Ecology 101
•Landforms
• Soils
• Regional Landscape Ecosystems
• Natural Communities
• Internet Resources Activity
• Ecosystem Management
![Page 3: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/3.jpg)
EcosystemsEcological Society of America(Christenson et al., 1996)
A spatially explicit unit of the Earth that includes all the organisms, along with all the components of the abiotic environment within its boundaries.
ecology 101 . . .
![Page 4: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/4.jpg)
More than biotic/abiotic components -
Ecosystems include:
•processes
•functions
•interactions
ecology 101 . . .
![Page 5: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/5.jpg)
Diagram here
Energy cycleall* energy for life comes from the sun
plants capture this energy
animals utilize this captured energy from plants
energy flow is one way (heat lost)
ecology 101 . . .
![Page 6: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/6.jpg)
Food webs
ecology 101 . . .
![Page 7: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/7.jpg)
Water cycleearth’s supply of water is fixed
stored in aquifers, glaciers, plants
land cover affects:
infiltration
runoff rates
erosion
flood risk
ecology 101 . . .
![Page 8: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/8.jpg)
Nitrogen cycleplants can’t use nitrogen in its most abundant form (N2)
bacteria and lightning convert it to a useable form (NH4)
human activities affect nitrogen’s form, impact in the environment
nitrogen is only one of many nutrient cycles
ecology 101 . . .
![Page 9: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/9.jpg)
Don’t forget the invisible !!!soils provide mostOf nutrients needed for plant growth
major player in water, nutrient cycles
stores water
eroded rock, nutrients, decaying organic matter, water, air, billionsbillions of living organismsof living organisms
ecology 101 . . .
![Page 10: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/10.jpg)
Carrying capacity:maximum pop. size of a particular species that a given habitat can support over a given time period
ecology 101 . . .
![Page 11: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/11.jpg)
This applies to us, too!!!
ecology 101 . . .
![Page 12: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/12.jpg)
Whole ecosystems have limits too:need some number of producers, consumers, and decomposers to function
must maintain important natural processes and interdependencies
no one knows all the limits
no one knows which species count
We can try to mimic ecosystems that work . . . . . . both native and cultural
ecology 101 . . .
![Page 13: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/13.jpg)
SuccessionThe orderly and predictable replacement of plants and animals over time
The changes are different in different physical settings and under different disturbance regimes.
ecology 101 . . .
![Page 14: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/14.jpg)
Tolerance“The engine of forest succession is fueled by the relative tolerance of trees to competitive conditions.”
Competitive variables:
•light
•moisture
•nutrients
•oxygen
•space
•disturbance
Tolerance to low light levels is critical on mesic sites!
ecology 101 . . .
![Page 15: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/15.jpg)
Shade toleranceIntolerant Tolerant
Paper birch Black cherry Yellow birch Basswood Flowering dogwood
Aspens Tuliptree Silver maple Red maple Hophornbeam
Cottonwood Sycamore White oak Black spruce Beech
Pin cherry Black oak Red oak White spruce Sugar maple
Tamarack Red ash Hickories
Jack Pine Sassafras White ash
Red pine Elms
Red cedar White pine
ecology 101 . . .
![Page 16: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/16.jpg)
Gap-phase dynamicsIn communities of shade-tolerant species, young trees can thrive in the understory until a gap occurs in the canopy
•Sugar maple produces prolific seedlings
•Beech bends to capture light
Sugar maple and beech may not be as competitive in all situations (frequent disturbance, low nutrient, oxygen, etc.)
ecology 101 . . .
![Page 17: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/17.jpg)
Natural disturbances:
ecology 101 . . .
![Page 18: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/18.jpg)
Disturbance-adapted communities
Fire:
Grasslands, barrens, oak-hickory forest, pine forests
Flooding:
Floodplain forest, swamps, wet meadows, prairies
(human) Managed landscapes:
Agricultural fields, timber stands, sprawl & urban decay. . .
ecology 101 . . .
