How can decomposers maintain the balance of an ecosystem

Lichens are not a single organism, but, rather, an example of a mutualism in which a fungus usually a member of the Ascomycota or Basidiomycota phyla lives in close contact with a photosynthetic organism a eukaryotic alga or a prokaryotic cyanobacterium. Generally, neither the fungus nor the photosynthetic organism can survive alone outside of the symbiotic relationship. The body of a lichen, referred to as a thallus, is formed of hyphae wrapped around the photosynthetic partner.

The photosynthetic organism provides carbon and energy in the form of carbohydrates. Some cyanobacteria fix nitrogen from the atmosphere, contributing nitrogenous compounds to the association. In return, the fungus supplies minerals and protection from dryness and excessive light by encasing the algae in its mycelium. The fungus also attaches the symbiotic organism to the substrate.

Thallus of lichen : This cross-section of a lichen thallus shows the a upper cortex of fungal hyphae, which provides protection; the b algal zone where photosynthesis occurs, the c medulla of fungal hyphae, and the d lower cortex, which also provides protection and may have e rhizines to anchor the thallus to the substrate. The thallus of lichens grows very slowly, expanding its diameter a few millimeters per year. Both the fungus and the alga participate in the formation of dispersal units for reproduction.

Lichens produce soredia, clusters of algal cells surrounded by mycelia. Soredia are dispersed by wind and water and form new lichens. Fungi have evolved mutualisms with numerous insects. Arthropods jointed, legged invertebrates, such as insects depend on the fungus for protection from predators and pathogens, while the fungus obtains nutrients and a way to disseminate spores into new environments. The association between species of Basidiomycota and scale insects is one example.

The fungal mycelium covers and protects the insect colonies. The scale insects foster a flow of nutrients from the parasitized plant to the fungus.

In a second example, leaf-cutting ants of Central and South America literally farm fungi. They cut disks of leaves from plants and pile them up in gardens. Fungi are cultivated in these disk gardens, digesting the cellulose in the leaves that the ants cannot break down. Once smaller sugar molecules are produced and consumed by the fungi, the fungi in turn become a meal for the ants.

The insects also patrol their garden, preying on competing fungi. Both ants and fungi benefit from the association. The fungus receives a steady supply of leaves and freedom from competition, while the ants feed on the fungi they cultivate. Privacy Policy.

Skip to main content. Search for:. Ecology of Fungi. Fungi Habitat, Decomposition, and Recycling Fungi are the major decomposers of nature; they break down organic matter which would otherwise not be recycled. Learning Objectives Explain the roles played by fungi in decomposition and recycling.

They are all eukaryotes that digest their food externally and absorb nutrients into their cells. Fungi are typically found in warm, moist places that provide the atmosphere required to live and grow. Fungi absorb their food through hyphae, which are threadlike tubes that make up their bodies. Hyphae actually grow into the desired food source and release digestive juices that help to break down the food source into smaller particles that can be absorbed.

Fungi feed on both living and dead organisms, and can even be responsible for the death of an organism. Some fungi also serve as decomposers — organisms that break down into chemicals the dead plant and animal matter that would otherwise cover our planet. Fungi can also be used to produce food, such as bread, cheese and plain mushrooms.

Fungi can be responsible for both the cause and cure of various diseases. Example human diseases caused by fungi include athlete's foot and ringworm.

Penicillin, a well-known antibiotic that has saved millions of lives, is made from a fungus. Watch this activity on YouTube. Today we learned about decomposers. What are decomposers? Answer: Any living organism that breaks down other living and non-living things into smaller parts. Who can name an example of a decomposer?

Possible answers: Earthworms, bacteria and fungi. How do these decomposers help the environment? Answer: Decomposers can help break down dead plants and animals into nutrients, creating food for living plants and animals. Environmental engineers must learn about decomposers; they use decomposers to help them with bioremediation. Who remembers what bioremediation is? It is using decomposers help fix an environment that has been damaged by contaminants or pollution.

Now, let's think like engineers. Could we use bioremediation to clean up an oil spill? How about some land next to a factory that dumped chemicals on the soil? These are both good places to use bioremediation. When might it be hard for engineers to use bioremediation? Well, maybe in a situation with substances, such as metals, that cannot be broken down by decomposers. Or, in situations when no decomposers are available to use. Decomposition can occur due to heat, chemical reaction, decay, etc.

Worms burrow in soil and feed on soil nutrients and decaying organic matter. In compost piles, worms break down food wastes into healthy soil. An ecosystem can be of any size — a log, pond, field, forest or the Earth's biosphere — but it always functions as a whole unit.

