2 Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select.
3 3.1 Community Ecology Communities A biological community is a group of interacting populations that occupy the same area at the same time. Oasis
4 3.1 Community Ecology Limiting Factors Any abiotic factor or biotic factor that restricts the numbers, reproduction, or distribution of organisms is called a limiting factor. Includes sunlight, climate, temperature, water, nutrients, fire, soil chemistry, and space, and other living things
5 3.1 Community Ecology Range of Tolerance An upper limit and lower limit that define the conditions in which an organism can survive The ability of any organism to survive when subjected to abiotic factors or biotic factors is called tolerance.
6 3.1 Community Ecology Ecological Succession The change in an ecosystem that happens when one community replaces another as a result of changing abiotic and biotic factors is ecological succession. There are two types of ecological succession primary succession and secondary succession.
7 3.1 Community Ecology The establishment of a community in an area of exposed rock that does not have any topsoil is primary succession.
9 3.1 Community Ecology The orderly and predictable change that takes place after a community of organisms has been removed but the soil has remained intact is secondary succession.
10 3.2 Terrestrial Biomes Effects of Latitude and Climate Weather is the condition of the atmosphere at a specific place and time. One of the keys to understanding these communities is to be aware of latitude and climatic conditions.
11 3.2 Terrestrial Biomes The distance of any point on the surface of Earth north or south from the equator is latitude.
12 3.2 Terrestrial Biomes The average weather conditions in an area, including temperature and precipitation, describe the area s climate. The graph shows how temperature and precipitation influence the communities.
13 3.2 Terrestrial Biomes Biomes are classified by their plants, temperature, and precipitation. Visualizing Global Effects on Climate
14 3.2 Terrestrial Biomes Tundra Average precipitation: cm per year Temperature range: -34 C 12 C Geographic location: South of the polar ice caps in the Northern Hemisphere Abiotic factors: soggy summers; permafrost; cold and dark much of the year
15 3.2 Terrestrial Biomes Boreal Forest Average precipitation: cm per year Temperature range: -54 C 21 C Geographic location: northern part of North America, Europe, and Asia Abiotic factors: summers are short and moist; winters are long, cold, and dry
16 3.2 Terrestrial Biomes Temperate Forest Average precipitation: cm per year Temperature range: -30 C 30 C Geographic location: south of the boreal forests in eastern North America, eastern Asia, Australia, and Europe Abiotic factors: well-defined seasons; summers are hot, winters are cold
17 3.2 Terrestrial Biomes Temperate Woodland and Shrubland Average precipitation: cm per year Temperature range: 10 C 40 C Geographic location: surrounds the Mediterranean Sea, western coast of North and South America, South Africa, and Australia Abiotic factors: summers are very hot and dry; winters are cool and wet
18 3.2 Terrestrial Biomes Temperate Grassland Average precipitation: cm per year Temperature range: - 40 C 38 C Geographic location: North America, South America, Asia, Africa, and Australia Abiotic factors: summers are hot; winters are cold; moderate rainfall; fires possible
19 3.2 Terrestrial Biomes Desert Average precipitation: 2 26 cm per year Temperature range: high: 20 C 49 C; low: -18 C 10 C Geographic location: every continent except Europe Abiotic factors: varying temperatures; low rainfall
20 3.2 Terrestrial Biomes Tropical Savanna Average precipitation: cm per year Temperature range: 20 C 30 C Geographic location: Africa, South America, and Australia Abiotic factors: summers are hot and rainy; winters are cool and dry
21 3.2 Terrestrial Biomes Tropical Seasonal Forest Average precipitation: >200 cm per year Temperature range: 20 C 25 C Geographic location: Africa, Asia, Australia, and South and Central America Abiotic factors: rainfall is seasonal
22 3.2 Terrestrial Biomes Tropical Rain Forest Average precipitation: cm per year Temperature range: 24 C 27 C Geographic location: Central and South America, southern Asia, western Africa, and northeastern Australia Abiotic factors: humid all year; hot and wet
23 3.2 Terrestrial Biomes Mountains If you go up a mountain, you might notice that abiotic conditions, such as temperature and precipitation, change with increasing elevation.
24 3.2 Terrestrial Biomes Penguins in Antarctica Polar Regions Border the tundra at high latitudes Polar regions are cold all year.
25 3.3 Aquatic Ecosystems Freshwater Ecosystems Only about 2.5 percent of the water on Earth is freshwater.
