Ecology Study Guide (ch )
|
|
|
- Ami Goodwin
- 7 years ago
- Views:
Transcription
1 Test! Definitions: 1. Ecology 2. Population 3. Community 4. Ecosystem 5. Biome 6. Biotic 7. Abiotic 8. Biodiversity 9. Biogeochemical cycles 10. Nitrogen fixation 11. Carrying capacity 12. Energy pyramid 13. Habitat Quiz Ecology Study Guide (ch ) 14. Niche 15. Keystone species 16. Symbiosis (all 3) 17. Predation 18. Competition 19. Succession (1 o and 2 o ) 20. Pioneer species 21. Climax community 22. Trophic level 23. Food web 24. Producer/autotroph 25. Consumer /heterotroph 26. Decomposer 27. Detritivore 28. Chemotroph 29. Particulates 30. Smog 31. Greenhouse effect 32. Habitat fragmentation 33. Introduced species 34. Umbrella species 35. Sustainable development 36. Ecological footprint 37. Renewable and nonrenewable resources 38. Biomagnification Basic Ecology (13.1, 13.2, part of 14.1, 15.3, part of 16.1) 1. Know the components and order of the levels within the biosphere. 2. Differentiate between habitat and niche; be able to give examples of each. 3. Be able to explain ecosystems and their biotic/abiotic factors. 4. Understand each of the biomes learned in class, and what two things make up a climate. 5. Be able to explain how a keystone species may affect an environment. 6. Know the reasons why populations could increase/decrease. 7. What do we know about earth s carrying capacity? Energy and the Ecosystem (13.3, 13.4, 13.5) 1. Know the basic components of an ecosystem. 2. Be able to explain the role of producers, consumers, and decomposers. 3. Be able to read a food chain diagram and identify the type of consumer and trophic levels if given a picture similar to the one below. 4. Be able to calculate energy as you move up trophic levels (*remember only 10% moves up each level). 5. Know the basic stages of the water, carbon, oxygen, nitrogen, and phosphorus cycles. Community Interactions (part of 14.1, 14.2) 1. Be able to explain predation and competition. 2. Be able to explain the various forms of symbiosis (mutualism, commensalism, parasitism). 3. Be able to explain how the competitive exclusion principal plays a role competition. Succession (14.5) 1. Be able to explain the process of primary and secondary succession. What are the differences? Which takes place at a faster rate? 2. Be able to identify organisms that are characteristic of each stage of succession. Environmental Issues ( ) 1. Give examples of renewable and nonrenewable resources. What is the importance of resource management? 2. Be able to explain the causes, effects, and solutions to: Air Quality o Air pollution, smog, acid rain, green house effect Water Quality o Water pollution o Understand biomagnification, the accumulation of toxins, and how they travel up the food chain/trophic levels. Do fat soluble pollutants get stored in an organisms body? Threats to biodiversity o Non-native species- how do they distrupt the ecosystem? o Assess the consequences of the loss of biodiversity 3. Explain how an umbrella species can protect an entire ecosystem 4. Define sustainable development and describe some of its methods.
2 12B Ecosystems Variations and Adaptations of Organisms In: Explain what adaptations animals in the ecosystem to the right must have in order to survive: Desert Adaptations Abiotic Factors of a Desert: Plant Adaptations: Animal Adaptations: Tundra Adaptations Abiotic Factors of a Tundra: Plant Adaptations: Animal Adaptations: Rainforest Adaptations Abiotic Factors of a Rainforest: Plant Adaptations: Animal Adaptations: OUT: Compare how plant and animal adaptations in a hot/dry environment to a cold environment:
3 Flow of Matter & Energy Food Web Simulation: What happens when one organism is taken out of the food chain? How does it affect others? Producer/Autotroph Food Chains & Food Webs Label each trophic level with the correct identifier: decomposer, primary consumer, secondary consumer, producer, herbivore, carnivore, fungi, main energy source, plant, autotroph, heterotroph Consumer/Heterotroph Biological Magnification Decomposer Trophic Levels Describe what would be the affect on the rest of the food chain above if a drought occurred and drastically reduced the number of producers.
