classification ecosystem human impact relationships ecosystem energy relationships human impact...

Classification Ecosystem Energy

Relationships Human Impact

Kick-off Activity

(Must Do - whole class)

Creepy Critters (p. 5-6)

Scavenger Hunt (p. 20)

Interdependence game

Photosynthesis/ Respiration Activity (p. 43)

Population Explosion (p. 61-65)

Labettes (Must Do – complete

all labettes in each content area before quizzing in that area)

Dichotomous Key (PICK 1) o Trees (p. 13-14) o Fish (p. 15)

Interpreting Graphics (p. 18)

Good Buddies (p. 29)

Succession Sort (p. 31-33)

Ecosystem Organizer (p. 35-37)

Food Web (p. 57-58) Global warming/Greenhouse

(p. 75-76)

Acid rain (p. 77-78)

Practice (Complete only what

you need)

Pre-test (p. 3)

Objectives (p. 4)

Question sheet (p. 7)

Reading (p. 9-11)

Vocabulary Practice o Study stack o Crossword (p. 12) o Card sort

Brainpop: Classification

Pre-test (p. 17-18)

Objectives (p. 19)

Question sheet (p. 21-22)

Reading (p. 23-26)

Vocabulary Practice o Study stack o Crossword (p. 27) o Card sort

Brainpop: Ecosystems

Concept Map (p. 28)

Pre-test (p. 39-40)

Objectives (p. 41)


Reading (p. 47-51)

Vocabulary Practice

o Study stack

o Crossword (p. 53)

o Card sort

Brainpop: Food Chains

Food Web Practice (p. 55)

Pre-test (p. 59)

Objectives (p. 60)


Reading (p. 69-72)

Vocabulary Practice

o Study stack

o Crossword (p. 73)

o Card sort

Brainpops: o Humans and the Environment o Global warming o Ozone Layer

o Greenhouse Effect

Quizzing (Mastery of a content

area earns 38/50 in that area)

Last Day to Quiz:

Last Day to Quiz:

Last Day to Quiz:

Last Day to Quiz:

Name: ________________________________ Class: ___________________

Pre-Test for Classification

Directions: In the space provided, write the term that best completes the sentence. *One term is used twice. [+1 each question, total +10 points]

Word Bank kingdom characteristics species dichotomous key

fertile taxonomy classification

1. ______________ is the science of naming and classifying organisms.

2. Organisms are placed into categories based on similar physical ______________ they share.

3. The classification of organisms is arranged from a large general category called a ________________ to the smaller specific category called a species.

4. A ___________________ is used to find the name of an unknown organism.

5. Offspring that are able to reproduce are _______________.

6. A method of grouping things according to similarities and differences is known as ___________________.

7. Turtles, birds, humans and mosquitoes all belong to the Animal _______________.

8. A group of organisms that naturally mate with one another and produce fertile offspring belong to the same ______________.

Directions: See if you can figure out how to use the key below to find the name of each object. Write the pathway you took to discover the name.

1a. Object is round……………………………………………………………………….go to #2 1b. Object is not round…………………………………………………………………..go to #3 2a. Object is red……………………………………………………………………….…a glaggy 2b. Object is orange…………………………………………………………………..…a hojorty 3a. Object is long and narrow and orange in color…………………………………..……a flude 3b. Object is shaped like a football and is green in color…………………….…………..a kinglit

9. Object A’s pathway: _________________, name: ____________________ 1a,

10. Object B’s pathway: ___________________, name: _________________

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Classification Objectives

Yes No Yes No

• I know what scientists use to determine an organism’s classification.

Before After

• I know how biological classification systems are arranged.

• I know the definition of a species.

• I can define fertile.

• I can define the term dichotomous key.

• I know how to use a dichotomous key to classify an organism.

• I can tell why a classification system is necessary.

• I can define the word kingdom.

• I can distinguish between a kingdom and a species.

• I can identify organisms that belong to the same kingdom.

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CREEPY CRITTERS

1a 1b

Narrow head

Wide head

3a 2b 3b 2a

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Creepy Critters Dichotomous Key

1a. The head is narrow…………………………………………………………………….Go to statement 2 1b. The head is wide………………………………………………………………………Go to statement 3 2a. __________________________________________________________________________________ 2b. __________________________________________________________________________________ 3a. __________________________________________________________________________________ 3b.__________________________________________________________________________________ 4a. __________________________________________________________________________________ 4b. __________________________________________________________________________________ 5a. __________________________________________________________________________________ 5b. __________________________________________________________________________________ 6a. __________________________________________________________________________________ 6b. __________________________________________________________________________________ 7a. __________________________________________________________________________________ 7b. __________________________________________________________________________________ 8a. __________________________________________________________________________________ 8b. __________________________________________________________________________________ 9a. __________________________________________________________________________________ 9b. __________________________________________________________________________________ 10a. _________________________________________________________________________________ 10b. _________________________________________________________________________________ 11a. _________________________________________________________________________________ 11b. _________________________________________________________________________________ 12a. _________________________________________________________________________________ 12b. _________________________________________________________________________________ 13a. _________________________________________________________________________________ 13b. _________________________________________________________________________________ 14a. _________________________________________________________________________________ 14b. _________________________________________________________________________________ 15a. _________________________________________________________________________________ 15b. _________________________________________________________________________________ 6

Name:

Level 1 Question Sheet: Classification 1. Why are classification

systems necessary?

2. What do scientists use to determine an organisms classification?

3. What is a kingdom?

4. How are classification systems organized?

5. What is a species?

6. What does it mean for an organism to be “fertile”?

7. How do the number and type of organisms in a kingdom compare to that of a species?

8. What is a dichotomous key?

9. How is a dichotomous key used to classify organisms?

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Background reading: Classification

Classification is a way of putting things into groups by looking at their similarities. All living things share some common characteristics, but can also differ tremendously. These differences indicate a great variety, called biodiversity, among living things. In order to study living things, biologists found it necessary to classify or group organisms in a logical way. History of Classification

In the past, many different systems of classification were used to classify organisms. One early system was based on an organism’s color. Another system grouped living things according to habitats (places where organisms live). These methods were not successful because the groupings were too broad and made the study of organisms very difficult. More than 2,000 years ago, a Greek named Aristotle observed living things. He decided that many organisms could be classified as either a plant or an animal. Then, he broke these two groups into smaller groups. For example, animal categories included hair or no hair, four legs or fewer, and blood or no blood. The pictures to the right show some of the organisms Aristotle would have grouped together. For hundreds of years after Aristotle, no one way of classifying was accepted by everyone.

In the late eighteenth century, Carolus Linnaeus, a Swedish naturalist, developed a new system of grouping organisms. His classification system was based on looking for organisms with similar structures. For example, plants that had similar flower structure were grouped together. Linnaeus’s system was eventually accepted and used by most other scientists.

According to Aristotle’s classification system, all

animals without hair would be grouped together.

