Download Classification Ecosystem Energy Relationships Human Impact Kick

Classification
Kick-off
Activity
(Must Do - whole
class)
Labettes
(Must Do – complete
all labettes in each
content area before
quizzing in that area)
Practice
(Complete only what
you need)
Ecosystem
Energy
Relationships
Creepy Critters (p. 56)
Scavenger Hunt (p.
20)
Interdependence game
Photosynthesis/
Respiration Activity (p.
43)
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)
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. 2122)
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)
Question sheet (p. 45-46)
Reading (p. 47-51)
Vocabulary Practice
o Study stack
o Crossword (p. 53)
o Card sort
Brainpop: Food Chains
Food Web Practice (p. 55)
Human Impact
Population Explosion (p. 6165)
Global warming/Greenhouse
(p. 75-76)
Acid rain (p. 77-78)
Pre-test (p. 59)
Objectives (p. 60)
Question sheet (p. 67-68)
Reading (p. 69-72)
Vocabulary Practice
o Study stack
o Crossword (p. 73)
o Card sort
Brainpops:
o
o
o
o
Quizzing
(Mastery of a content
area earns 38/50 in
that area)
Last Day to Quiz:
Last Day to Quiz:
Last Day to Quiz:
Humans and the Environment
Global warming
Ozone Layer
Greenhouse Effect
Last Day to Quiz:
2
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
fertile
characteristics
taxonomy
species
dichotomous key
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
1a,
9. Object A’s pathway: _________________,
name: ____________________
10. Object B’s pathway: ___________________, name: _________________
3
Classification Objectives Before Yes No After Yes No • I know what scientists use to determine an organism’s classification.
• 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.
4
CREEPY CRITTERS
2a 1a 1b Narrow head Wide head 2b 3a 3b 5
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. _________________________________________________________________________________
6
15b. _________________________________________________________________________________
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?
7
8
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.
According to Aristotle’s
classification system, all
animals without hair would
be grouped together.
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.
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).
9
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.
10
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?
11
1 of 2
http://www.theteacherscorner.net/printable-worksheets/make-your-own/c...
Name: ________________________________
Provided By: www.TheTeachersCorner.net
Classification
Please complete the crossword puzzle below
2
3
6
5
4
1
Across:
Down:
1. The field of science that deals with the naming
and classifying of organisms based on their
characteristics and evolutionary path.
3. A universal system to communicate the
scientific name of every organism.
2. All different types of life. The greater this is, the
more stable the ecosystem.
4. Like members of a group that can mate and
produce fertile offspring.
5. The broadest category of classification.
6. A tool used to identify organisms.
12
5/6/2010 10:51 AM
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) 13
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 14
Fish Sorting
Treasures of the
Great Barrier Reef
Cut out each of the fish cards on this page, then follow your teacher’s instructions for
sorting the fish into categories. After you have compared your classification system with
your classmates, follow the steps in the fish key below to identify the names of the fish.
Fish key
Step 1
If fish shape is long and
skinny…
Step 3
If fish has both eyes on top
of the head…
then go to Step 2
then go to step 4
If fish shape is not long and
skinny…
If fish has one eye on each
side of the head…
then go to step 7
then go to step 3
then go to step 5
Step 2
If the fish has pointed fins,
it is a trumpet fish
Step 4
If the fish has long whip-like
tail, it is a spotted eagle ray
Step 6
If fish has chin “ whiskers, ”
it is a spotted goat fish
If the fish has smooth fins,
it is a spotted moray eel
If the fish has short, blunt tail,
it is a peacock flounder
Step 5
If fish has spots…
Step 7
If fish has stripes…
then go to step 6
then go to step 8
If fish does not have spots…
If fish does not have stripes,
it is a glassy sweeper
If fish does not have chin
“ whiskers, ” it is a band-tail
puffer
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
15
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.
______________________________
______________________________
16
Name: ________________________________ Class: _____________________
Ecosystem Organization: Pre-test [+1 each = 16 points]
Directions: Use the word bank below to complete each sentence.
Abiotic
Biotic
Community
Ecosystem
Ecology
Population
Resources
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.
17
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.
_________________________________________
_________________________________________
18
Before Yes Ecosystem Organization Objectives No After
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.