![Page 19: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/19.jpg)
Think about your local natural landscape::
• what does it look like?
• what are its boundaries?
• what plants grow there?
• what animals live there?
• why has this combination of plants, animals, soils, waterways and landforms ended up together in this space?
your landscape context . . .
![Page 20: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/20.jpg)
landforms . . .
Michigan’s landscape was shaped by glaciers
![Page 21: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/21.jpg)
14,500 years ago . . .
. . . glaciers covered most of the state
Interlobate
landforms . . .
![Page 22: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/22.jpg)
Enormous volumes of meltwater sorted sand and gravel
Outwash
landforms . . .
![Page 23: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/23.jpg)
Where the ice was stagnant and melting in large chunks, kames and eskers were deposited
Kame
Esker
landforms . . .
![Page 24: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/24.jpg)
Sometime ice chunks broke off and were buried in debris - when they melted they formed kettles, a kind of depression
Kettles
landforms . . .
![Page 25: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/25.jpg)
Where they paused, moraines were deposited . . . as they melted, lakes formed
landforms . . .
![Page 26: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/26.jpg)
End moraines
landforms . . .
![Page 27: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/27.jpg)
End moraines
landforms . . .
![Page 28: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/28.jpg)
Lake deposits
landforms . . .
![Page 29: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/29.jpg)
landforms . . .
Lake deposits
![Page 30: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/30.jpg)
What they left behind . . .
Lakeplains - low flat lands with beach ridges
Moraines - long ranges of hills that trace the original glacial lobes
Outwash plains & ice contact features - flat plains, kettles, kames & eskers
landforms . . .
![Page 31: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/31.jpg)
soils . . .
![Page 32: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/32.jpg)
soils . . .
![Page 33: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/33.jpg)
soils . . .
Drift: material that has been moved by a glacier
Till: unsorted sediments deposited directly by glaciers
Stratified drift: sediments that have been sorted by glacial meltwater (outwash, ice contact features)
![Page 34: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/34.jpg)
soils . . .
Moraines: unsorted (till)– Ranges of hill, soils with mixed particle sizes, often with good water
retention, drier if materials are coarser, nutrient-rich, include silts and clays
– Support hardwood forests
Outwash: sorted sands and gravels– Flat or undulating lands with coarse texture soils, nutrient poor,
droughty, fire-prone, can be poorly drained depending on how thick they are and what lies below.
– Support grasslands, savannas, oak and pine forests
Ice contact features: sorted sands and gravels
– Conical hills (kames) or long, linear hills (eskers)
– Dry oak and/or pine forest, hillside prairie
![Page 35: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/35.jpg)
soils . . .
Kettles: ice block depressions– Silts and clays with poor drainage
– Lakes, bogs, marshes, swamps
Lakeplain: bottom of meltwater lakes
– Silty clays and clays
– Sandy beach ridges overlying clay
– Support hardwood swamps, wet prairies, coastal wetlands on clay, forests, savanna and drier prairie on ridges
Bedrock: vary by type of rock– Harsh conditions
– Sparse vegetation
![Page 36: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/36.jpg)
landscape ecosystems . . .Regional Landscape Ecosystems of Michigan,Minnesota, and Wisconsin:A Working Map and Classification(Dennis A. Albert)
. . . the landscape is conceived here as a series of ecosystems, large and small, nested within one another in a hierarchy of spatial sizes.