Modern Classification

Taxonomy is the science of naming and classifying organisms. Scientists who name and classify organisms are called taxonomists. Like Linnaeus, modern scientists use details in the internal and external structures of organisms to classify them. They also study fossils, hereditary information, and early stages of development. Scientists use all of this information to determine an organism’s evolutionary history, or how it has changed over time. Today, it is the basis for the classification of many organisms.

A classification system commonly used today groups organisms into five Kingdoms: Monera, Protista, Fungi, Plant, and Animal. [Note: Some scientists have adopted a six-kingdom system.] A kingdom is the first and largest category. The members of each kingdom share some major characteristics, but they are a highly dissimilar (not very much alike) group of organisms (a lot of biodiversity).

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In order to properly classify organisms, each kingdom is subdivided into smaller and smaller groups ending with the smallest group, which includes all organisms of the same kind. The smallest classification category is a species. Organisms that belong to the same species are very similar to each other and can mate and produce fertile offspring. Fertile refers to an organism’s ability to produce offspring. The classification of the grizzly bear is pictured below.

Scientific Names

Before scientists agreed upon a method of naming organisms using scientific names, living things were referred to by common names. Common names are local names given to an organism in a certain geographic region. These names can be confusing because there may be more than one common name for the same organism. Woodchuck, groundhog, and gopher are common names for the same organism. Common names can also be misleading since they often contain a word that does not correctly describe the organism. For example, neither the starfish nor the silverfish is a fish.

In the 18th century, a system was developed by Linnaeus to name various species. This two-word naming system is called binomial nomenclature. It is the system used by modern scientists to name organisms. The first word of the two-word name identifies the genus of the organism. A genus is a group of similar species. The second word of the name is the species of the organism. The genus name is capitalized and the species name is not capitalized. Both words are written in italics. For example, the scientific name for humans is Homo sapiens and Ursus arctos for the grizzly bear pictured below.

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Tools for Identifying Organisms

Tools used to identify organisms include field guides and dichotomous keys. Many different field guides are available. Most have descriptions and illustrations of organisms and information about where each organism lives. You can identify species from around the world using the appropriate field guide.

A dichotomous key is a detailed list of identifying characteristics that includes scientific names. Dichotomous keys are arranged in steps with two descriptive statements at each step. If you learn how to use a dichotomous key, you can identify and name a species.

For example, you can determine the type of mouse pictured to the right by using the dichotomous key below. Start by choosing between the first pair of descriptions. The mouse has hair on its tail, so you go to 2. The ears of the mouse are small, so you go on to 3. The tail of the mouse is less than 25mm.

What is the name of the mouse according to the key?

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Name: ________________________________Provided By: www.TheTeachersCorner.net

ClassificationPlease complete the crossword puzzle below

2 6 5

3 4

1

Across:

1. The field of science that deals with the namingand classifying of organisms based on theircharacteristics and evolutionary path.3. A universal system to communicate thescientific name of every organism.

Down:

2. All different types of life. The greater this is, themore stable the ecosystem.4. Like members of a group that can mate andproduce fertile offspring.5. The broadest category of classification.6. A tool used to identify organisms.

http://www.theteacherscorner.net/printable-worksheets/make-your-own/c...

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A Key: Leaves of some TREES of the NE USA

Use the key and the vocabulary terms on the next page to identify the 10 leaves.

1 a. Leaves are evergreen, thin, needle like…………………………….…………………..……..2 b. Leaves are broad, deciduous…………….…………….…………….…...……………..……….6 2. a. Needles are over one inch long, in clusters…………….………...……………..………….3 b. Needles are one half inch or less………………………….……………………...…………...4 3. a. Needles in clusters of three……………………………………..….Pitch pine (Pinus rigida) b. Needles in clusters of five………………..………… Eastern White Pine (Pinus strobus) 4. a. Needles scale-like, sharp, cover twigs…………………...……….…....Eastern Red Cedar (Juniperus virginiana) b. Needles protrude from the twigs……………………………………..….…………….………5 5. a. Needles flat, rounded tips in two rows along twig…………………...Eastern Hemlock (Tsuga canadensis) b. Needles in a whorl around the stem…………………………White Spruce (Picea glauca) 6. a. Compound leaves divided into 7 leaflets…………...White ash (Fraxinus americana) b. Simple leaves…………………………………………………………………………..…….………..7 7. a. Lobed, rounded leaves with 7 to 9 lobes……………….….White Oak (Quercus alba) b. Toothed leaves……………………………………………………………..…………..…………….8 8. a. Long slender leaves which droop down…………Weeping Willow (Salix babylonica) b. Leaves are less than twice as long as broad……………………………..………………..9 9. a. Leaves have an elliptical shape…………………...American Beech (Fagus grandifolia) b. Leaves are toothed and lobed……………………………Sugar Maple (Acer Saccharum)

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Terms to help you navigate the leaf key Evergreen – green all winter, the “leaves” (which are needle‐like) don’t drop off in the fall Deciduous – leaves turn color and then drop off in the fall

Compound ‐ Compound leaves have more than one leaflet, usually several, attached to the same leaf stalk.

Simple – Does not have leaflets

Lobed – having indented sections of the leaf

Toothed – leaves appear saw‐like

Whorl – leaves are attached at the same point and wrap around the stem

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Fish Sorting Cut out each of the fish cards on th is page, then follow your teacher’s instruct ions for sorting the fish into categories. After you have compared your classification system w ith your classmates, follow the steps in the fish key below to identify the names of the fish.

Treasures of the Great Barrier Reef

Fish key

Step 1 If fish shape is long and skinny…

then go to Step 2

If fish shape is not long and skinny…

then go to step 3

Step 2 If the fish has pointed fins, it is a trumpet fish

If the fish has smooth fins, it is a spotted moray eel

Step 3 If fish has both eyes on top of the head…

then go to step 4

If fish has one eye on each side of the head…

then go to step 5

Step 4 If the fish has long whip-like tail, it is a spotted eagle ray

If the fish has short, blunt tail, it is a peacock flounder

Step 5 If fish has spots…

then go to step 6

If fish does not have spots…

then go to step 7

Step 6 If fish has chin “ whiskers, ” it is a spotted goat fish

If fish does not have chin “ whiskers, ” it is a band-tail puffer

Step 7 If fish has stripes…

then go to step 8

If fish does not have stripes, it is a glassy sweeper

Step 8 If fish has a v-shaped tail, it is a squirrel fish

If fish has a blunt tail, it is a glass-eye snapper

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Interpreting Graphics – Taxonomy Labette Name: ___________________________ Class: ____________ Using the Taxonomy Graphic on the clipboard and your knowledge of classification, answer true or false to the following statements.

1. ______ Dogs belong to the order Felidae. 2. ______ A fox belongs to the phylum Arthropoda. 3. ______ Snakes belong to the phylum Reptilia. 4. ______ Lions belong to the class Mammalia 5. ______ All arthropods belong to the class Insecta 6. ______ All rodents belong to the phylum Chordata. 7. ______ All amphibians belong to the class Reptilia. 8. _______ All primates are mammals. 9. _______ The class mammalia includes dogs, cats and rats. 10. ______ A lion belongs to the genus Felis. 11. ______ All mammals are primates. 12. ______ Insects and lobsters are arthropods.

