Download Module 4: Earth`s Diversity Guided Notes Lesson - Biologyflvs-V15

Module 4: Earth’s Diversity Guided Notes
Lesson 4.00 Earth’s Diversity Checklist
This lesson shows the checklist for your module and reminds you to take the pretest. The pretest will
assess what you know already and could possibly even excuse you from some of your work. Please
complete the pretest in the “my path” area and use your own words and knowledge during the test.
Lesson 4.01 Ecology
Need to know terms:
Ecology
Ecologists
Environment
the scientific study of the interactions of living
things with each other and their environment.
investigate patterns of interaction between
organisms and their environment at the levels of
individuals, populations, communities, and
ecosystems
the sum of conditions affecting an organism,
including all living and nonliving things in an area,
such as plants, animals, water, soil, weather,
landforms, and air
After completing this lesson, you will be able to:
1.
2.
3.
4.
5.
Summarize the levels of organization studied in ecology
Compare biotic and abiotic factors
Describe the role of producers, consumers, and decomposers in ecosystems
Explain how food chains and trophic levels are related.
Analyze feeding relationships in a food web
Need to know terms:
Climate
Precipitation
Latitude
Altitude
Species
Organism
the average temperature, sunlight, wind, and
precipitation in an area over an extended length of
time
a form of water, such as rain, snow, or sleet that
condenses from the atmosphere, becomes too
heavy to remain suspended, and falls to the
Earth's surface
A measure of relative position north or south on
the Earth's surface, measured in degrees from the
equator, which has a latitude of 0°, with the poles
having a latitude of 90° north and south.
distance above sea level
a group of like organisms that can successfully
reproduce with one another
an individual form of life of one or more cells that
maintains various vital processes necessary for life
Objective 1: The levels of organization in ecology (list from largest to smallest and define
each level)
1.
2.
3.
4.
5.
6.
Objective 2: Compare biotic and abiotic factors
Biotic factors are ____________ within an environment.
List examples from lesson and interactive:
Abiotic factors are _______________ in an environment.
List examples from lesson and interactive:
Objective 3: Describe the role of producers, consumers, and decomposers in ecosystems
Need to know terms:
Scavengers
What are producers?
What is an autotroph?
How do producers help ecosystems?
List and describe two types of producers.
1.
2.
What are consumers?
What is a Heterotroph?
animals that eat from the carcasses of dead
animals
What are the four main types of heterotrophs? (Define each)
1.
2.
3.
4.
How do consumers help ecosystems?
List an example of each type of consumer below:
1. Primary
2. Secondary
3. Tertiary
What are decomposers?
How do decomposers help ecosystems?
List and describe two types of decomposers.
1.
2.
Need to know terms:
Metabolism
Predator
Prey
Migration
Photosynthesis-
biochemical activity of a living organism
carnivores that hunt , kill, and eat other animals
an animal caught, killed , and eaten by another
animal
the process of moving from one location to
another
A chemical process by which plants use light
energy to convert carbon dioxide and water into
carbohydrates (sugars
Objective 4: Explain how food chains and trophic levels are related
A ____________ displays the transfer of energy and matter from one species to another in a linear path.
List an example of a food chain below. Start with the sun and include four organisms.
The term ___________ relates to the nutrition an energy source provides. There are three main trophic
levels:
1.
2.
3.
And a specialized group called the ___________________
Objective 5: Analyze feeding relationships in a food web
What is an energy pyramid?
Remember: In food chains, only ___________of the energy from one trophic level transfers to the next.
For example, grass gains ______ percent of its energy from the sun, but it uses most of it for the
processes it requires for life. When a rabbit eats the grass, it only gets _____ percent of the original
energy from the sun. When a wolf eats the rabbit, it only gets ______percent again, which is only _____
percent of the original energy from the sun. The total energy ___________ as it moves up trophic levels.
What is a Food web?
Remember: To read a food web, one follows the arrows from a starting organism, usually a producer, to
the animal that ____________, and so on, until the highest-level consumer.
Hint: It is important to practice reading the food web. Use the interactive to practice before moving on.
Lesson 4.02 The Biosphere
After completing this lesson, you will be able to:
1.
2.
3.
4.
Identify factors that determine Earth's climates
Explain how climate and seasonal variations affect Earth’s varying biomes
Describe biotic and abiotic features of Earth's six major biomes
Describe the habitats of coastal, freshwater and estuaries ecosystems.
Need to know terms:
Equator
An imaginary circle drawn around the earth that
divides it into northern and southern hemispheres.