26 3.3 Aquatic Ecosystems Rivers and Streams The characteristics of rivers and streams change during the journey from the source to the mouth.
27 3.3 Aquatic Ecosystems Fast-moving rivers and streams prevent much accumulation of organic materials and sediment. Usually, there are fewer species living in the rapid waters. In slow-moving water, insect larvae are the primary food source for many fish, including American eel, brown bullhead catfish, and trout.
28 3.3 Aquatic Ecosystems Lakes and Ponds The temperature of lakes and ponds varies depending on the season.
29 3.3 Aquatic Ecosystems Lakes and ponds are divided into three zones based on the amount of sunlight that penetrates the water. The area closest to the shore is the littoral zone.
30 3.3 Aquatic Ecosystems The limnetic zone is the open water area that is well lit and is dominated by plankton.
31 3.3 Aquatic Ecosystems The profundal zone is the deepest areas of a large lake. It is much colder and lower in oxygen than the other two zones.
32 3.3 Aquatic Ecosystems Transitional Aquatic Ecosystems Areas of land such as marshes, swamps, and bogs that are saturated with water and that support aquatic plants are called wetlands. Bog
33 3.3 Aquatic Ecosystems Marine Ecosystems The intertidal zone is a narrow band where the ocean meets land. Communities are constantly changing in this environment as a result of disturbance.
34 3.3 Aquatic Ecosystems Open Ocean Ecosystems The photic zone is shallow enough that sunlight is able to penetrate.
35 3.3 Aquatic Ecosystems Open Ocean Ecosystems Below the photic zone lies the aphotic zone an area where sunlight is unable to penetrate.
36 3.3 Aquatic Ecosystems Open Ocean Ecosystems The benthic zone is an area along the ocean floor that consists of sand, silt, and dead organisms.
37 3.3 Aquatic Ecosystems Open Ocean Ecosystems The deepest region of the ocean is called the abyssal zone. Communities and Biomes
38 Chapter Resource Menu Chapter Diagnostic Questions Formative Test Questions Chapter Assessment Standardized Test Practice biologygmh.com Glencoe Biology Transparencies Image Bank Vocabulary Animation Click on a hyperlink to view the corresponding lesson.
39 Chapter Diagnostic Questions Mosses and lichens are the first organisms to appear during which ecological stage of an ecosystem? A. primary succession B. secondary succession C. climax community D. end succession
40 Chapter Diagnostic Questions Which biome is the most diverse? A. tundra B. tropical savanna C. tropical seasonal forest D. tropical rainforest
41 Chapter Diagnostic Questions Where is most of Earth s freshwater supply contained? A. in groundwater B. in streams C. in glaciers D. in wetlands
42 3.1 Formative Questions What is a group of interacting populations that occupy the same area at the same time? A. a biome B. a community C. an ecosystem D. an environment
43 3.1 Formative Questions Which is true of the zone of physiological stress?
44 3.1 Formative Questions A. It is outside the range of tolerance. B. It is the optimum zone for survival. C. Organisms are unable to survive in this zone. D. There are fewer organisms in this zone.
45 3.1 Formative Questions What occurs in the process of ecological succession? A. Environmental factors affect the survival of organisms. B. One biological community replaces another in the ecosystem. C. Organisms adapt to new biotic and abiotic factors. D. Pioneer species move in and replace existing species.
46 3.2 Formative Questions By what characteristics are biomes primarily classified? A. by their average weather conditions B. by their latitudes and climates C. by the type of animal communities within them D. by the type of plant communities within them
47 3.2 Formative Questions Which biome contains short grasses, caribou, polar bears, and has a layer of permafrost below the surface of the soil? A. taiga B. tundra C. arctic grassland D. polar regions
48 3.2 Formative Questions Which biome is called a steppe in Asia, a prairie in North America, and a rangeland in Australia? A. boreal shrubland B. moderate meadowland C. temperate grassland D. tropical savanna
49 3.2 Formative Questions Which is the most diverse of all biomes? A. desert B. tundra C. woodland D. tropical rainforest
50 3.3 Formative Questions Why do oligotrophic lakes contain fewer plant and animal species than eutrophic lakes? A. They have swifter currents. B. They exist near urban areas. C. They exist at higher latitudes. D. They contain less organic matter.
51 3.3 Formative Questions Which region of the lake has the highest biodiversity?