In each set, circle the pair that is most closely related. 13. snakes & crocodiles | snakes & frogs

14. rats & cats | cats & dogs

15. insects & lobsters | insects & birds

16. lions & tigers | lions & cougars

17. foxes & rats | foxes & dogs

18. cats & dogs | cats & lions

17. List (use species name) all the animals pictured that belong in the Felidae family.

______________________________ ______________________________

______________________________ ______________________________

18. List two phylums belonging to the Animal Kingdom.

______________________________ ______________________________

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Name: ________________________________ Class: _____________________ Ecosystem Organization: Pre-test [+1 each = 16 points]

Directions: Use the word bank below to complete each sentence.

Abiotic Community Ecosystem Resources Biotic Ecology Population

1. _______________ A group of individuals of the same species that live in the same

area.

2. _______________ This is the study of all the interactions that take place among living things and their environment.

3. _______________ The parts of the environment that are or were once living.

4. ________________ The non-living parts of the environment.

5. _______________ A biological community and the non-living parts of the environment that affect the community.

6. _______________ More than one population sharing the environment and interacting with each other.

7. _______________ The parts of the environment that are useful or necessary for the survival of living organisms.

Below is a picture of a lake ecosystem. Some of the parts of this ecosystem are listed below. Next to each part, write whether it is an abiotic or biotic factor within this environment.

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8.) sunlight ________________ 11.) pine tree _______________

9.) fish ________________ 12.) air _______________

10.) water ________________ 13.) deer _______________

The picture is showing the stages of ecological succession that might occur over 300 years as a forest develops.

14.) Use the picture to explain in your own words the process of ecological succession. Be sure to include the order or sequence of plant life over the years. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

A rabbit population lives in the wooded area of a park. Over several years, the number of rabbits increases. 15. What 2 conditions may have resulted in the population increase? ________________________________________ ________________________________________ 16. Name 2 factors that would limit this rabbit population from going up even more and might even cause the rabbit population to go down in number. _________________________________________ _________________________________________

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Ecosystem Organization Objectives After

Yes

Before

No Yes No

• I can describe the difference between biotic and abiotic.

• I can describe how relationships can be competitive, harmful or beneficial.

• I can identify examples of competitive, harmful and beneficial relationships.

• I can define the term ecology.

• I can compare populations, communities, and ecosystems.

• I can describe the process of ecological succession.

• I can identify the stages of ecological succession.

• I can define the word resource.

• I can describe at least two conditions that would result in an increase in the population of an organism.

• I can give at least three examples of activities that can limit populations.

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Our Schoolyard Environment: Scavenger Hunt For each vocabulary term, describe something you saw outside or draw a picture that fits the definition of the term. If you do not know the definition of the term, ask a friend for help. If you are still stuck, ask the teacher!

Name: _________________________________________ Class: ______________________

Prey

Pollutant

Biotic

Population

Abiotic

Predator

Community

Producer

Consumer

Resource

Ecosystem

Species

Interdependence

Succession

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Name:

Level 1 Question Sheet: Ecosystem Organization 1. What is ecology?

2. What are the components of an ecosystem? (What is it made up of?)

3. What is a biotic factor? Give an example.

4. What is an abiotic factor? Give an example.

5. What is a population?

6. What is the difference between a population and a community?

7. What is added to a community to create and ecosystem?

8. What are resources? Give some examples.

9. What can limit the size of a population?

10. What could cause an increase in the size of a population?

11. Give an example of a relationship where one organism benefits and the other is unaffected.

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12. Give an example of a relationship where both organisms benefit.

13. Give an example of a relationship where one organism benefits and the other is harmed.

14. What is ecological succession?

15. Describe the stages of succession.

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Background Reading: Ecosystem Organization Ecology is the study of the interactions that occur among organisms and their environment. The environment is made up of distinct areas, each with their own characteristic climate, soils, and types of plants and animals. These distinct areas of an environment are called ecosystems. Forests, deserts, and ponds are all examples of ecosystems. Very large geographic areas with similar climates and ecosystems are called biomes.

Ecosystems

Ecosystems are made up of all of the living and nonliving things that interact in a specific area. The living things in an ecosystem are called biotic factors. Bacteria, plants and animals are all examples of biotic factors. The nonliving things in an ecosystem are called abiotic factors. Some examples of abiotic factors include soil, water, and physical space. Stable (balanced) ecosystems are the result of interactions between biotic and abiotic factors.

All of the biotic factors in an ecosystem comprise (make up) communities. Communities are groups of living organisms that exist together. An example of a community would be all of the living organisms in a particular place such as all of the fish, ducks, and algae in a pond. Within a community, there are groups of the same organism called populations. A population is made up of all of the organisms in an ecosystem that belong to the same species. For example, all of the ducks in the pond would be a population. All of the algae in the pond would be another population. A species is a group of organisms that are able to breed with each other and produce fertile offspring. The diagram below illustrates how ecosystems, communities, and populations fit together. Limiting Factors If a population has the necessary resources (such as food and water) and no disease or predators the size of the population will continue to increase. However, in any ecosystem, the availability of food, water, living space, mates, nesting sites, and other resources are often limited and can as a result limit, or decrease, the size of a population. A limiting factor is anything that restricts the number of individuals in a population. Limiting factors include living and nonliving features of the ecosystem.

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Habitat Each organism in an ecosystem needs a place to live. The place in which an organism lives is called its habitat. Woodpeckers and salamanders both live in forest ecosystems. The trees are the woodpecker’s habitat. These birds use their strong beaks to pry insects from tree bark and usually make nests in holes in dead trees. The salamander’s habitat is the forest floor, beneath fallen leaves and twigs. Salamanders avoid sunlight and seek damp, dark places. An organism’s habitat provides the kinds of food and shelter, the temperature, and the amount of moisture the organism needs to survive. One habitat might contain hundreds or even thousands of species. A rotting log in a forest can be home to many species of insects, including termites that eat decaying wood and ants that feed on the termites. Other species that live on or under the rotting log include millipedes, centipedes, spiders, and worms. You might think that competition for resources would make it impossible for so many species to live in the same habitat. However, each species has different requirements for its survival. As a result, each species has its own niche (NITCH). A niche refers to how an organism survives, how it obtains food and shelter, how it finds a mate and cares for its young, and how it avoids danger. . Symbiotic Relationships

There are different types of relationships in an ecosystem. Organisms live together and share resources in many ways. Any close relationship between species is called symbiosis. There are three types of symbiotic relationships. One type is called commensalism. Commensalism is a relationship between two living organisms where one benefits and the other is unaffected. An example of commensalism is between a bird and a tree. The bird benefits from the relationship because it gets a home. The tree is not affected by the relationship. The tree would be the same whether the bird is there or not. Another example of commensalism is between a remora and a shark. A remora is a type of fish that has a suction cup disk on top of its head. It uses this disk to attach itself to the bottom of the shark. The remora then has protection and is able to pick up scraps of food that the shark leaves behind. The remora does nothing for the shark. Therefore, the remora benefits from the relationship and the shark is unaffected.