The equator denotes the parallel of latitude 0°
Tropics
The area that lies between 23.5 degrees latitude
north of the equator and 23.5 degrees latitude
south of the equator. It is an area of constant heat
and high temperatures
Temperate
The area that lies between 23.5 degrees and 60
degrees latitude, both north and south. The sun is
not directly overhead in these zones therefore the
climate is mild
Convection
Heat transfer in a gas or liquid by the circulation of
currents from one region to another.
.
Axis
An imaginary line that runs through the center of
the earth extending past the north and south
poles.
Polar Circles
zones above 60 degrees north latitude and below
60 degrees south latitude. These areas receive
small amounts of sunlight
Coriolis force
the deflection of objects moving across the earth’s
surface caused by earth’s rotation
moisture in air
Humidity
Leeward side
is the side of a mountain not exposed to wind and
weather
Objective 1: Identify factors that determine Earth’s climate
(Describe how each factor and how it affects climate)
1.
2.
3.
4.
5.
Need to know terms:
Topography –
the features on the surface of an area of land
Geography-
the physical features of a place or region
Poles
Biome
Biodiversity
Salinity –
Solubility-
Either of the points at which the Earth's axis of
rotation intersects the Earth's surface; the North
Pole or South Pole.
an area on our earth that shares the same climate
and species of animals and plants.
the existence of a wide variety of plant and animal
species in a particular environment.
containing salt
The ability or tendency of one substance to
dissolve in another at a given temperature and
pressure
Objective 2: Explain how climate and seasonal variations affect Earth’s varying biomes
From page 2:
Abiotic factors such as _______, ________, and ________ influence the variation and
distribution of species within each biome. Biomes near ___________ with warmer temperatures
and more moisture tend to have a _______ diversity of species than those biomes closer to the
north and south poles.
From page 3:
___________, ________, and salinity all influence the amount of dissolved oxygen in an aquatic
habitat. Increased __________ leads to warmer waters, but water that is too warm has _____
dissolved oxygen. Cooler water allows for ______dissolved oxygen—a habitat perfect for
aquatic life—but ________ the temperature too much and ice forms. Icing a body of water, an
ocean specifically, _________ the salinity of the water. Water with _____ salinity has _____
dissolved oxygen and a _____ suitable environment for life.
Need to know terms:
ecoregion
AridEpiphytesLeech
Erode
Conifers
a term used by the world wildlife federation to
describe important ecosystems for conservation
an area with annual rainfall less than 25
centimeters.
plants that grow on other plants
to deplete the supply of something
to wear away outer layers of rock or soil
any tree that has thin leaves or needles and
Succulents
Hibernators
produces cones
a plant with thick fleshy leaves and stems that can
store water
to be in a dormant state resembling sleep over the
winter while living off reserves of body fat, with a
decrease in body temperature and pulse rate and
slower metabolism
Objective 3: Describe biotic and abiotic features of Earth's six major biomes
From page 2, describe the features (both biotic and abiotic) of the terrestrial biomes below:
1. Tundra
a. Arctic
b. Alpine
2. Desert
3. Temperate forests
a. Boreal (Taiga)
b. Deciduous
4. Rain Forests
5. Grasslands
Need to know terms:
Stratification
Microphytes
lentic ecosystems
the process of layering something
a plant observable only under a microscope,
especially one that is parasitic
the scientific study of the properties, distribution,
use, and circulation of the water on Earth and in
the atmosphere in all of its form
the wide lower course of a river where the tide
flows in, causing fresh and salt water to mix
Concentration of matter of an object; number of
individuals in the same species that live in a given
area; the mass per unit volume
The entire sequence of events in an organism’s
growth, development, and reproduction
to bring a supply of water to a dry area, especially
in order to help crops to grow
composed of standing or still water
Run-off-
wastewater that flows into fresh water systems
Tributary -
a stream that flows to a larger stream or other
body of water
wetland that made of acidic water. It often attracts
mosses or lichens
not moving
Hydrology
Estuary
Density
Life cycle
Irrigation
Bogs Static –
Objective 4: Describe the habitats of coastal, freshwater and estuaries ecosystems.
From page 3, describe the features (both biotic and abiotic) of the aquatic biomes below (be sure to
include descriptions of their habitat:
1. Freshwater
2. Coastal
3. Estuary
Lesson 4.03 Ecosystems
After completing this lesson, you will be able to:
1.
2.
3.
4.
Describe four factors that affect population size
Identify factors that limit population growth.