52 3.3 Formative Questions A. littoral zone B. limnetic zone C. profundal zone D. benthic zone
53 3.3 Formative Questions Which is the most diverse ecosystem? A. estuary B. salt marsh C. swamp D. wetland
54 3.3 Formative Questions What makes an estuary such a unique ecosystem? A. the accumulation of nutrient-rich sediments and detritus B. the mixture of waters with different salt concentrations C. the variety of species adapted to live in slow currents D. the wide variety of waterfowl that nest and feed
55 Chapter Assessment Questions Look at the figure. Which is not true of the profundal zone?
56 Chapter Assessment Questions A. dominated by plankton B. deepest area of the lake C. very little light penetrates D. lower in oxygen
57 Chapter Assessment Questions Based on the information in the graph, what can be inferred about carbon dioxide in the atmosphere?
58 Chapter Assessment Questions Answer: The measured increase of carbon dioxide (CO 2 ) in the atmosphere is mainly due to the burning of fossil fuels. As carbon dioxide levels have increased, the average global temperature has increased.
59 Chapter Assessment Questions Use the figure below to infer which abiotic factor might limit the survival of steelhead trout. Answer: Temperature
60 Standardized Test Practice What is the most critical limiting factor for a polar bear? A. precipitation B. soil type C. sunlight D. temperature
61 Standardized Test Practice True or False The mature community in this diagram is a true climax community.
62 Standardized Test Practice For which biome was this data collected? Average precipitation: cm per year Temperature range: 10 C 40 C Abiotic factors: summers are very hot and dry; winters are cool and wet A. desert B. boreal forest C. temperate woodland D. tropical seasonal forest
63 Standardized Test Practice What type of community is likely to exist near the top of a mountain?
64 Standardized Test Practice A. tundra B. arctic desert C. coniferous forest D. temperate grassland
65 Standardized Test Practice What type of organisms enables fish to live in the limnetic zone?
66 Standardized Test Practice A. bottom dwellers B. crustaceans C. insects D. plankton
67 Standardized Test Practice What is the approximate average temperature and annual precipitation in the boreal forest biome? Average temperature ( C) Average precipitation (cm) A B C D
68 Glencoe Biology Transparencies
69 Image Bank
70 Image Bank
71 Vocabulary Section 1 community limiting factor tolerance ecological succession primary succession climax community secondary succession
Communities, Biomes, and Ecosystems Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement.
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Living organisms can be studied at different levels of complexity. From least
Aquatic Biomes, Continued Introduction Extent of Marine biomes Issues & challenges Factors influencing distribution Dynamics in time & space Depth Tour of marine biomes Issues (by biome) Freshwater biomes
KEY CONCEPT Climate is a long-term weather pattern. BEFORE, you learned The Sun s energy heats Earth s surface unevenly The atmosphere s temperature changes with altitude Oceans affect wind flow NOW, you
Communities, Biomes, and Ecosystems ")' )DEA Limiting factors and ranges of tolerance are factors that determine where terrestrial biomes and aquatic ecosystems exist. Regal angel fish Section 1 Community
Chapter 16 Biomes In Chapter 6, you learned about seasons, wind, ocean currents, and weather patterns. All of these elements work together to produce different climates in different parts of the world.
Natural Resources Key Concepts Why is it important to manage air and water resources wisely? How can individuals help manage air and water resources wisely? Air and Water Resources What do you think? Read
1 Devine Educational Consultancy Services Stage 4 Geography Blackline Masters By Karen Devine Updated January 2010 2 This book is intended for the exclusive use in NSW Secondary Schools. It is meant to
WONDERFUL, WATERFUL WETLANDS OBJECTIVES The student will do the following: 1. List characteristics of wetlands. SUBJECTS: Science, Language Arts TIME: 60 minutes 2. Describe the functions of a wetland.
Name Date Class Communities and Biomes Section 3.1 Communities n your textbook, read about living in a community. Determine if the statement is true. f it is not, rewrite the italicized part to make it
Climate Change on the Prairie: A Basic Guide to Climate Change in the High Plains Region - UPDATE Global Climate Change Why does the climate change? The Earth s climate has changed throughout history and
Activity: Students review a selection of career profiles and play a lively classroom game to find out more about marine and aquatic science professionals. Grade Level: 4-8 Subjects: Science, social studies
Chapter Overview CHAPTER 6 Air-Sea Interaction The atmosphere and the ocean are one independent system. Earth has seasons because of the tilt on its axis. There are three major wind belts in each hemisphere.