4 Flow of Matter & Energy Pyramids of Ecology Energy Flow: Describe what happens to most of the energy an organism consumes: Pyramid of Energy 10% Energy Rule Pyramid of Biomass Explain in your own words the 10% energy rule in an ecosystem: Pyramid of Numbers Explain why are there fewer top-level predators in a food chain or food web:
5 Interpreting Relationships In: What type of relationship exists between the two animals in the cartoon? Explain your answer. Symbiosis Habitat Label each with the : : Niche Mutualism Tickbird live on rhinos & eat ticks. Ticks get food, rhino free of ticks. Mosquito feeds off human. Human is hurt. Commensalism Sea anemone protects the clownfish from predatory fish. Competition Parasitism Interpret the predator/prey relationship in the graph below: Predator/Prey Picture
6 Population Growth IN Activity: Make a list of limited resources found in an environment. Graphs! Exponential Growth: occurs when individuals in a population reproduce at a rate. (J Shaped) Can populations grow exponentially forever? Yes or No Logistic Growth: occurs when a population s growth or stops following a period of exponential growth (S Shaped) Population Growth Graph Describe the graph. What happens to the deer population over time? Affected By: Populations in Ecosystems Carrying Capacity Growth Rate What causes the growth to slow? Birth rates rate increases Both of these occur at once When the number of organisms an ecosystem can sustain, it is called the. Carrying Capacity happens because in an ecosystem, there are factors (habitat, shelter, territory, food, water) Immigration increases Both of these occur at once What is Density? Number of per unit Varies depending on species and its Density? Factors Density Dependent Factors: Density Independent Factors: What limits growth? Examples: OUT Activity: Explain why populations reach a carrying capacity. Why can t populations keep growing exponentially?
7 11D Succession 12F Change Ecological Succession & Environmental Change In: Describe an example of how natural or human disturbances can change an ecosystem. Use numbers to sequence the pictures of primary succession: Ecological Succession Primary Succession Pioneer species populates area. Large plants grow on soil. Volcanic eruption causes no soil to exist. Lichens die to help form soil. Environmental Change Secondary Succession Ecosystem Stability Impact on Populations & Species Picture OUT Question: Describe how the 2011 Texas drought caused environmental change. Explain how the drought impacted ecosystem stability.
8 Name: Date: Period: Nitrogen Cycle Diagram (TEKS 12E) DRAW A DIAGRAM of how matter moves through the nitrogen cycle. (Label & Color the diagram.) Use p.78 for help. DESCRIBE BELOW the steps in your diagram of how matter moves through the nitrogen cycle.
9 Name: Date: Period: Disruptions of the Nitrogen Cycle (TEKS 12E) DRAW DIAGRAMS of how matter moves through ecosystems when the Nitrogen Cycle is disrupted. (Label & Color diagrams.) A. Draw a diagram of the CAUSE of a disruption to the nitrogen cycle. B. Draw a diagram showing the EFFECT of a disruption to the nitrogen cycle. EXPLAIN (DIAGRAM B) BELOW the consequences of disrupting the Nitrogen cycle.
10 Nitrogen Cycle COMIC STRIP (TEKS 12E) Name: Period: Nitrogen molecules just love to travel and spend time in different places. Create a comic strip/story board about nitrogen s adventures to different places. Your comic strip must be at least 9 comic strip boxes long, but more may be used. You must draw, color, and dialogue how nitrogen cycles through the ecosystem. Use p.78 for help
11 Name: Date: Period: Carbon Cycle Diagram (TEKS 12E) DRAW A DIAGRAM of how matter moves through the Carbon Cycle (Label & Color the diagram.) Use textbook p.77 for help. A. Draw a diagram of the carbon cycle. DESCRIBE BELOW your diagram of how matter moves through the carbon cycle.
12 Name: Date: Period: Disruptions of the Carbon Cycle (TEKS 12E) DRAW DIAGRAMS of how matter moves through ecosystems when the Carbon Cycle is disrupted. (Label & Color each diagram.) A. Draw a diagram of the CAUSE of a disruption to the carbon cycle. B. Draw a diagram showing the EFFECT of a disruption to the carbon cycle. DESCRIBE (DIAGRAM B) BELOW the consequences of disrupting the carbon cycle.