19
Name: _________________________________________ Class: ______________________
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!
Prey
Pollutant
Biotic
Population
Abiotic
Predator
Community
Producer
Consumer
Resource
Ecosystem
Species
Interdependence
Succession
20
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.
21
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.
22
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.
23
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.
24
Ants living inside the thorn of an Acacia tree. 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.
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
Athletes foot fungus is
called parasitism. Parasitism is a relationship between two living
considered a parasite. It obtains
organisms where one organism benefits and the other organism is
its nourishment from the foot it
harmed, sometime even killed. One organism lives or thrives at the
lives on!
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.
25
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.
26
http://www.theteacherscorner.net/printable-worksheets/make-your-own/c...
Name: ________________________________
Provided By: www.TheTeachersCorner.net
Ecosystem Organization
Please complete the crossword puzzle below
7
8
5
3
4
2
1
6
9
Across:
Down:
1. All of the living and non-living parts of an environment that depend on
each 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.
2. All of the populations (individual species) in an area (the living/once
living (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.
27
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Ecosystem Organization Concept Map
Directions: Create a concept map for your ecosystem organization terms and concepts.
Ecological Succession
_____________ in an ecosystem
Factors that Affect
over time
Biotic Factors
The ___________ or
Populations
Positive Factors -
Negative Factors
Increase Population
Limit Population
once living parts of
Ecology
the _____________.
The study of
_________ things
in their natural
_______________
Abiotic Factors
The ______________/
never living NATURAL parts
of an ______________.
Ecosystem Organization
___________
___________
___________
___________
_______ members
All of a given
All of the
All of the __________
of a group that can
___________ in a
______________
and non-living parts of
_________ and
given ________.
in a given
an environment that
_________.
___________ on each
____________
fertile offspring.
other.
28
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:
Mutualism
Three facts:
Parasitism
Commensalism
Organisms involved:
Mutualism
Three facts:
Parasitism
Commensalism
Organisms involved:
Mutualism
Three facts:
Parasitism
Commensalism
29
30
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.
31
32
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:
33
34
Name: _______________________ Class: ___________
Labette: Ecosystem Organization
Symbols that need to be cut out
35
36
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
37
38
Name: __________________________________
Class:_________________________
Pre-Test for Energy Relationships [+1 pt each, total +2 1 points]
Directions: Match the vocabulary words to the correct definition.
_____ 1. Consumer
A. An or ganism that eats both plants and
animals.
_____ 2. P r oducer
_____ 3. Decomposer
_____ 4. Her bivor e
B. An or ganism that lives off of wastes and
dead or ganisms.
C. An or ganism that uses an outside ener gy
sour ce, like the sun, to make its own food.
_____ 5. Car nivor e
______6. Omnivor e
D. An or ganism that depends on other
or ganisms for food.
E. An or ganism that eats other animals.
F. An or ganism 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. Decomposer s help to r ecycle once living matter by br eaking down complex nutr ients into
simpler ener gy-r ich substances.
________ 8. An oak tr ee is an example of a consumer .
________ 9. A lion is an example of an her bivor e.
________ 10. An or ganism that is captur ed, killed, and eaten by another or ganism is called a pr ey.
________ 11. Cellular r espir ation is a pr ocess that r eleases ener gy for cell pr ocesses.
________ 12. Dur ing photosynthesis, Car bon Dioxide is r eleased into the atmospher e.
Directions: Interpret and answer questions based on the
diagrams
13. Identify the pr oducer in the food web on the r ight.
_____________________
14. Wher e does the pr oducer get its ener gy fr om?
_____________________
15. A decr ease in the number of mice, would most likely r esult in an incr ease in which animal?
____________________
39
16. Identify one food chain fr om the food web.
__________________________________________
The diagr am to the left shows the Sun and a gr een plant. Base your
answer s to the questions below on the diagr am 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 car r y on
photosynthesis.
____________________
_____________________
19. What gas is r eleased into the atmospher e as a r esult of
photosynthesis and is br eathed in by humans?
_________________________________
20. The diagr am above shows an ener gy pyr amid. In which dir ection does the ener gy flow? Cir cle the
best answer :
top to bottom
bottom to top
21. Wher e is most of the ener gy in the pyr amid found? ___________
40
Energy Flow Objectives Before Yes No After •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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.