3.1 Succession, Recovery, and Renewal in Natural Communities Here is a summary of what you will learn in this section: Ecosystems change in predictable ways known as succession. Ecosystems can establish
Create Your Own Soil Profile Ac5vity Middle School: 5-8 Task Overview: Soil profile refers to layers of soil. A typical soil profile takes nearly 1,000 to 100,000 years to form. The formation of the soil
Montgomery County Department of Environmental Protection Page 125 Evaluation and Recommendations Monitoring efforts in the Special Protection Areas continue to provide the kind of information needed to
Released Form Spring 2013 North arolina Measures of Student Learning: N s ommon Exams Earth/Environmental Science RELESE Public Schools of North arolina State oard of Education epartment of Public Instruction
Semester Exam Review Questions Multiple Choice Identify the choice that best completes the statement or answers the question. 1. All of the following illustrate exponential growth except a. the king who
Where in the World is the arctic? Summary: Students map the arctic in relation to their home in order to learn the location and countries of the arctic. Grade Level: 3-4; 5-8; K-2 Time one class period.
Name: Class: Date: CCR Biology - Chapter 13 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A group of organisms of the same
Kathryn Sullivan, Ph.D, Acting Under Secretary of Commerce for Oceans and Atmosphere and NOAA Administrator Thomas R. Karl, L.H.D., Director,, and Chair of the Subcommittee on Global Change Research Jessica
WILLOCHRA BASIN GROUNDWATER STATUS REPORT 2009-10 SUMMARY 2009-10 The Willochra Basin is situated in the southern Flinders Ranges in the Mid-North of South Australia, approximately 50 km east of Port Augusta
Contents: 1.- The atmosphere. 2.- Weather and climate. 3.- The elements of climate 3.1 Temperatures 3.2 Rainfalls 3.3 Atmospheric pressure 3.4 Wind 4.-The Natural Environment. Full name:.. Date:. Class:
WEATHER AND CLIMATE practice test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What role does runoff play in the water cycle? a. It is the process in
SUN PRAIRIE AREA SCHOOL DISTRICT COURSE POWER STANDARDS Course Title: Environmental Science Curriculum Area: Science Course Length: Semester Credit Status: Required Date Submitted: 10/05 Expected Student
Chapter 3 Communities and Biomes What You ll Learn You will identify factors that limit the existence of species to certain areas. You will describe how and why different communities form. You will compare
Name Period 4 th Six Weeks Notes 2015 Weather Radiation Convection Currents Winds Jet Streams Energy from the Sun reaches Earth as electromagnetic waves This energy fuels all life on Earth including the
Name: practice test Score: 0 / 35 (0%) [12 subjective questions not graded] The Biosphere Practice Test Multiple Choice Identify the letter of the choice that best completes the statement or answers the
Review Question-1 Answer CHAPTER 3 Basic Needs of Living Things A is a certain number of individuals that make up an interbreeding, reproducing group within a given area. a. species b. population c. organism
Task Force on National Greenhouse Gas Inventories Need for up-to-date data to support inventory compilers in implementing IPCC methodologies to estimate emissions and removals for AFOLU Sector Joint FAO-IPCC-IFAD
Amherst County Public Schools AP Environmental Science Curriculum Pacing Guide College Board AP Environmental Science Site REV: 8/12 1 st 9 weeks AP Objectives Energy Resources and Consumption A. Energy
DESCRIPTION In this lesson plan, students learn about the carbon cycle and understand how concentrations of carbon dioxide (CO 2 ) in the Earth s atmosphere vary as the seasons change. Students also learn
California Standards Grades 912 Boardworks 2009 Science Contents Standards Mapping Earth Sciences Earth s Place in the Universe 1. Astronomy and planetary exploration reveal the solar system s structure,
Communities and Biomes What You ll Learn You will identify factors that limit the existence of species to certain areas. You will describe how and why different communities form. You will compare and contrast