13 Name: Date: Period: Chapter16:HumanImpactonEcosystemsVocabulary 16.1HumanPopulationGrowthandNaturalResources.Giveexamplesforthefollowing: 1. Nonrenewableresourcesarenaturalresourcesthatareusedmorequicklythancanbeformed. Example: and. 2. Renewableresourcesareonesthatcannotbeusedup,orcanbereplacedasfastastheyareused. Exampleofresourcesthatcannotbeusedup: and. Exampleofresourcethatcanberegrownasquicklyasitisused:. 3. Ecologicalfootprintistheamountoflandnecessarytoproduceenoughfood,water,shelter,andenergy,andtoholdthe wasteofanindividualorpopulation. WhatistheaverageU.S.citizen secologicalfootprint? 16.2Airquality.Matchthefollowing: 4. Theadditionofanyundesirablematerialtotheair, water,orsoil. 5. Atypeofairpollutionthatformsfromthewaste productsofburnedgas,coal,andoil. 6. Microscopicbitsofdust,metal,andunburnedfuel. Thisisonecomponentofsmog. 7. Thisisproducedwhenpollutantsinthewater cyclecausethephofraintodropbelownormal. 8. Earth satmospherecontainsgasesthathelpto slowthelossofheat.thisisknownas 9. Thetrendofincreasingglobaltemperatures. a. Globalwarming b. Greenhouseeffect c. Smog d. Acidrain e. Pollution f. Particulates 16.3 WaterQuality.Fillintheblanks. 10.Onewayscientistsdeterminethe ofan isbystudyingparticular,whicharecalled. 11.Biomagnificationisthe bywhich moveupthe. 16.4Threatstobiodiversity.Definethefollowing: 12.Habitatfragmentation: 13.Introducedspecies: 16.5Conservation.Definethefollowing: 14.Sustainabledevelopment: 15.Umbrellaspecies:
14 Name: Date: Period: Ecology Review Worksheet Place the levels of ecology organization inside the correct circles using the terms from 13.1 in the textbook. Fill in the bubbles with the proper words from section 13.2 in the textbook. Ecosystem includes Such as Such as Fill in the chart with a description that describes how water moves through as ecosystem. Process Description 1. Precipitation 2. Evaporation 3. Transpiration 4. Condensation In each series, identify which word does not belong and explain why? A) Detritivore, Producer, or Decomposer? Explain. B) Omnivore, Autotroph, Herbivore? Explain.
15 C) Trophic level, Energy pyramid, Keystone species? Explain. Directions: Add at least 12 arrows to the blank food web that shows the direction energy travels in a community of species. Using the snake as an example, create 2 complete food chains in the spaces below. Label each trophic level. Food chain 1 Food chain Vocabulary: Define the words in the boxes Symbiotic Mutualism Commensalism Parasitism Example Example Example
16 15. Draw a cartoon for each of the following terms. a. ecological footprint: b. acid rain Sustainable Development (16.5) 17. What is sustainable development? a. List and Describe at least two sustainable development methods. c. global warming d. introduced species: Umbrella Species and Protecting Earth s Resources (16.5) 18. How can protecting an umbrella species protect an entire ecosystem? Biodiversity and Habitat Fragmentation (16.4) 16. What is biodiversity? Give at least one reason why biodiversity is important to humans. a. What role does habitat fragmentation play in the loss of biodiversity? What is a solution? b. What are the consequences to a loss of biodiversity? a. How are umbrella species and keystone species similar? b. How do governmental actions help to preserve natural habitats and protect resources? Who implements laws that in place to protect resources and species?
Ecology Module B, Anchor 4
Ecology Module B, Anchor 4 Key Concepts: - The biological influences on organisms are called biotic factors. The physical components of an ecosystem are called abiotic factors. - Primary producers are
Matter and Energy in Ecosystems
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.
13.1. Principles of Ecology CHAPTER 13. Ecology is the study of the relationships among organisms and their environment.
SECTION 13.1 KEY CONCEPT ECOLOGISTS STUDY RELATIONSHIPS Study Guide Ecology is the study of the relationships among organisms and their environment. VOCABULARY ecology community MAIN IDEA: Ecologists study
D. Categorize Words. E. Find the Odd Word
Answer Key Vocabulary Practice A. Synonyms or Antonyms 1. synonym 2. antonym 3. antonym 4. synonym 5. antonym 6. antonym B. Stepped-Out Vocabulary 1. A species that has an unusually large effect on its
Introduction to Ecology
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS
Period Date REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS A. Sample Multiple Choice Questions Complete the multiple choice questions to review this unit. 1. All of the following are density-dependent factors
CCR Biology - Chapter 13 Practice Test - Summer 2012
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
a. a population. c. an ecosystem. b. a community. d. a species.