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The second type of symbiotic relationship is called mutualism. Mutualism is a relationship between two living organisms in which both organisms benefit. One example of mutualism is between a bee and a flower. The bee benefits from the relationship by getting nectar from the flower for food. The flower benefits by having its pollen spread by the bee from flower to flower allowing it to reproduce. Each one makes the other’s life better. Another example of mutualism is between the acacia ant and the bull’s horn acacia tree in Costa Rica. The ants live in the tree and they protect it by biting animals that try to eat parts of the tree. In return, the tree provides a safe place for the ants to nest inside the thorns of the tree. The tree also produces a sweet substance, which the ants eat. Ants living inside the thorn of an Acacia tree.

Athletes foot fungus is considered a parasite. It obtains its nourishment from the foot it lives on!

The third type of symbiotic relationship is parasitism. The main goal of all living organisms is survival. Some organisms achieve survival at the expense of another living organism. An example of this type of organism is a tick living on a dog. The tick is able to survive by obtaining blood (food) and warmth from the dog. The dog does not benefit from the tick living on it. In fact, the dog is harmed since it is losing blood to the tick. The tick may also cause infection or disease to the dog it is living on. This relationship between the tick and the dog is called parasitism. Parasitism is a relationship between two living organisms where one organism benefits and the other organism is harmed, sometime even killed. One organism lives or thrives at the expense of the other. The organism that is helped is called the parasite.

The organism that is harmed or killed is the host. The tick is the parasite and the dog is the host.

Another example of this type of relationship is between a tapeworm and a human. Tapeworm eggs can sometimes be found in undercooked meat. When the eggs get into a human’s stomach, they will hatch, grow, and wind themselves through the human’s intestines. Once the tapeworm is inside them, the worm gets the food, rather than the human. As a result, the human will become undernourished and sick, and could eventually die if the tapeworm is not removed. The tapeworm benefits from this relationship and is, therefore, the parasite. The human is the host.

Parasitism is sometimes confused with predator/prey relationships. In both relationships one organism benefits, while the other is harmed. The difference between them is that a predator stalks and kills its prey in a relatively short amount of time. In parasitism, the parasite may eventually kill its host, but it occurs very slowly. Also, a parasite lives in or on its host.

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Ecological Succession

If the lawn at your home were never cut, the grass would get longer and soon it would look like a meadow. Later, larger plants would grow form seeds brought to the area by animals or wind. Then, trees might sprout. In fact, in 20 years or less you wouldn’t be able to tell that the land was once a mowed lawn. This gradual replacement of one community by another is called ecological succession.

Ecological succession occurs in steps or stages. The first stage in a land succession usually begins with bare rock. Lichens are one of the first organisms to appear because they are able to live on bare rock. The first organisms to populate a given location are called pioneer organisms. Each stage in succession changes the environment. For example, soil begins to form as lichens and the forces of weathering and erosion break down rocks into smaller pieces. When lichens die, they decay, adding small amounts of organic matter to the rock. Plants such as mosses and ferns can grow in this new soil. The new plants form a new community. Eventually, these plants die, adding more organic material. As the soil layer thickens, grasses, wildflowers and other plants begin to take over. When these plants die, they add more nutrients to the soil. This buildup is enough to support the growth of shrubs and trees. All the while, insects, small birds, and mammals have begun to move in.

This process of succession of communities continues until a climax community is formed. A climax community is a community that has reached a stable stage of ecological succession. It is a combination of plants and animals that use the available resources most efficiently. Succession can take hundreds or even thousands of years to develop a climax community.

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Ecosystem OrganizationPlease complete the crossword puzzle below

7

8 3

5 4 2

1

6

9

Across:

1. All of the living and non-living parts of an environment that depend oneach other.5. Like members of a group that can mate and produce fertile offspring.6. The living or once living parts of the environment.8. All of a given species in a given area.9. A form of life.

Down:

2. All of the populations (individual species) in an area (the living/onceliving (biotic) parts of the ecosystem).3. The non-living or never living NATURAL parts of an ecosystem.4. The study of living things in their natural environment.1. The natural surroundings.7. The interconnected nature of all organisms in an ecosystem.


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Ecosystem Organization Concept Map

Directions: Create a concept map for your ecosystem organization terms and concepts.

Biotic Factors

Abiotic Factors

The ___________ or once living parts of

the _____________.

The ______________/ never living NATURAL parts

of an ______________.

Ecology

The study of _________ things

in their natural _______________

___________ _______ members of a group that can

_________ and ____________ fertile offspring.

___________ All of a given

___________ in a given ________.

___________ All of the

______________ in a given

_________.

_____________ in an ecosystem over time Factors that Affect

Populations Positive Factors -

Increase Population Negative Factors Limit Population

Ecosystem Organization

Ecological Succession

All of the __________ and non-living parts of an environment that

___________ on each other.

___________

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Name: ____________________________ Class: __________

Labette: Good Buddies: Relationships in a Community Directions: Please be sure to read all the directions at the lab station. Record at least 3 facts about each relationship and then circle the type of relationship. Use the Relationships in a Community guide to help!

Organism Facts Type of Relationship Organisms involved: Three facts:

Mutualism

Parasitism

Commensalism

Organisms involved: Three facts:

Mutualism

Parasitism

Commensalism


Mutualism

Parasitism

Commensalism


Mutualism

Parasitism

Commensalism

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Name: _____________________________________ Class: ________________ Labette: Ecological Succession Sort

Directions: Cut out the pictures on the following page that represent stages of ecological succession and paste them below in the correct order.

Write about each stage of ecological succession shown in the picture above.

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Labette: Ecological Succession Sort Images Note: This Labette is not on the clipboard. It is in your unit pack.

Directions: Both sets of pictures below represent the stages of ecological succession. Choose one set of pictures, cut out the pictures, and paste them in the correct order in the boxes on the previous page.

Set 1:

Bare rock

Set 2:

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Name: _______________________ Class: ___________

Labette: Ecosystem Organization

Symbols that need to be cut out

35

Vocabulary Words that need to be cut out:

Rock Sun Squirrel Insects Co2

Rabbits O2 Hawks Grasses Trees

Toads Bacteria Snakes Earthworms

Symbols that need to be cut out

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Name: __________________________________ Class:_________________________

Pre-Test for Energy Relationships [+1pt each, total +21 points]

Directions: Match the vocabulary words to the correct definition.

_____ 1. Consumer A. An organism that eats both plants and

animals.

_____ 2. P roducer

B. An organism that lives off of wastes and

_____ 3. Decomposer dead organisms.

_____ 4. Herbivore C. An organism that uses an outside energy

source, like the sun, to make its own food.

_____ 5. Carnivore

D. An organism that depends on other

______6. Omnivore organisms for food.

E. An organism that eats other animals.

F. An organism that eats only plants.

Directions: If the answer is true, write true on the line. If it is false, write false on the line and then

change the underlined word or words to make the statement true.

________ 7. Decomposers help to recycle once living matter by breaking down complex nutr ients into

simpler energy-r ich substances.