Explain the difference between primary and secondary succession
Differentiate between habitat and niche
Need to know terms:
Population dynamics
Immigration
Emigration
Biological Surplus
Climax Community
Gestation
Scarcity
The study of change in population size and
composition
the movement of organisms into a new area
the movement of organisms out of an area
when there are more organisms in a population
then the ecosystem can sustain
A point in an ecosystem when all populations
reach a point of little or no change
the process of carrying offspring in the womb
during pregnancy
an insufficient supply of something
Objective 1: Describe four factors that affect population size
Explain how each factor below affects population size. (Include examples from the lesson)
1. Migration
2. Birth/Death
3. Habitat
4. Carrying Capacity
a. Sigmoid phenomena
b. Peak phenomena
Need to know terms:
Limiting Factors
Matter
Open System
Niche
Trophic position
biotic and abiotic factors that control population
growth
anything that takes up space
both matter and energy are exchanged freely
between the ecosystem and the surroundings
the part of the environment occupied by a
particular species along with the resources it uses
and produces
an organism’s placement in a food chain
Objective 2: Identify factors that limit population growth
Abiotic Factors:
_______________, ____________, and changes to ____________ move matter in and out of an
environment. These variables, known as limiting factors, control population growth and determine the
carrying capacity of the population.
From page 3, list examples of abiotic factors that limit population growth
Biotic factors:
Biotic factors that foster or deter population growth deal predominately with the interactions between
species. From page 4, list and describe the biotic factors and interactions that limit population growth.
1. Predation
2. Commensalism
3. Mutualism
4. Parasitism
5. Invasive species
Objective 3: Explain the difference between primary and secondary succession
From page 3, what are primary succession and secondary succession and how do they affect population
growth? Are they abiotic or biotic factors?
1. Primary succession
2. Secondary succession
Objective 4: Differentiate between habitat and niche
From page 4, how is a niche different from a habitat? (The definition of both of these terms are
in your notes.)
Lesson 4.04 Impacts on our Ecosystems
After completing this lesson, you will be able to:
1.
2.
3.
4.
Describe the sources, types, and effects of varying pollutants.
Assess the consequences of loss of biodiversity
Summarize the effects of human population growth and catastrophic events on ecosystems.
Explain the term sustainable development and describe some of its resources.
Terms to know:
Greenhouse gasesFossil fuels-
exhausts-
a gas that contributes to the warming of the
Earth's atmosphere
any carbon based fuel derived from the
decomposed remains of prehistoric plants and
animals
steam or waste gases from an industrial process or
vehicle
Environmental Indicator-
a measurement that gauges the state of the
environment over a specific period.
Objective 1: Describe the sources, types, and effects of varying pollutants
What is the Greenhouse Effect?
Describe the top five greenhouse gases, their sources, and the effect they have on the
environment.
1. Water vapor
2. Methane
3. Carbon Dioxide
4. Nitrous Oxide
5. Ozone
Terms to know:
Endangered species
Glacier receding
Plant hardiness zones
a species in danger of extinction due to the low numbers of its
population
the slow recession of glacier ice mass as it melts
a geographically defined area in which a specific category of plant
life is capable of growing
Objective 2: Assess the consequences of loss of biodiversity
We are not isolated from our environment but part of it. From_________, we obtain fish for food. From
the ____________, we gain healthy crops. From the __________, we derive medicines like the rosy
periwinkle, a flower used to fight leukemia. The loss of biodiversity from _______ ecosystem is our loss
as well. For this reason, we should know how our actions and choices affect the environment.
View and listen to the video on page 2 to learn about our climate, our environment, and the loss of
worldwide biodiversity. List factors mentioned in the video that have caused a loss of biodiversity.
Terms to know:
Endemic
Liquefaction
Spawning
Paddy Fields
a species that is confined to a particular
geographic region
a disintegrating of a substance into a liquid form
the depositing of eggs for fertilization by fish
species
a field covered with shallow water where rice is
grown
Coppice Woods
Pesticides
Fertilizers
Detergents
Petroleum products
Sanitation
Epicenter
brown blood diseasemunicipalseptic tanks-
an area of densely growing small trees
a substance that kills pests and insects
a nitrogen based substance added to soil to
increase plant growth
a cleaning substance
products made of hydrocarbons
the maintenance of public health by keeping water
supplies and sewage systems clean
the focal point of an earthquake
a disease that causes fish to suffocate because
their blood cannot take up oxygen as normal
relating to a town, city, or region that has its own
local government
an underground tank that holds human waste
matter and decomposing bacteria
Objective 3: Summarize the effects of human population growth and catastrophic events on
ecosystems
What three catastrophic events occurred in Japan? How did each of these events cause destruction to
ecosystems? (Be sure to include details from page 3 and 4 of the lesson)
1.
2.
3.
What catastrophic event occurred in California? What did officials learn from the event?
From page 5, describe three ways we affect our ecosystems. Be sure to include examples from the
lesson in your descriptions.