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
Principles of Ecology
2 Principles of Ecology section 1 Organisms and Their Relationships Before You Read On the lines below, list the organisms that you have encountered today. You share the same environment with these organisms.
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS SECTION 1 In an ecosystem, plants capture the sun's energy and use it to convert inorganic compounds into energy-rich organic compounds. This process of using
HUMANPOPULATIONGROWTHANDNATURAL RESOURCES Study Guide. As the human population grows, the demand for Earth s resources increases.
SECTION 16.1 HUMANPOPULATIONGROWTHANDNATURAL RESOURCES Study Guide KEY CONCEPT As the human population grows, the demand for Earth s resources increases. VOCABULARY nonrenewable resource renewable resource
Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
STUDY GUIDE ECOLOGY. CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment.
STUDY GUIDE ECOLOGY CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment. 2. A Hierarchy of interactions: cells tissues organs
AP Biology Unit I: Ecological Interactions
AP Biology Unit I: Ecological Interactions Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth s history. Species extinction rates are rapid at times of ecological stress.
The main source of energy in most ecosystems is sunlight.
Energy in Ecosystems: Ecology: Part 2: Energy and Biomass The main source of energy in most ecosystems is sunlight. What is the amount of energy from the sun? 100 W/ft 2 The energy gets transferred through
Use this diagram of a food web to answer questions 1 through 5.
North arolina Testing Program EO iology Sample Items Goal 4 Use this diagram of a food web to answer questions 1 through 5. coyotes 3. If these organisms were arranged in a food pyramid, which organism
Environmental Science
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
Key Idea 2: Ecosystems
Key Idea 2: Ecosystems Ecosystems An ecosystem is a living community of plants and animals sharing an environment with non-living elements such as climate and soil. An example of a small scale ecosystem
CHAPTER 20 COMMUNITY ECOLOGY
CHAPTER 20 COMMUNITY ECOLOGY MULTIPLE CHOICE 1. The relationship between a predator and its prey is best illustrated by a. a snake eating a bird. c. a lion eating a zebra. b. a fox eating a mouse. d. a
2015 2016 Environmental Science Scope & Sequence
2015 2016 Environmental Science Scope & Sequence The suggested time frames in this document are for a year long environmental science class with approximately 45 minute class periods. All of the material
Ecosystems and Food Webs
Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,
Ecosystems. The two main ecosystem processes: Energy flow and Chemical cycling
Ecosystems THE REALM OF ECOLOGY Biosphere An island ecosystem A desert spring ecosystem Biosphere Ecosystem Ecology: Interactions between the species in a given habitat and their physical environment.
The animals at higher levels are more competitive, so fewer animals survive. B.
Energy Flow in Ecosystems 1. The diagram below shows an energy pyramid. Which of the following best explains why the number of organisms at each level decreases while moving up the energy pyramid? The
ECOSYSTEM 1. SOME IMPORTANT TERMS
ECOSYSTEM 1. SOME IMPORTANT TERMS ECOSYSTEM:- A functional unit of nature where interactions of living organisms with physical environment takes place. STRATIFICATION:- Vertical distribution of different
Jennifer Carmack Cannon s Point Unit
Jennifer Carmack Cannon s Point Unit Unit Organizer: (Approximate Time: 5 days) OVERVIEW: Organisms are dependent upon other organisms for survival. The absence of one organism can disrupt all other organisms
Energy Flow in the Pond Teacher s Guide February 2011
Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.1 ) Energy Flow 1) Student Name: Teacher Name: Jared George Date:
Symbiotic Relationships in Marine Ecosystems
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Symbiotic Relationships
Lesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
You are What You Eat
You are What You Eat By: Tanja Schollmeier, marine biologist, School of Fisheries and Ocean Sciences, University of Alaska Fairbanks Grade level: 6-8th grade Context: This lesson emphasizes human impacts
Marine Ecosystems and Biodiversity
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson Marine Ecosystems and Biodiversity
Section 3: Trophic Structures
Marine Conservation Science and Policy Service learning Program Trophic Structure refers to the way in which organisms utilize food resources and hence where energy transfer occurs within an ecosystem.