Available onlineInteractive map interface
http://www.npwrc.usgs.gov/resource/habitat/rlandscp.htm
![Page 37: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/37.jpg)
Sections:based on long-term climate records, physiography
Section IX. Northern Continental M, W & M
• continental influenced climate• extremely cold in winter• lake effect precipitation along Lake Superior
Section VIII. Northern Lake Influenced Upper M & W
• lake moderated temperatures• lake effect precipitation along Lake Superior
Section VII. Northern Lake Influenced Lower Michigan
• lake moderated temperatures• lake effect snow near shorelines• interior has greatest weather extremes
Section VI. Southern Lower Michigan
• longest growing season• lake moderated temperatures• more warm humid air/less cold dry air
*
landscape ecosystems . . .
physiography – form of the land and parent material*
![Page 38: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/38.jpg)
Sections:based on long-term climate records, physiography
Section IX. Northern Continental M, W & M
• continental influenced climate• extremely cold in winter• lake effect precipitation along Lake Superior
Section VIII. Northern Lake Influenced Upper M & W
• lake moderated temperatures• lake effect precipitation along Lake Superior
Section VII. Northern Lake Influenced Lower Michigan
• lake moderated temperatures• lake effect snow near shorelines• interior has greatest weather extremes
Section VI. Southern Lower Michigan
• longest growing season• lake moderated temperatures• more warm humid air/less cold dry air
*
physiography – form of the land and parent material
landscape ecosystems . . .
*
![Page 39: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/39.jpg)
landscape ecosystems . . .
*Sub-sections & sub-subsections:based on long-term climate records, physiography
Section VI. Southern Lower Michigan Sub-section VI.1. Washtenaw
![Page 40: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/40.jpg)
Sub-subsections:
based on physiography (land form/parent material) - because it controls fluxes of radiation and moisture and thereby strongly determines the pattern of soil, microclimate, and vegetation.
Section VI. Southern Lower Michigan Sub-section VI.1. Washtenaw
• Sub-sub-section VI.1.1 Maumee Lakeplain
• Sub-sub-section VI.1.2 Ann Arbor Moraines
• Sub-sub-section VI.1.3 Jackson Interlobate
landscape ecosystems . . .
![Page 41: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/41.jpg)
thinking locally . . .
Natural communitiesBackground so far:
•natural process - disturbances•landform•soil•climate
We’ll be adding•biota
![Page 42: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/42.jpg)
thinking locally . . .
Natural communities recurrent interacting assemblage of climate, landform, soil, native plants, animals, and dynamic processes at a local scale
![Page 43: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/43.jpg)
thinking locally . . .
Natural communities recurrent interacting assemblage of climate, landform, soil, native plants, animals, and dynamic processes at a local scale
identified by dominant vegetation
![Page 44: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/44.jpg)
natural communities . . .
In a highly altered landscape:How do we know which assemblages of
•climate,
•landform,
•soil,
•plants & animals
•dynamic processes
are natural ?
![Page 45: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/45.jpg)
natural communities . . .
Community types forest
grassland and savanna
open wetlands
“primary” communities
![Page 46: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/46.jpg)
natural communities . . .
Presettlement vegetation map(Comer et al., 1995)
based on surveyors records from the 1800s
supplemented by years of field work by MNFI staff, historic literature and museum records
a “best guess” – not infallible, but still very useful
![Page 47: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/47.jpg)
circa 1800 vegetation . . .
![Page 48: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/48.jpg)
Northern coniferous forest
Eastern deciduous forest
circa 1800 vegetation . . .
![Page 49: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/49.jpg)
circa 1800 vegetation . . .
oak hickory forestssavannas, prairies
cedar swamps
northern hardwoods
oak - pine barrens
pine barrenspine forests
northern hardwoods, boreal forest, pine forests, conifer swamps
northern hardwoods, peatlands, alvar, cedar swamps
beech maple forests
![Page 50: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/50.jpg)
natural communities . . .
Michigan’s natural communities:
![Page 51: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/51.jpg)
abstracts . . .
Abstracts: natural communities, plants and animals
![Page 52: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/52.jpg)
MNFI’s element occurrence lists:
element occurrences . . .
By county or watershed:
![Page 53: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/53.jpg)
forest . . .
Mesic southern forest
Beech
Sugar maple
![Page 54: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/54.jpg)
forest . . .