________ 8. An oak tree is an example of a consumer .

________ 9. A lion is an example of an herbivore.

________ 10. An organism that is captured, killed, and eaten by another organism is called a prey.

________ 11. Cellular respiration is a process that releases energy for cell processes.

________ 12. Dur ing photosynthesis, Carbon Dioxide is released into the atmosphere.

Directions: Interpret and answer questions based on the

diagrams

13. Identify the producer in the food web on the r ight.

_____________________

14. Where does the producer get its energy from?

_____________________

15. A decrease in the number of mice, would most likely result in an increase in which animal?

____________________ 39

16. Identify one food chain from the food web.

__________________________________________

The diagram to the left shows the Sun and a green plant. Base your

answers to the questions below on the diagram and your knowledge

of science.

17. Identify one labeled par t of the plant that car r ies on

photosynthesis. _________________________

18. Name 2 mater ials that the plant needs to carry on

photosynthesis.

____________________ _____________________

19. What gas is released into the atmosphere as a result of

photosynthesis and is breathed in by humans?

_________________________________

20. The diagram above shows an energy pyramid. In which direction does the energy flow? Circle the

best answer :

top to bottom bottom to top

21. Where is most of the energy in the pyramid found? ___________

40

Energy Flow Objectives

Yes No Yes No

• I can compare consumer and producer.

• I can give at least one example of essential microorganisms.

• I can compare herbivores, omnivores, and carnivores.

• I can identify a predator-prey relationship.

• I can describe the role of a decomposer.

• I know what chlorophyll is and what it does.

• I can describe the purpose of photosynthesis.

• I can give several examples of organisms that use photosynthesis for their energy production.

• I can describe the purpose of cellular respiration.

• I can explain why all living things carry out cellular respiration.

• I can identify the producers and consumers in a food chain or food web.

• I can make a food chain.

• I can describe the flow of energy through a food chain or food web or energy pyramid.

• I can tell why the energy pyramid shape is significant.

• I can describe an example of competition.

• I can describe how the majority of oxygen is added to the atmosphere.

• I can identify four substances that are cycled from organism to organism and to the environment.

After Before

41

Name: _____________________ Class: ___________

Energy Relationships: Comparing & Contrasting Photosynthesis & Respiration

Photosynthesis

Cellular Respiration

Purpose

Location

Starting reactants

Ending products

43

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Name:

Level 1 Question Sheet: Energy Relationships 1. What is a producer?

2. Why is chlorophyll needed by producers?

3. Why is photosynthesis a necessary process in plants.

4. Give three examples of organisms that use photosynthesis for energy production.

5. How is the majority of oxygen added to the atmosphere?

6. What is the purpose of cellular respiration?

7. Why do all living things need to perform cellular respiration?

8. How are consumers and producers different?

9. Compare herbivores, carnivores, and omnivores.

10. Give an example of a predator prey relationship. Identify which organism is the predator which is the prey.

45

11. What is the role of the decomposer in an ecosystem?

12. Give two examples of decomposers.

13. Describe the flow of energy in the food chain below: Sun grass cricket toad

14. Draw a food chain with at least three organisms. Identify the producers and consumers.

15. Why is the shape of the energy pyramid significant?

16. Give an example of competition in an ecosystem.

17. Name four substances that are cycled from organism to organism and to the environment.

46

Background reading: Energy Flow Just as a car engine needs a constant supply of gasoline, living organisms need a constant supply of energy. The energy that fuels most life on Earth comes from the Sun. Some organisms use the Sun’s energy to create energy-rich molecules through the process of photosynthesis. The energy-rich molecules, usually sugars (glucose), serve as food. They are made up of different combinations of carbon, hydrogen, and oxygen atoms. Energy is stored in the chemical bonds that hold the atoms of these molecules together. When the molecules break apart – for example, during digestion – the energy in the chemical bonds is released to fuel life processes.

Producers and Photosynthesis

Organisms that use sunlight to make energy-rich molecules (food) are called producers or autotrophs. Most producers contain chlorophyll, a green pigment that allows them to capture the light energy needed for photosynthesis. Green plants are producers. Some producers do not contain chlorophyll and do not use energy from the Sun. Instead, they make energy-rich molecules through a process called chemosynthesis. These organisms can be found near volcanic vents on the ocean floor. Inorganic molecules in the water provide the energy source for chemosynthesis.

Photosynthesis is a complicated process. It involves taking raw materials from the environment and converting them into food for the plant. You have probably heard that we rely on plants for oxygen, but did you know that plants rely on animals for a gas that they need? Animals release carbon dioxide (CO2) every time they exhale. Plants use this carbon dioxide to help them produce the food, glucose, that they need. Have you ever heard someone say that talking to plants actually makes them healthier? This makes sense because every time you speak, you are showering your plant with CO2! The equation for photosynthesis is:

CO2

+ H2O + energy → glucose + O2 + H2O

Glucose is a simple sugar that is produced as a result of photosynthesis. Plants can use the energy bound in glucose to carry on their life processes such as growth and reproduction. Cellular respiration is the process whereby organisms release the energy bound in sugars. Don't confuse cellular respiration with breathing! The equation for cellular respiration is:

glucose + O2 → CO2 + H2O + energy

47

Consumers

Organisms that cannot make their own energy-rich molecules (food) are called consumers or heterotrophs. Consumers obtain energy by eating other organisms. Consumers are categorized by what they eat. Herbivores are the vegetarians of the world. They include rabbits, deer and other plant eaters. Carnivores are animals that eat other animals. Frogs and spiders are carnivores that eat insects. Omnivores eat plants and animals. A good example of an omnivore is a human. Raccoons, bears, and goats would also be considered omnivores. When an omnivore attacks and kills another animal, this is considered a predator-prey relationship. The attacker is the predator while the victim is the prey.

Some consumers do not attack and kill their prey. Instead, they wait and eat the leftovers from another organisms’ kill. These consumers are called scavengers. Scavengers may also consume dead or decaying plants. Decaying matter is called detritus. Most often the scavengers leave bits and pieces of their feast behind and not all dead plants and animals are consumed by scavengers. What happens to this detritus? You may think of it as rotting or disintegrating. Decomposers breakdown plant and animal material and return the nutrients back to the soil. These substances might serve as food for decomposers, be absorbed by plant roots, or consumed by other organisms. Fungi (mushrooms, mold) and bacteria are examples of decomposers. Bacteria are microorganisms -- small organisms you need a microscope to see.

48

Food Chains / Food Webs

Consumers cannot make their own food. Instead, they obtain energy by eating producers or other consumers. This way, energy stored in the molecules of one organism is transferred to another organism. A food chain is a way of showing how mater and energy pass from one organism to another. Producers – plants, algae, and other organisms that make their own food – are always the first step in a food chain. Animals that consume producers such as herbivores are the second step and are called primary consumers. Carnivores and omnivores – animals that eat other consumers – are the third and higher steps of food chains. These organisms are examples secondary consumers. One example of a food chain is shown below. The arrows show the direction in which matter and energy flow.