Introduction Welcome to the learning module. This section provides information on the following topics: How dissolved oxygen is defined and measured in numbers Why dissolved oxygen is important Natural
Backyard Buffers Protecting Habitat and Water Quality What is a buffer? A buffer (also called a riparian buffer area or zone) is the strip of natural vegetation along the bank of a stream, lake or other
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE I. INTRODUCTION Environmental Science introduces students to a broad view of the biosphere and the physical parameters
Polar Regions of the Earth A Reading A Z Level S Benchmark Book Word Count: 1,028 B E N C H M A R K S Written by Elizabeth Austin Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com
Chapter 13 Exploring the Oceans Section 1 Earth's Ocean List the major divisions of the global ocean. Describe the history of Earth's oceans Identify the properties of ocean water. Describe the interactions
(1) Global Cloud Resolving Model Simulations toward Numerical Weather Forecasting in the Tropics (FY2005-2010) (2) Scale Interaction and Large-Scale Variation of the Ocean Circulation (FY2006-2011) (3)
Unit 2 Resources Ecology Chapter 2 Principles of Ecology Reinforcement and Study Guide Section 2.1 Organisms and Their Environment In your textbook, read about what ecology is and about aspects of ecological
EXPLORING ECOSYSTEMS Lesson Plan TARGET AUDIENCE Fourth through Seventh grade STANDARDS VA grades 4-6: Scientific Investigation, Reasoning, and Logic; Living Systems; Resources; Force, Motion and Energy;
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ESCI 101 - INTRODUCTION TO ENVIRONMENTAL SCIENCE Prepared By: Rajiv Narula, Ph.D. SCHOOL OF SCIENCE, HEALTH, AND CRIMINAL
Celia Y. Chen, Ph.D Dartmouth College Research Professor Department of Biological Sciences Class of '78 Life Sciences Center HB 6044 Hanover, NH 03755 (603)646 2376 Celia.firstname.lastname@example.org Dr. Celia Chen
AP ENVIRONMENTAL SCIENCE 2010 SCORING GUIDELINES Question 4 (a) Based on the rate cited above, calculate the expected increase in sea level, in meters, during the next 50 years. One point can be earned
7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s Overview Students create a food web of a kelp forest ecosystem with which they explore the flow of energy between ecosystem organisms.
Laws to promote environmental sustainability of oceans and seas Laws regulations and other measures for conservation and sustainable use of living marine resources and biodiversity including those beyond
World Data Center for Biodiversity and Ecology - ICSU WDC System OAS/IABIN Protected Area Meeting January 23, 2007 WDCBE Partnerships ICSU World Data Center System USGS Host(s) - National Biological Information
Urban landscapes Urban Landscape refers to the landscape of an urban area; a built city or cityscape. It encompasses the built environment and is designed by people rather than nature. An urban area has
Facts on Water Resources A summary of the United Nations World Water Development Report 2 A summary by: WATER is essential for human survival and well-being and important to many sectors of the economy.
NPS Inventory and Monitoring Program The National Park Service Inventory & Monitoring Program Student Opportunities Sara Stevens Program Manager NPS Inventory and Monitoring Program NPS Programs at URI
Woodland caribou (Rangifer tarandus caribou) in the Far North of Ontario: Background information in support of land use planning The Far North Caribou Project (FNCP) was initiated in 2008 to support land
RESTORATION AND ENHANCEMENT OF SOUTHERN CALIFORNIA LAGOONS by Hany Elwany, Ph.D. Scripps Institution of Oceanography Headwaters to Oceans Conference 25 October 2003 CE Ref #03-22 San Diego County Lagoons
NAME: Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program Objective: To describe the health of the Muddy River in the Fens wetlands system of Boston by examining abiotic and biotic parameters.