Examples: Tundra, coniferous forest, deciduous forest, grassland prairie, mountains and rain forest. Fungi break down plant matter into nutrients that makes soil healthier.

Includes mushrooms, molds and mildews. Fungus singular , fungi plural. Discussion Topic: Ask the class: What do worms and mushrooms have in common? Working in small groups, have students think of an answer and write it down, then share during a class discussion. After soliciting answers, explain that these questions will be answered during the lesson. Idea Web: Ask students to brainstorm a list of pollutants. What effects do these pollutants have on our environment and us? Do they know of possible solutions for reducing these types of pollutants?

Tell students that today we will be learning about another way to clean up pollutants in the environment. Food Web Connection: Have students think about the role of worms and fungi in a food chain or food web. Do the decomposers link the food chain or web back towards the beginning that is, provide food for seeds and plants? Have them explain how worms and fungi contribute to the environment remaining healthy.

Can You Find the Decomposers? Ask the students to identify which animals and plants they think help to break things down, or decompose. Possible examples: Cats, snakes, turtles animals ; maple tree, rose, tomato plants ; earthworms, mushrooms and mold decomposers.

Bioremediation Engineers: To help clean up an oil spill at an airport, engineers could use bioremediation, which is the use of decomposers help clean up an environment that has been damaged by contaminants or pollution.

Ask the students to think of another pollution scenario in which engineers could use bioremediation. Have them write or draw how an engineer would use decomposers and which ones in that scenario to return the environment to a healthier condition. Decomposition Send-a-Problem: Have students write their own questions about decomposers. Each student on a team creates a flashcard with a question on one side and the answer on the other.

If the team cannot agree on an answer they should consult the teacher. Pass the flashcards to the next team. Each member of the team reads a flashcard and everyone attempts to answer it. If they are right, they pass the card on to another team.

If they feel they have another correct answer, they can write it on the back of the flashcard as an alternative answer. Once all teams have tested themselves on all the flashcards, clarify any questions. Example questions: True or false, worms are decomposers. True or false, decomposition is when plants produce fruit. Compare pre- to post- scores to gauge the impact of the curricular unit on students' learning.

Engineered to Decompose: Some engineers design new products so they decompose on purpose. Have students research and report on examples. Possible ideas: Dissolvable stitches, decomposable packing material, temporary tear duct plugs, decomposable plastic grocery bags, biodegradable picnic plates and flatware, potting containers. What types of materials were used to make the items?

Usually natural materials, such as corn starch, collagen, silk, sugar cane fiber, etc. Why might these items have different decomposition rates from each other?

Thinking like an engineer, brainstorm to come up with other ideas for human-made items that would be helpful if they decomposed. Ask each group to make a poster about decomposition. The groups can choose to focus on natural or human-made situations.

Make the poster colorful with at least three key words labeled on the diagram. If students are interested, have them investigate recycling or bioremediation and ask them to find real world examples to share with the class. Producers, who make their own food using photosynthesis or chemosynthesis, make up the bottom of the trophic pyramid. Primary consumers, mostly herbivores, exist at the next level, and secondary and tertiary consumers, omnivores and carnivores, follow.

At the top of the system are the apex predators: animals who have no predators other than humans. Help your class explore food chains and webs with these resources.

Plastic is ubiquitous in our everyday lives. Some plastics we can reuse or recycle—and many play important roles in areas like medicine and public safety—but other items, such as straws, are designed for only one use.

In fact, more than 40 percent of plastic is used only once before it is thrown away, where it lingers in the environment for a long, long time. It often breaks down into smaller and smaller particles, called microplastics, which can be ingested by both animals and people.

Fortunately, there are things we can do to help—like stop using plastic bags, straws, and bottles, recycling when we can, and disposing of waste properly. Use these classroom resources to teach about ocean plastics and check back for more coming later this year! Encyclopedic entry. Humus is dark, organic material that forms in soil when plant and animal matter decays. When plants drop leaves, twigs, and other material to the ground, it piles up. An illustration gallery and information on the African savannah ecosystem.

Join our community of educators and receive the latest information on National Geographic's resources for you and your students. Skip to content. Image Millipede Detritivore While decomposers break down dead, organic materials, detritivores—like millipedes, earthworms, and termites—eat dead organisms and wastes. Twitter Facebook Pinterest Google Classroom. Encyclopedic Entry Vocabulary. Media Credits The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit.

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