Creating Chains and Webs to Model Ecological Relationships
Creating Chains and Webs to Model Ecological Relationships Overview This hands-on activity supports the HHMI short film The Guide and the 2015 Holiday Lectures on Science: Patterns and Processes in Ecology.
Energy Flow Through an Ecosystem. Food Chains, Food Webs, and Ecological Pyramids
Energy Flow Through an Ecosystem Food Chains, Food Webs, and Ecological Pyramids What is Ecology? ECOLOGY is a branch of biology that studies ecosystems. Ecological Terminology Environment Ecology Biotic
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE
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
NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.
5.2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Taxonomy level: 1.1 and 1.2-A Remember Factual Knowledge
CCR Biology - Chapter 14 Practice Test - Summer 2012
Name: Class: Date: CCR Biology - Chapter 14 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Zebras live on the savannas of
Chapter 55: Ecosystems
Name Period Overview: 1. What is an ecosystem? 2. Where does energy enter most ecosystems? How is it converted to chemical energy and then passed through the ecosystem? How is it lost? Remember this: energy
5.1 Ecosystems, Energy, and Nutrients
CHAPTER 5 ECOSYSTEMS 5.1 Ecosystems, Energy, and Nutrients Did anyone ever ask you the question: Where do you get your energy? Energy enters our world from the Sun but how does the Sun s energy become
14.1. Every organism has a habitat and a niche. A habitat differs from a niche. Interactions in Ecosystems CHAPTER 14.
SECTION 14.1 HABITAT AND NICHE Study Guide KEY CONCEPT Every organism has a habitat and a niche. VOCABULARY habitat ecological niche competitive exclusion ecological equivalent A habitat differs from a
7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s
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.
Communities, Biomes, and Ecosystems
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.
This hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
Food Chains and Food Webs
Program Support Notes by: Spiro Liacos B.Ed. Produced by: VEA Pty Ltd Commissioning Editor: Sandra Frerichs B.Ed, M.Ed. Executive Producers: Edwina Baden-Powell B.A, CVP. Sandra Frerichs B.Ed, M.Ed. You
Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08
1 st six weeks 1 Identify questions and problems that can be answered through scientific investigation. 2 Design and conduct scientific investigations to answer questions about the world by creating hypotheses;
Grade 10 - Sustainability of Ecosystems - Pre-Assessment. Grade 7 - Interactions Within Ecosystems. Grade 10 - Sustainability of Ecosystems
Purpose: This document is for grade 10 teachers to use as a pre-assessment for the Sustainability of Ecosystems unit. It assesses students understanding of the of the end of unit knowledge outcomes from
CHAPTER 3. A is a certain number of individuals that make up an interbreeding, reproducing group within a given area.
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
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X The Royal Society for Protection of Nature (RSPN) in collaboration with Department of Curriculum Research & Development (DCRD) of Ministry of Education
A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
Section 5.1 Food chains and food webs
Section 5.1 Food chains and food webs The ultimate source of energy in an ecosystem comes from sunlight This energy is converted to an organic form using photosynthesis which is then passed between organisms
ECOSYSTEM RESPONSES. reflect
reflect There is a saying, No man is an island, which means that people need one another in order to survive. Everyone on Earth is interconnected in some way. This is not only true of human beings, but
2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy
Assessment Bank Matter and Energy in Living Things SC.8.L.18.4 1. What is energy? A. anything that takes up space B. anything that has mass C. the ability to conduct current D. the ability to do work 2.
Chapter 54: Community Ecology
Name Period Concept 54.1 Community interactions are classified by whether they help, harm, or have no effect on the species involved. 1. What is a community? List six organisms that would be found in your
1. Biodiversity & Distribution of Life
National 5 Biology Unit 3 Life on Earth Summary notes 1. Biodiversity & Distribution of Life Perhaps the best place to start in this topic is with Biomes. Biomes are regions of our planet which have a
SALEM COMMUNITY COLLEGE Course Syllabus. Course Title: Environmental Science I. Course Code: BIO103. Lecture Hours: 2 Laboratory Hours: 4 Credits: 4
SALEM COMMUNITY COLLEGE Course Syllabus Course Title: Environmental Science I Course Code: BIO103 Lecture Hours: 2 Laboratory Hours: 4 Credits: 4 Course Description: Environmental Science I is the first
FOOD CHAINS AND FOOD WEBS PHYTOPLANKTON ZOOPLANKTON SILVERSIDE BLUEFISH
FOOD CHAINS AND FOOD WEBS Food Chains All living organisms (plants and animals) must eat some type of food for survival. Plants make their own food through a process called photosynthesis. Using the energy
Ecosystems One or more communities in an area and the abiotic factors, including water, sunlight, oxygen, temperature, and soil.