A forest community includes many feeding relationships. These relationships can be too complex to show with a food chain. For example, grizzly bears eat many different organisms, including berries, insects, chipmunks, and fish. Berries are eaten by bears, birds, insects and other animals. A food web is a model that shows all the possible feeding relationships among the organisms in a community. A food web is made up of many different food chains. An example of a food web is shown below.

49

Energy Pyramids

When a mouse eats grass seeds, energy stored in the seeds is transferred to the mouse. However, most of the energy the plant absorbed from the Sun was used for the plant’s growth. Much less energy is stored in the seeds eaten by the mouse. The mouse uses much of the energy remaining in the seeds for its own life processes, including respiration, digestion, and growth. A hawk that eats the mouse gets even less of the energy.

The same thing happens at every feeding level of a food chain. The amount of available energy is reduced (goes down) from one feeding level to another. An energy pyramid shows the amount of energy available at each feeding level in an ecosystem. The bottom layer of the pyramid, which represents all of the producers, is the first feeding level. It is the largest level because it contains the most energy and the largest number of organisms. As you move up the pyramid, each level becomes smaller. Only about ten percent of the energy available at each feeding level of an energy pyramid is transferred to the next higher level.

Competition

In any given environment, there are many interactions among living things. All organisms depend on other organisms and would not be able to survive without them. Some organisms desire the same resources as others and therefore have conflicts when they try to acquire these necessities. This conflict is called competition. Competition results when one or more organisms want the same resource. Plants compete for sun and water. Two predators might compete for the same prey. Two organisms of the same species may compete for a mate. Competition leads to survival of the fittest, which is a component of Darwin's theory of natural selection.

Cycling of Materials

The Earth contains a fixed amount of water, carbon, nitrogen, oxygen, and other materials required for life. These materials cycle through the environment and are reused by different organisms.

Water Cycle If you leave a glass of water on a sunny windowsill, the water will disappear. It evaporates. Evaporation takes place when a liquid changes into water vapor (a gas) and enters the atmosphere. Water evaporates from the surfaces of lakes, streams, puddles, and oceans. Water vapor enters the atmosphere from plant leaves in a process known as transpiration. Animals release water vapor into the atmosphere when they exhale. As the water vapor condenses on particles of dust in the air, tiny droplets form. When the droplets become large and heavy enough, they fall to the ground as rain or other precipitation. The water cycle is a model that describes how water moves from the surface of Earth to the atmosphere and back to the surface again.

50

Nitrogen Cycle The element nitrogen is important to all living things. Nitrogen is a necessary ingredient of proteins and an essential part of DNA of all organisms. Although nitrogen is the most plentiful gas in the atmosphere, most organisms cannot use nitrogen directly from the air. Through a process called nitrogen fixation, some types of soil bacteria can form the nitrogen compounds that plants need. Plants absorb these nitrogen compounds through their roots. Animals obtain the nitrogen they need by eating plants or other animals. When dead organisms decay, the nitrogen in their bodies returns to the soil or to the atmosphere. This transfer of nitrogen from the atmosphere to the soil, to living organisms, and back to the atmosphere is called the nitrogen cycle.

Carbon and Oxygen Cycle Carbon atoms are found in the molecules that make up living things. Carbon is an important part of the soil humus, which is formed when dead organisms decay, and it is found in the atmosphere as carbon dioxide gas (CO2). The carbon cycle describes how carbon molecules move between the living and nonliving world. The carbon cycle begins when producers remove CO2 from the air during photosynthesis. They use CO2, water and sunlight to produce energy-rich sugar molecules. Energy is release from these molecules during respiration. Respiration uses oxygen (O2) and releases CO2. Photosynthesis uses CO2 and releases oxygen. These two processes help recycle carbon and oxygen on Earth.

Human activities also release CO2 into the atmosphere. Fossil fuels such as gasoline, coal, and heating oil are the remains of organisms that lived millions of years ago. These fuels are made of energy-rich, carbon-based molecules. When people burn these fuels, CO2 is released into the atmosphere. People also use wood for building and fuel. Trees that are harvested for these purposes no longer remove CO2 from the atmosphere during photosynthesis.

51


Energy FlowPlease complete the crossword puzzle below

10 9

8

5

2

11

1

6

3

7

4

Across:

1. Shows all of the energy transfers in an ecosystem.3. CO2 + H2O + energy => glucose + O2 + H2O4. Consumes animals and plants.10. An organism that makes food within its body.11. An animal that hunts, eats, and kills other animals to survive.

Down:

2. Consumes only plants.1. Represents the transfer of energy from one oranism to another.5. An organism that breaks down a dead material.6. An organism that does not make food within its body.7. An animal that the predators consume.8. An animal that only eats meat.9. Act of survival for organisms over food, shelter, water, etc.


1 of 2 5/6/2010 10:41 AM

53

Name: _____________________________________ Class: _______________ Food Web Practice

1. For the food web, label each organism as a producer or consumer:

P = producer CON = Consumer

2. Now label each animal as either an herbivore, carnivore, or omnivore:

H = herbivore C = carnivore O = omnivore

3. Create your own food web on the back of this paper. You do not need to draw pictures, you could just write the words. Animals to put on your web:

MOUSE, CORN, BLUEBIRD, KING SNAKE, HAWK, CAT, CRICKET

55

Name: _______________________ Class: ___________ Labette: A Food Web in a Forest Ecosystem

robin

earthworm

Plant parts

snake

Mouse

cricket

Rabbit

Fox

hawk

owl

57

Questions: 1) How many of the food chains include plant parts? __________________________ 2) Why are plants called producers? 3) Give the names of the consumers that eat both plants and animals. 4) What would happen to the food web if all the plants were removed? Explain your answer…. 5) What might happen to the owl population if there were less rabbits, mice, and snakes in a certain year? 6) What organisms will be affected if crickets and earthworms are killed by pesticides?

58

Name: __________________________________ Class:_________________________

Pre-Test for Human Impact [+1pt each, total +21 points]

Directions: In the space provided, write the term that best completes the sentence.

Word Bank

Degrade Pollutant Resources Conservation

Endangered Ozone Depletion Extinct Acid Rain

Global Warming

1. To ________________ an ecosystem to is to destroy it.

2. A(n) _________________species is a species that was once present on Ear th

but has died out.

3. A(n) ________________ species is a species in danger of becoming extinct.

4. Something that is put into the air , soil or water that makes the environment

unfit for living things is called a(n) _________________________.

5. When Sulfur and Nitrogen compounds are by released by factor ies they can

combine with water vapor to form ___________________________.

6. _______________________ is the thinning of the ozone layer .

7. _______________________is an increase in the sur face temperature of the

Ear th caused by greenhouses gases such as Carbon Dioxide.

8. Food, water , shelter , and solar energy are examples of ________________.

9. The protection and wise use of our natural resources is known

as___________________________.

Short Answer:

Discuss two activities of humans that degrade the environment.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________ 59

Human Impact Objectives

Yes No Yes No

• I know the definition of the term pollutant.