Mesic southern forest occurs on moraines, old beach ridges* rich, moist, well-drained soils shade tolerant species (reproduce in shade) abundant spring flora vernal pools (29 amphibian spp., 8 reptile spp.) “gap phase dynamics” in regeneration small-scale wind storms, ice storms, primary disturbance
* south of the tension zone
![Page 55: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/55.jpg)
forest . . .
Mesic southern forestCritical processes: Gap phase dynamics• small canopy gaps create temporary increase in light, nutrients and water
• allow regeneration of shade tolerant maples
![Page 56: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/56.jpg)
forest . . .
Dry-mesic southern forest
Beech
Sugar mapleBlack oak
White oak
![Page 57: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/57.jpg)
forest . . .
Dry, dry-mesic southern forest occurs principally on glacial outwash, coarse-textured moraines, sandy lakeplain & dunes sandy loam and loam soils are slightly acid to neutral shade intolerant species – fire allows regeneration of shade intolerant oak/reduces shade tolerant invaders
![Page 58: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/58.jpg)
forest . . .
oak forests
dry sand prairieoak savanna
Dry, dry-mesic southern forestCritical processes: Fire-dependent system• historically, oak openings, barrens, prairie – shifting matrix
• maintained by frequent ground fires, infrequent crown fires
• suite of species, related communities that benefit from fire
![Page 59: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/59.jpg)
forest . . .
Floodplain forest
Silver maple
Sycamore
Cottonwood
![Page 60: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/60.jpg)
Floodplain forest occurs next to large rivers, frequently in sandy glacial outwash, sand lakeplain* fertile, seasonally saturated soils – mineral at water’s edge, may be organic in back swamp. shade intolerant species along water’s edge complex zonation
forest . . .
![Page 61: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/61.jpg)
Floodplain forest Critical processes: •Flooding and windthrow frequent
• sunlight penetrates along water
•Bank-cutting on outer bank, deposition on inner edge
forest . . .
![Page 62: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/62.jpg)
forest . . .
Wet-mesic flatwoods
Beech
Sugar maple
One of the most distinctive communities in southern Michigan is found on the clayey and seasonally wet lake plain of Belle Isle, located in the Detroit River, Wayne County.
Forests there include a unique community of the rare species shumard oak, pumpkin ash and shellbark hickory, together with silver maple, red ash, pin and swamp white oaks, and hawthorns.
BV Barnes, Michigan Trees, 2004
![Page 63: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/63.jpg)
forest . . .
Wet-mesic flatwoods still being characterized – little known/little left occurs on clay lakeplain or shallow sand over clay heavy, poorly drained soils, seasonally high water table moderately shade tolerant or shade intolerant species – lots of oaks and ashes, silver maple a number of more southern species found here - several rarities still present
![Page 64: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/64.jpg)
forest . . .
Wet-mesic flatwoodsCritical processes: wind throw, seasonally high water table• larger gaps permit persistence of shade intolerant species
• seasonally high water tables keep out sugar maple, beech
![Page 65: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/65.jpg)
Lakeplain oak opening
grassland & savanna . . .
Little bluestem
Needlegrass
![Page 66: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/66.jpg)
open wetlands . . .
Emergent marsh
![Page 67: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/67.jpg)
open wetlands . . .
Emergent marsh occurs in shallow waters at the edge of inland lakes and streams soils are saturated organic mucks shade intolerant species requires periodic flooding to exclude invasion by woody plants
![Page 68: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/68.jpg)
Emergent marsh Critical processes: Flooding and drawdown• flooding excludes woody invaders
• drawdown exposes seedbank, so that light-sensitive annual seeds can germinate
• wetland seed remains viable for over 60 years
open wetlands . . .
![Page 69: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/69.jpg)
open wetlands . . .
Bog
![Page 70: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/70.jpg)
Bog occurs in depressions in outwash, kettles in end moraine or pitted outwash – may form mat around perimeter of open water soils are extremely acidic peat, may have minerotrophic variants south of the transition zone low nutrient availability can occur in complexes with prairie fen, relict conifer swamp and poor conifer swamp
open wetlands . . .