Yes No 41
42
Name: _____________________
Class: ___________
Energy Relationships:
Comparing & Contrasting Photosynthesis & Respiration
Photosynthesis
Cellular
Respiration
Purpose
Location
Starting reactants
Ending products
43
44
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 Æ grass Æ
cricket Æ 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 energyrich 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
52
http://www.theteacherscorner.net/printable-worksheets/make-your-own/c...
Name: ________________________________
Provided By: www.TheTeachersCorner.net
Energy Flow
Please complete the crossword puzzle below
10
9
8
5
2
11
1
6
3
7
4
Across:
Down:
1. Shows all of the energy transfers in an ecosystem.
3. CO2 + H2O + energy => glucose + O2 + H2O
4. 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.
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.
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54
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
56
Name: _______________________ Class: ___________
Labette: A Food Web in a Forest Ecosystem
cricket
robin
earthworm
Plant
parts
Mouse
snake
Rabbit
hawk
Fox
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 [+1 pt each, total +2 1 points]
Directions: In the space provided, write the term that best completes the sentence.
Word Bank
Degr ade
P ollutant
Endanger ed Ozone Depletion
Resour ces
Extinct
Conser vation
Acid Rain
Global War ming
1. To ________________ an ecosystem to is to destr oy it.
2. A(n) _________________species is a species that was once pr esent 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 envir onment
unfit for living things is called a(n) _________________________.
5. When Sulfur and Nitr ogen compounds ar e by r eleased by factor ies they can
combine with water vapor to for m ___________________________.
6. _______________________ is the thinning of the ozone layer .
7. _______________________is an incr ease in the sur face temper atur e of the
Ear th caused by gr eenhouses gases such as Car bon Dioxide.
8. Food, water , shelter , and solar ener gy ar e examples of ________________.
9. The pr otection and wise use of our natur al resour ces is known
as___________________________.
Short Answer:
Discuss two activities of humans that degr ade the envir onment.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
59
Before Yes No Human Impact Objectives After • 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.
Yes No 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
62
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
66
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.
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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.
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http://www.theteacherscorner.net/printable-worksheets/make-your-own/c...
Name: ________________________________
Provided By: www.TheTeachersCorner.net
Pollution and Conservation
Please complete the crossword puzzle below
9
13
3
14
4
6
2
8
7
12
1
11
10
5
Across:
Down:
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 habitat
to accommodate.
7. A molecule that is is a product of respiration and is also consumed by
plants 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 in
greenhouse gases, especially carbon dioxide.
13. A time period during which the burning of fossil fules increased
tremendously due to the demand for energy.
2. The natural surroundings.
3. waste materials that contaminates air, soil, or water.
6. Precipitation that contains acid from pollution and is harmful to both
plants 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.
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1 of 2
5/6/2010 10:44 AM
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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)
Temperature (°C)
(bottle with hole)
Temperature (°C)
(bottle with no hole)
Lamp ON
0 (Initial/Start)
2
4
6
8
10
Time
(in minutes)
Lamp OFF
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.
Temperature (°C)
Time vs. Temperature
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?
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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
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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?
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Classification Haiku Classification 2525 Ecology
+1 point/3 •
• Build a Mini Ecosystem +3 •
•
Literature: Hoot by Carl Hiaasen Haiku +3 Energy Relationships
+1 point/3 +3 E‐Field Trips (pick 1)
o Fire’s Role +2 o Wetlands Gizmo (Pick 1) o Pond Ecosystem o Forest Ecosystem •
Haiku +1 point/3 •
Owl Pellet Dissection +4 •
Animal Diary +3 •
E‐Field Trips o Biscayne National Park +2 +3 •
Virtual Food Web +2 Lab Human Impact
•
Haiku +1 point/3 •
Environmental Issues +4 •
Nab The +2 Aquatic Invader
•
Goo Be Gone Experiment +3 •
E‐Field Trips (pick 1) o Florida’s Manatee o Sea Turtle 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 •
•
•
•
Current Events – Oil Spill Environmental Podcast Literature: Silent Spring by Rachel Carson (college level reading) Endangered Species Webquest +8 points each 79