• I can identify at least two ways pollutants enter the atmosphere. (volcanic eruptions, burning of fossil fuels)

• I can describe the causes of global warming, acid rain, and ozone depletion.

• I can name the primary gas that is causing global warming and I can describe where it comes from.

• I can identify several results of global warming, ozone depletion, and acid rain.

• I can describe the negative impacts overpopulation of any species can have on the ecosystem.

• I can define the term degrade/degradation)

• I can describe at least four activities of humans that have degraded the environment. (resource acquisition, land-use decisions, urban growth, waste disposal)

• I know what an endangered species is.

• I know what extinction is.

• I can identify the reason why organisms may become endangered or extinct. (natural selection - can’t keep up with environmental changes)

• I can describe at least three conservation efforts to protect Earth’s resources.

After Before

60

Human Impact

Respond (true or false) to each statement before the activity. After you have completed the activity, respond again. Rewrite the statements that are false so that they are true. Before After

1. There are approximately six billion people on Earth.

2. The ten year time period when there was the greatest increase in growth was from 1900-1910 due to the Industrial Revolution.

3. There are approximately three times as many births as deaths

every year.

4. In the year you were born, there were approximately four

billion people on earth.

5. By the year 2050, the population will have increased by

another one billion people.

61

World Population Access the US Census Bureau's website. Fill in the chart below.

Time Unit Births Deaths Natural

Increase Year

Month Day Hour

Minute Second

Next, make a data chart in the space below to record the world population

every five years beginning in 1950. Title your data chart: "World Population 1950-2000"

63

Graph the world population data that you collected. When constructing your graph, the x-axis should span from 1950-2050

and the y-axis should span from 1 billion to 15 billion.

64

1. From your graph, what was the population in the year that Rachel Carson wrote the book “Silent Spring?” (1962)

2. Extending your line (extrapolating), what do you estimate the human population will be in the year 2050?

3. The US Census Bureau predicts that there will be 9,202,458,484 people in 2050. How does this estimate compare to yours? Why do you think there is a difference?

4. Describe at least ten negative impacts this population explosion has had on Earth’s resources and environments.

65

Name:

Level 1 Question Sheet: Human Impact 1. Describe the negative

impacts overpopulation of a species can have on an ecosystem.

2. Define the term “degrade” or “degradation”.

3. In what ways have humans degraded the environment?

4. What is extinction?

5. How do organisms become extinct?

6. What is an endangered species?

7. What is a pollutant?

8. Describe how a body of water can become polluted.

9. How do pollutants enter the atmosphere?

10. What is acid rain?

67

11. What are the effects of acid rain?

12. What is ozone depletion?

13. What are the effects of ozone depletion?

14. What is the primary gas that is causing global warming?

15. What effects could global warming have on the environment?

16. In what ways are humans attempting to conserve Earth’s natural resources?

68

Background reading: Human Impact Earth has a limited supply of resources. Some of Earth’s resources, such as our food supply and solar energy are renewable. Given enough time, renewable resources can be replaced. Other resources, such as fossil fuels and minerals, are nonrenewable resources. Once they’re used, they cannot be replaced. One way to reduce or use of resources is to control the growth rate of our population. Our fast-growing human population increases the use of Earth’s limited resources. Human Population Growth

Overpopulation of any species (including humans) impacts the environment because of the increased demand on available resources. Earth can only support a certain number of people. The more people there are, the more resources they need. These resources come from the environment. More people also produce more waste, which must be disposed of or recycled. Overcrowding and lack of food also become problems when populations are very large.

For thousands of years, the human population grew slowly. Then about 300 years ago, our food supply began to increase, and improvements in health care led to a dramatic increase in our population. Many scientists feel the human population is growing at a dangerously fast rate. If the human population continues to grow at this rate, the results could be devastating. There might not be enough food, water, space, and oxygen for anyone. The resulting deaths from famine, disease, or wars over resources could reduce the human population to a small fraction of its present level.

Use of Resources

As human populations grow, we use more resources to make the things we need or want, such as clothes, homes, refrigerators, radios, and cars. We also need more space for places to live. More land is needed to grow food, to build roads and factories, and even to provide parks and recreation areas. As human populations and their needs increase, valuable space and resources are taken away from other species.

Some human activities that degrade (destroy) ecosystems do far more than damage individual organisms. They can upset the delicate balance of the environment. For example, when humans use land to build a parking lot, the organisms that lived on that land are likely to die. Other organisms that ate the plants that were once there, burrowed through the ground, or nested in the trees are also affected. There will be fewer resources for a variety of species. Fewer resources could lead to the extinction of species.

69

Extinction of Species

Flocks of thousands of passenger pigeons used to fly the skies of North America. Few people today have ever seen one of these birds. The passenger pigeon has been extinct for over 100 years. An extinct species is a species that was once present on Earth but has died out.

Extinction is a normal part of nature. The fossil record shows that many species have become extinct since life appeared on Earth. Extinctions can be caused by competition with other species or changes in the environment that the species is not able to adapt to. Today, the rate of extinction appears to be rising. From 1980 to 2000, close to 40 species of plants and animals in the United States became extinct. It is estimated that hundreds, if not thousands, of tropical species became extinct during this same 20 year period. Human activities, such as habitat destruction, may have contributed to most of these extinctions. As human population grows, many more species could be lost.

To help prevent extinctions, it is important to identify species that could soon disappear. A species in danger of becoming extinct is classified as an endangered species. The African black rhinoceros is endangered. Rhinoceroses are plant eaters. They use their horns to battle each other for territory and to protect themselves from predators. For centuries, humans have considered rhinoceros horn to be a rare treasure. It is so valuable that poachers continue to hunt and kill these animals, even though selling rhinoceros horn is against international law. In 1970, about 100,000 black rhinoceroses lived in Africa. In the year 2,000, fewer than 3,000 lived there.

Pollution

One important result of the rapid growth of the human population and the Industrial Revolution is an increase in the amount of pollution. A pollutant is something that is put into the air, water, or soil that makes it dirty and unfit for living things.

Water Pollution Water-dwelling organisms are easily harmed by pesticides, chemicals oil, and other pollutants that contaminate the water. Water pollutants often come from factories, ships, or runoff from roads, lawns, and farms. Water-ways also can be polluted when people dispose of wastes improperly. For example, excess water from streets and roads runs into storm drains during rainstorms. This water usually flows untreated into nearby waterways. Storm drains should never be used to dispose of used motor oil, paints, or other liquid wastes. These pollutants can kill aquatic plants, fish, frogs, insects, and the organisms they depend on for food.

70

Air Pollution Fuels such as coal and gas that formed from the remains of organisms that lived millions of years ago are known as fossil fuels. Factories, cars, and most power-plants burn fossil fuels. When fossil fuels are burned, carbon dioxide and other gases – some containing sulfur and nitrogen are added to the air. Acid rain forms when sulfur and nitrogen compounds, released by factories and cars, combine with water vapor in the air. Acid rain can have serious effects on trees. It washes calcium and other nutrients from the soil, making the soil less fertile. Acid rain also harms fish and other organisms that live in lakes and streams. Some lakes in Canada have become so acidic that they have lost almost all of their fish species. In the United States, 14 eastern states have acid rain levels high enough to harm aquatic life.