![Page 71: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/71.jpg)
Bog Critical processes: Rainwater-fed• minimal input from groundwater
• sphagnum acidifies water
open wetlands . . .
![Page 72: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/72.jpg)
Limestone pavement lakeshore
primary community . . .
![Page 73: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/73.jpg)
Limestone pavement lakeshore occurs on bedrock soils are undeveloped except in cracks extremely harsh growing conditions, sparse vegetation
primary community . . .
![Page 74: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/74.jpg)
Open dunes
primary community . . .
![Page 75: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/75.jpg)
Open dunes deposited by wind soils are pure sand (parent material) shade intolerant species – adapted to constantly shifting substrate (common milkweed belongs here)
primary community . . .
![Page 76: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/76.jpg)
We’ll be using: Regional landscape ecosystems doc
Quaternary geology map
Circa 1800 map
Element occurrence data
Community abstracts
Internet resources . . .
![Page 77: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/77.jpg)
planning . . .
How do we ensure the conservation of a living organism?
protect the lands they need to survive
(interacting organisms and their environment)
manage ECOSYSTEMS
![Page 78: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/78.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)
![Page 79: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/79.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)
![Page 80: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/80.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
![Page 81: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/81.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape
![Page 82: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/82.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape
![Page 83: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/83.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape– connectivity (corridors for dispersal,
feeding, etc.)
![Page 84: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/84.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape– connectivity (corridors for dispersal,
feeding, etc.)
![Page 85: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/85.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape– connectivity (corridors for dispersal,
feeding, etc.)– context (threats, adjacent land uses)
![Page 86: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/86.jpg)
planning . . .
Conserve all the pieces and processes– representation (some of every
ecosystem)– redundancy (how much is enough?)– resilience (ability to adapt to
changing conditions and stresses)
Consider– size/shape/configuration on
landscape– connectivity (corridors for dispersal,
feeding, etc.)– context (threats, adjacent land uses)– condition (viable populations,
functions intact)
![Page 87: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/87.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):
![Page 88: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/88.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types
Prairie fen
![Page 89: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/89.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances
Prairie fen
Flooding
Fire
![Page 90: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/90.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Prairie fen
Flooding
Fire
![Page 91: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/91.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Fine filter (smaller patches):– viable populations of vulnerable species
Yellow rail
![Page 92: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/92.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Fine filter (smaller patches):– viable populations of vulnerable species– capture things that fall through the
cracks
Yellow rail Lake sedge
![Page 93: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/93.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Fine filter (smaller patches):– viable populations of vulnerable species– capture things that fall through the
cracksCorridors
– link core areas and patches
![Page 94: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/94.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Fine filter (smaller patches):– viable populations of vulnerable species– capture things that fall through the
cracksCorridors
– link core areas and patches– allows dispersal, migration, large
ranging organisms
![Page 95: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/95.jpg)
planning . . .
Coarse Filter/Fine Filter approach
Coarse filter (core areas):– representative examples of all native and
valued community types– allow or mimic natural disturbances– captures many elements of biodiversity
Fine filter (smaller patches):– viable populations of vulnerable species– capture things that fall through the
cracksCorridors
– link core areas and patches– allows dispersal, migration, large
ranging organismsThoughtful management of the lands in
between– maximize biodiversity conservation,
where possible
![Page 96: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/96.jpg)
The Principles:
• Goals – what are you managing for?• Sound ecological models and
understanding• Complexity and connectedness• Dynamic character of ecosystems• Context and scale• Humans as ecosystem components• Sustainability (carrying capacity)
• Use best available information and implement strategy
• Adaptability and accountability– did it work?
Learning is Learning is fundamental to fundamental to the process!the process!
![Page 97: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/97.jpg)
Questions?
know your land . . .
![Page 98: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/98.jpg)
ecosystem management . . .