7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes). Taxonomy level: 2.4-B Understand Conceptual Knowledge
Chapter 3 Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
Grassland Food Webs: Teacher Notes
Grassland Food Webs: Teacher Notes Alan Henderson ecosystem Objectives After completing this activity students will be able to: Create a food web and identify producers and consumers. Assign organisms
4. Which choice below lists the biomes in order from lowest precipitation amounts to highest precipitation amounts?
Ecosystems and Biomes 1. All of the living organisms in a forest plus their environment is an example of A. a biome. B. a community. C. a population. D. an ecosystem. 2. Which of the following best describes
Living Things and the Environment
Living Things and the Environment (pages 6 11) Habitats (page 7) Key Concept: An organism obtains food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An organism
Amherst County Public Schools. AP Environmental Science Curriculum Pacing Guide. College Board AP Environmental Science Site
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
Lesson 7: The Principles of Ecology
Lesson 7: The Principles of Ecology These brilliant red "feathers" are actually animals called tube worms. They live in an extreme environment on the deep ocean floor, thousands of meters below the water
ENERGY FLOW THROUGH LIVING SYSTEMS
reflect Enter the word domino as a search term on the Internet; you can fi nd some amazing domino runs. You can make your own by setting up a series of dominoes in a line. When you push the fi rst domino
1.2 The Biosphere and Energy
1.2 The Biosphere and Energy All activities require a source of energy a fuel. For example, to sustain a campfire, you need to keep it supplied with wood. To reach a destination by car, you need to have
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey References: Columbus Public Schools Curriculum Guide- Grade 5 GK-12 Biological Science Lesson
Energy flow in ecosystems. Lecture 6 Chap. 6
Energy flow in ecosystems Lecture 6 Chap. 6 1 What is an ecosystem? System = regularly interacting and interdependent components forming a unified whole Ecosystem = an ecological system; = a community
5 th Grade Science Vocabulary Words
5 th Grade Science Vocabulary Words abiotic factor A nonliving part of an ecosystem. acceleration Change in velocity with respect to time. action The force one object applies to a second, as in Newton
Ecology - scientific study of how individuals interact with their environment 34.1
Biology 1407 Exam 4 Notes - Ecology Ch.35-36 Ecology - scientific study of how individuals interact with their environment 34.1 - organisms have adapted to - evolved in - a particular set of conditions;
Ecosystems Processes: Energy Flow
Ecosystems Processes: Energy Flow 6 STRUCTURE 6.1 Introduction 6.2 Objectives 6.3 Understanding Energy Flow 6.4 Energy in Ecological Systems 6.5 Food Chains 6.6 Understanding Food Chains 6.7 Conclusion
Communities and Biomes
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
Stage 1 Desired Results Established Goals: Matter and Energy Transfer, Biomes, Survival, Competition, and Symbiotic Relationships
Stage 1 Desired Results Established Goals: Matter and Energy Transfer, Biomes, Survival, Competition, and Symbiotic Relationships Unit 6: Ecology Learning Standard: S7L4. Students will examine the dependence
Worksheet: The food chain
Worksheet: The food chain Foundation Phase Grade 1-3 Learning area: Natural Science Specific Aim 2: Investigating phenomena in natural sciences Activity Sheet Activity 1: What is a food chain? Every time
8.2 - A Local Ecosystem:
8.2 - A Local Ecosystem: 1. The distribution, diversity and numbers of plants and animals found in ecosystems are determined by biotic and abiotic factors: Distinguish between the abiotic and biotic factors
What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid
Name Period Date What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid Objective The learner will define terms related to relationships and energy transfer in
Unit 2 Resources Ecology
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
Connecting Ecosystems & Climate
Abiotic and Biotic Components The connections and interactions between the abiotic and biotic components of ecosystems and climate are introduced and explored in this lesson. A hands-on sorting activity,
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
THE ECOSYSTEM - Biomes
Biomes The Ecosystem - Biomes Side 2 THE ECOSYSTEM - Biomes By the end of this topic you should be able to:- SYLLABUS STATEMENT ASSESSMENT STATEMENT CHECK NOTES 2.4 BIOMES 2.4.1 Define the term biome.