Buena Vista Creek Watershed 4.2 Buena Vista Creek Watershed Watershed Overview The Buena Vista Creek Watershed is the fourth-largest system within the Carlsbad Hydrologic Unit. The watershed extends approximately
Environmental Science UNIT I: Introduction to Environmental Science The student will demonstrate the ability to use scientific skills necessary to identify and analyze environmental issues. a. Define environmental
Ms Chairman and distinguished guests, On behalf of the Ministry of the Environment, I am honored to open this conference that brings together scientists, policymakers and civil society from the Barents
AP Environmental Science Sample Multiple-Choice Questions The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other
Arctic Observing Summit 2013 Statement Glacier-fed rivers GLACier-fed rivers, HYDRoECOlogy and climate change; NETwork of monitoring sites (GLAC-HYDRECO-NET). Alexander Milner, School of Geography, Earth
MED-HYCOS CRP IRD BP 5045 AGROPOLIS 34032 - Montpellier email@example.com Climate changes by Marc Morell after "A Summary for Deciders" (2000, IGCC) and "Climates of the world" (1992, Bruno Voituriez
KEY CONCEPT Most clouds form as air rises and cools. BEFORE, you learned Water vapor circulates from Earth to the atmosphere Warm air is less dense than cool air and tends to rise NOW, you will learn How
SOUTH CONTENTS What s in This Book 2 Section 1: 3 Section 2: Political Divisions of 1 Section 3: Physical Features of 41 Section 4: Valuable Resources of 67 Section : n Culture 89 Section 6: Assessment
Environmentally Significant Areas of Alberta Volume 3 Prepared by: Calgary, AB for: Resource Data Division Alberta Environmental Protection Edmonton, Alberta March 1997 EXECUTIVE SUMMARY Large portions
A new representation of integrated management of water resources: Sankey diagrams that link water sources and services for humans and nature at different scales Elizabeth Curmi, Keith Richards, Richard
Going green : Environmental jobs for scientists and engineers Alice Ramey Alice Ramey is an economist in the Office of Occupational Statistics and Employment Projections, BLS. She is available at (202)
Post-Wildfire Clean-Up and Response in Houston Toad Habitat Best Management Practices Purpose The purpose of this document is to provide guidance and recommendations for minimizing potential impacts to
Lecture 3: Global Energy Cycle Solar Flux and Flux Density Planetary energy balance Greenhouse Effect Vertical energy balance Latitudinal energy balance Seasonal and diurnal cycles Solar Luminosity (L)
The 5 Most Important Data Sets of Climate Science Photo: S. Rahmstorf This presentation was prepared on the occasion of the Arctic Expedition for Climate Action, July 2008. Author: Stefan Rahmstorf, Professor
Water Recycles poster The "Water ReCycles" poster is designed for students of all ages. It shows the natural water cycle and humans influence on water resources. Raincloud illustration The raincloud in
Food Web Crasher An introduction to food chains and food webs Activity Students create a physical food web and watch what happens when an aquatic nuisance species is introduced into the ecosystem. Grade
4-H Marine Biology and Oceanography Proficiency Program A Member s Guide OVERVIEW The 4 H Marine Biology and Oceanography Proficiency program helps you learn what you need to know about your 4 H project.
Climate Change A n o t h e r F a c t o r i n M a n a g i n g S o u t h e r n C a l i f o r n i a s W a t e r R e s o u r c e s Lauma M. Jurkevics - DWR, Southern Region Senior Environmental Scientist USEPA-Region
Standards of Learning for Virginia Public Schools Correlation with National Standards Key P = Pre-activity E = Extension activity C = Core activity S = Supplemental activity Standard Strands Finding Common
BASICS OF GEOGRAPHY A UNIT OF STUDY Includes Two Videos... 1. WATER AND LANDFORMS 2. CLIMATE AND NATURAL RESOURCES Teacher's Guide Video Produced by VIDEO DIALOG, INC. Teacher's Guide and Blackline Master
1. Recent evidence indicates that lakes in large areas of New York State are being affected by acid rain. The major effect of acid rain in the lakes is (1) an increase in game fish population levels (3)
KEY CONCEPT Continents change position over time. BEFORE, you learned Earth s main layers are the core, the mantle, and the crust The lithosphere and asthenosphere are the topmost layers of Earth The lithosphere
Restoration Planning and Development of a Restoration Bank Black Creek Pioneer Village, South Theatre 8:30 a.m. to 3:30 p.m. Habitat Restoration and Environmental Monitoring Projects Section Restoration
ADVANCED ENVIRONMENTAL SCIENCE COURSE SYLLABUS OVERVIEW OF THE COURSE: The Advanced Environmental Science course is the equivalent of a one-semester introductory college course in environmental science
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
12.5: Generating Current Electricity pg. 518 Key Concepts: 1. Electrical energy is produced by energy transformations. 2. Electrical energy is produced from renewable and non-renewable resources. 4. Electrical
Policy & Management Applications of Blue Carbon fact SHEET Policy & Management Applications of Blue Carbon Coastal Blue Carbon - An Important Wetland Ecosystem Service Coastal Blue Carbon refers to the
Name Date ID Grade 7 - Science Interim Assessment Third Grading Period 1. Which of the following is NOT affected by the tilt of Earth's axis? Length of day Type of climate Change of seasons Length of year
Air Masses and Fronts Air Masses The weather of the United States east of the Rocky Mountains is dominated by large masses of air that travel south from the wide expanses of land in Canada, and north from
Your consent to our cookies if you continue to use this website.