The ozone layer consists of ozone gas and is about 15km to 30km above Earth’s surface. The ozone layer prevents damaging UV radiation from reaching the Earth’s surface. Scientists have discovered that the ozone layer is becoming thinner. The thinning of the ozone layer is called ozone depletion. This depletion allows increased amounts of UV radiation that can harm living organisms to reach the Earth’s surface. For humans, this could mean more cases of skin cancer. The main cause of ozone depletion is the release of gases called CFCs into the atmosphere. CFCs have been used as coolants in refrigerators and air conditioners.

Greenhouse Gases and Global Warming Sunlight passes through the gases in the atmosphere to reach Earth. Some of these atmospheric gases, called greenhouse gases, trap the radiation that comes from the warmed surface of the earth. For thousands of years, this process – called the greenhouse effect – has kept the Earth warm. However, in recent years, the burning of fossil fuels has increased the amount of greenhouse gases, such as carbon dioxide, in the atmosphere. The increased amount of greenhouse gases traps some of the heat that would normally escape into space. The result is that the Earth’s average temperature is rising. This increase in temperature, called global warming, could lead to changes in climate and even the melting of the polar ice caps.

71

Conservation Efforts Conservation involves the protection and wise use of our natural resources. The conservation of the limited natural resources available to us is necessary for the survival of the environment. Today, communities are encouraging individuals to recycle nonrenewable resources in an effort to conserve them. Other efforts are being made to conserve our natural resources including the creation of environmental laws for pollution controls and wildlife preservation. Big water users such as, farms and industries, are being encouraged to conserve water along with other natural resources. Also, communities in some areas have started discouraging overbuilding in an effort to preserve large open spaces.

72


Pollution and ConservationPlease complete the crossword puzzle below

9

13

3 14

4

6 2 8

7

12

1

11

10

5

Across:

1. Things in the environment that are necessary for survival.4. Part of the atmosphere that does not allow all of the sun's light to enter.5. A condition where an organism's numbers are too large for its habitatto accommodate.7. A molecule that is is a product of respiration and is also consumed byplants during photosynthesis.10. The process of destroying the environment.11. Efforts to reduce the consumption (use) of resources.12. The increase in worldwide temperatures due to an increase ingreenhouse gases, especially carbon dioxide.13. A time period during which the burning of fossil fules increasedtremendously due to the demand for energy.

Down:

2. The natural surroundings.3. waste materials that contaminates air, soil, or water.6. Precipitation that contains acid from pollution and is harmful to bothplants and animals.8. when all of the organisms of a particular species are dead.9. The prevailing weather conditions from season to season.14. When many of the organisms particular species are gone.


1 of 2 5/6/2010 10:44 AM

73

Name: ____________________________ Class: _________________ Labette: Global Warming and the Greenhouse Effect Introduction: In the following activity, you will explore the greenhouse effect. The greenhouse effect is the warming that happens when gases in the Earth’s atmosphere trap heat. In this activity you will create two environments to simulate the effect of greenhouse gases. One environment will have an opening (a large hole), simulating what might occur in an environment where there are no greenhouse gases and radiation is able to escape into space. The second environment will be closed (it will not have a hole), simulating an environment where there are greenhouse gases and radiation is trapped. Each environment will be exposed to the same light source and conditions. You will study the differences in their rates of heating and cooling. Data Table:

Time (in minutes)

Temperature (°C) (bottle with hole)

Temperature (°C) (bottle with no hole)

Lam

p O

N

0 (Initial/Start)

2

4

6

8

10

Time (in minutes)

Temperature (°C) (bottle with hole)

Temperature (°C) (bottle with no hole)

Lam

p O

FF 2

4

6

8

10

75

Graph: Construct a line graph. • Include one line for each bottle. Label your lines or create a key.

o Each line should include all temperature readings for that bottle. • Label your lines or graph to show where the light was on and where it was

off. Time vs. Temperature

Te

mpe

ratu

re (°C

)

Time (minutes) Questions: Answer the questions in complete sentences!

1) Which of the two environments had the greatest increase in temperature? Why do you think this was?

2) In what way(s) is the closed bottle similar to our atmosphere?

3) Based on your knowledge and the results of this activity, how does the greenhouse effect lead to global warming?

76

Name: _________________________________ Class: _____________________ Labette: Acid Rain How Does Acid Rain Affect Plant Growth? Background According to the New York State Department of Environmental Conservation, “Acid rain is a by-product of our industrialized society.” Acid rain is caused by the burning of fossil fuels such as coal, oil and gas which releases sulfur dioxide and nitrogen oxides into the atmosphere. These gases then combine with moisture in the atmosphere and form acid rain. The rain in New York has an acidity of between 4.0 and 4.5, which is up to 30 times more acidic than “normal”. Much of the acid rain in New York is caused by power plants and car emissions. Interestingly, some of the emissions in New York are not even produced in New York; emissions from the Midwest states are carried to New York by the wind. Laws have been passed to regulate and reduce the amount of air emissions in an effort to reduce the acid rain in New York State.1 Data Table

Radish Plants

pH of Water Observations of Radish Plants

Cup 1

Cup 2

Cup 3

Cup 4

Questions

1. Source for background paragraph: New York State Department of Environmental Conservation website http://www.dec.ny.gov/chemical/283.html 77

1. Which pH was the best for growing radishes? How can you tell?

2. Which pH was the worst for growing radishes? Why?

3. How is acid rain formed?

4. Why is acid rain an ecological problem? 5. What are the sources of the acid rain in New York State? What should be done to

reduce the acid rain in New York State and other states?

78

Classification Ecology Energy Relationships Human Impact

Haiku +1

point/3 • Haiku

+1 point/3

• Haiku +1

point/3 • Haiku

+1 point/3

Classification 2525

+3

• Build a Mini Ecosystem

+3 • Owl Pellet

Dissection +4

• Environmental Issues

+4

• E‐Field Trips (pick 1)o Fire’s Role o Wetlands

+2 • Animal Diary +3 • Nab The

Aquatic Invader +2

Literature: Hoot by Carl Hiaasen

+3

• Gizmo (Pick 1) o Pond

Ecosystem o Forest

Ecosystem

+3

• E‐Field Trips o Biscayne

National Park

+2 • Goo Be Gone

Experiment +3

• Virtual Food Web Lab

+2

• E‐Field Trips (pick 1) o Florida’s

Manatee eo Sea Turtl

o Right whale

o Invasive Species

+2

All Encompassing (includes material from all four content areas) • Famous Photographer • Sea Cucumbers, Bears, and Lillies • Going, Going, Gone (Endangered Species Poster

or Brochure) • Environmental Activism

• l Current Events – Oil Spil• Environmental Podcast • Literature: Silent Spring by Rachel Carson

(college level reading) • Endangered Species Webquest

+8 points each

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classification ecosystem human impact relationships ecosystem energy relationships human impact...

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