The Need Is Mutual: The Importance of Biological Interactions
The Need Is Mutual: The Importance of Biological Interactions Science Topic: Food Webs Grades: 6 th -8 th Essential Question: What kinds of relationships are involved in biological interactions? Lesson
Environmental Science Science Curriculum Framework. Revised 2005
Environmental Science Science Curriculum Framework Revised 2005 Course Title: Environmental Science Course/Unit Credit: 1 Course Number: 424020 Teacher Licensure: Please refer to the Course Code Management
Ecology Symbiotic Relationships
Ecology Symbiotic Relationships Overview of the Co-evolution and Relationships Exhibited Among Community Members What does Symbiosis mean? How do we define Symbiosis? Symbiosis in the broadest sense is
Science 7 th Grade. Core Concepts:
Core Concepts: 1) All living things share common characteristics and are classified based upon similarities and differences of major physical characteristics. 2) The Earth itself and the life forms on
Food Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
Activity 1.6: Food for Thought: Climate Change and Trophic Cascades
Activity 1.6: Food for Thought: Climate Change and Trophic Cascades Grades 7 9 Description: Students will read an article about the impact of melting ice on the Arctic food web. Students will diagram food
Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS)
Differences Between 1997 Illinois Learning Standards and 2014 Illinois Learning Standards (NGSS) 1997 Illinois Learning Standards in Science 2014 Illinois Learning Standards (NGSS) Grouped by grade spans:
Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
Sample Unit Plan. Ecology Explorers
Appendix G.04 Appendix G: Seeing Reason Tool Resources Sample Unit Plan Ecology Explorers Classroom Information Subject Area Science, Language Arts Grade Level(s) 6 8 Unit Summary In this project, students
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE ESCI 101 - INTRODUCTION TO ENVIRONMENTAL SCIENCE
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
Teacher Annotated Edition. Biology. Consultant Douglas Fisher, Ph.D.
Teacher Annotated Edition Biology Consultant Douglas Fisher, Ph.D. About the Consultant Douglas Fisher, Ph.D. is a Professor in the Department of Teacher Education at San Diego State University. He is
Essential Study Partner/ ESP: http://highered.mcgraw-hill.com/sites/0072970480/student_view0/essential_study_partner.html
Course: Environmental Science Course Number: 2001340 Title: Environmental Science: A Study of Interrelationships, 10 th edition Authors: Enger, Smith Publisher: Glencoe/McGraw-Hill Copyright: 2006 Online
MCAS Biology. Review Packet
MCAS Biology Review Packet 1 Name Class Date 1. Define organic. THE CHEMISTRY OF LIFE 2. All living things are made up of 6 essential elements: SPONCH. Name the six elements of life. S N P C O H 3. Elements
Nano Ecology. Activity 8: Core Concept: Nanoparticles may disrupt food chains. Class time required: Approximately 40-60 minutes of class time
Activity 8: Nano Ecology Core Concept: Nanoparticles may disrupt food chains. Class time required: Approximately 40-60 minutes of class time Teacher Provides: A copy of student handout Nano Ecology for
PLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
Figure 4. Clown fish and anemone. Figure 5. Sea spider. Page 2 of 6. Saylor URL: www.saylor.org/bio102
Symbiosis The phrase symbiotic relationship simply refers to a close ecological relationship between two different species. These relationships differ along a spectrum from positive to negative interactions.
THE WATER CYCLE. Ecology
THE WATER CYCLE Water is the most abundant substance in living things. The human body, for example, is composed of about 70% water, and jellyfish are 95% water. Water participates in many important biochemical
food chains reflect How are these organisms important to one another? organism: a living thing
reflect Different plants and animals live together. Look at the picture of the garden. What organisms live there? Grass, trees, bugs, and birds live there. Fish and frogs live there, too. Can you think
Adopt an Ecosystem Project Grade Ten
Ohio Standards Connection: Life Sciences Benchmark F Explain the structure and function of ecosystems and relate how ecosystems change over time. Indicator 15 Explain how living things interact with abiotic
Title: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes
Title: Create A New Animal Grade Level: 3 rd -5 th Subject: Biology Time: 60-90 minutes Objective: Students will better understand physical adaptations of certain animals, and how those adaptations increase
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same