What should we be doing?
Congratulations!!
You just got a paying job to manage your favorite natural area, wild area, recreational area, green way, park, open space…
![Page 99: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/99.jpg)
ecosystem management . . .
Ecosystem Management:
• DEFINE YOUR GOALS!!!!
• Ecosystem integrity and function
• Long term sustainability (carrying capacity)
• Biodiversity conservation (pieces and connections)
• Sustaining the system = sustains those things we desire
• Integrate social and economic factors
![Page 100: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/100.jpg)
ecosystem management . . .
Sustainability
Economic
Ecological
Social
![Page 101: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/101.jpg)
ecosystem management . . .
ecological
social
economic
UnderstandingUnderstanding ecosystemsecosystems helps us set helps us set appropriate management appropriate management objectives.objectives.
composition (pieces) structure (organization) function (how it works)
Ecosystems have limits!!
![Page 102: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/102.jpg)
ecosystem management . . .
Sustainability
Economic
Ecological
Social
Redefine goals if necessary.
Speak up about ecosystem contstraints.
![Page 103: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/103.jpg)
processes, functions, interactions . . .Not just biotic/abiotic components:
• interdependencies that allow things we value to thrive
![Page 104: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/104.jpg)
Eastern prairie fringed orchid
• mycorrhizae (root-fungi)• flooding/fire dependent• emit odor at night
![Page 105: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/105.jpg)
Photo by Dave Cuthrell, MNFI
Pandorus sphinx (Eumorpha pansorus)
The sum is greater than its parts!
Where does the moth live?
![Page 106: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/106.jpg)
Ecosystem Management...
The Principles:• Goals – what are you managing for?
Learning is Learning is fundamental!fundamental!
• Sound science and understanding• Complexity and connectedness• Dynamic character of ecosystems• Context and scale• Humans as ecosystem components• Sustainability (carrying capacity)
• Best available information and implement strategy
• Adaptability: did it work?
![Page 107: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/107.jpg)
![Page 108: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/108.jpg)
forest . . .
Dry, dry-mesic southern forest
Black oak
White oak
![Page 109: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/109.jpg)
forest . . .
Dry, dry-mesic southern forest occurs principally on glacial outwash, coarse-textured moraines, sandy lakeplain & dunes sandy loam and loam soils are slightly acid to neutral shade intolerant species – fire allows regeneration of shade intolerant oak/ reduces shade tolerant invaders
![Page 110: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/110.jpg)
forest . . .
Dry, dry-mesic southern forestCritical processes: Fire-dependent system• historically, oak openings, barrens, prairie – shifting matrix
• maintained by frequent ground fires, infrequent crown fires
• suite of species, related communities that benefit from fireoak forests
dry sand prairieoak savanna
![Page 111: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/111.jpg)
Forrest B.H. Brown, 1917:Probably the most obvious characteristic of the forest vegetation as a whole is the extreme variety of species composing many of the associations and the general dissimilarity between it and the usual upland type lying westward and mostly outside of the county.
One may clearly observe this transition in going from Ann Arbor to Detroit. The change is abrupt and takes place a short distance west of Ypsilanti or some twenty miles west of the Detroit River, where the rolling morainal topography changes to the level glacial lake basin of which Wayne County, except the small northwest portion is a part.
![Page 112: Ecological Foundations Earth Partnership for Schools Southeast Michigan Institute Suzan Campbell](https://reader031.vdocument.in/reader031/viewer/2022013012/56814a98550346895db7a7af/html5/thumbnails/112.jpg)
Global & State Ranks
G1 – globally critically imperiledG2 – globally imperiledG3 – vulnerableG4 – apparently secure (uncommon, not rare)G5 – demonstrably widespread, abundant and secure
S1 – critically imperiled within the stateS2 – imperiled within the stateS3 – vulnerableS4 – apparently secure (uncommon, not rare)S5 – widespread, abundant and secure within the state
ranking elements . . .