1. Human expansion
2. Our choices
3. Our Activities
Terms to know:
Sustainability
Greenbelt
Erosion
Sea walls
Levees
Global information platforms
Deforestation
maintaining ecological balance of natural
resources
an area of vegetation between the coast and a city
or building that provides a natural barrier during
hurricanes and tsunamis
the wearing away of rock or soil
a wall built to prevent flooding or coastal erosion
by the sea
an artificial embankment along a river, built to
prevent flooding of the surrounding land
a compilation of information on various topics that
is organized and delivered to those who require
valid research and data for decision-making
to remove the trees from an area of land
Objective 4: Explain the term sustainable development and describe some of its resources.
____________________refers to the practices, services, and guidelines we develop to protect the
environment from our activities. The goal of _____________ ___is to restore to future generations
those things we take from Earth now. A __________________ can be any action that reduces
environmental pollution and protects Earth's biodiversity.
Listen and view the video on page 6. List the examples of sustainable practices given in the video.
Hint: Make sure to use the self –check on page 7. It includes scenarios similar to those on your
assessment and module exam.
Lesson 4.05 Recycling
After completing this lesson, you will be able to:
1. Explain how carbon and water cycle through the environment
2. Relate the cycling of matter to the success of an ecosystem
3. Explain the importance of effective resource management.
Need to know terms:
Biogeochemical cycle
The flow of chemical elements and compounds
between living organisms and the physical
environment. Chemicals absorbed or ingested by
organisms are passed through the food chain and
returned to the soil, air, and water by such
Building block
Essential element
Commodity
Hydrologic (or water) cycle
Vapor pressure
Atmospheric pressure
Aquifer
Water table
Porosity-
mechanisms as respiration, excretion, and
decomposition
an element or compound regarded as contributing
to the growth of an organism or ecosystem
any element of the periodic table that is necessary
to life processes
something valuable or useful
The path water takes as it is being cycled through
the environment, including condensation,
evaporation, and precipitation
the pressure exerted by a vapor on its liquid form
the downward pressure exerted by the weight of
the overlying atmosphere
a layer of permeable rock, sand, or gravel through
which ground water flows, containing enough water
to supply wells and springs
The surface of groundwater, below which pores in
the rocks are filled with water
the ratio of the space taken up by the pores in a
soil, rock, or other material to its total volume.
Permeability
it is the rate that a liquid passes through rock and
soil
Zone of saturation
an area of soil or rock below the level of the water
table where all the voids are filled with water
tiny pores in the leaf epidermis that release water
and oxygen and take in carbon dioxide
the point at which the greatest possible amount of
a substance is dissolved in air or a solution at a
given temperature
Stomata
Saturation point
Objective 1: Explain how carbon and water cycle through the environment
Describe the stages of the water cycle.
1. Evaporation:
2. Condensation
3. Transpiration:
4. Precipitation:
5. Groundwater:
6. Run-off:
7. Surface water:
Need to know terms:
Carbon Cycle:
Decompose-
the pathway through which carbon moves between
living things and the nonliving environment
to break down organic matter from a complex to a
simpler form
Photosynthesis-
A chemical process by which plants use light energy
to convert carbon dioxide and water into
carbohydrates (sugars).
Cellular Respiration-
a process that uses oxygen from the air to harvest the
chemical energy stored in organic molecules.
the random movement of atoms, molecules, or ions
from one medium to another
Diffusion-
Describe the stages of the carbon cycle.
1. Photosynthesis:
2. Plant and Animal Respiration:
3. Decaying organisms and waste products:
4. Fossil fuel Emissions:
5. Deforestation:
6. Diffusion:
7. Sedimentation
Objective 2: Relate the cycling of matter to the success of an ecosystem
Our planet recycles essential elements, such as water, carbon, nitrogen, and oxygen, using
biogeochemical cycles.
Why is carbon important to ecosystems?
Why is water important to ecosystems?
Objective 3: Explain the importance of effective resource management
A ______________ is a natural resource that is replaceable through biogeochemical cycles or
sustainable practices. A ___________________ is any action that reduces environmental pollution and
protects Earth's biodiversity.
Abiotic factors, like ___________, _____________, and ___________ are renewable resources. Biotic
factors, like _____________ and _________________, are also renewable resources—if care is taken to
protect them from the adverse consequences of human activities.
List the pros and cons of each renewable energy source below.
1. Wind power
2. Solar power
3. Hydropower
4. Geothermal Energy
5. Biomass Energy
A ____________________ is a natural resource that cannot be readily replaced. Currently, many of our
energy sources are unsustainable. We are depleting our reserves of coal, oil, and natural gas faster than
nature can restore them.
List the pros and cons of each non-renewable energy source below.
1. Coal
2. Petroleum
3. Natural gas
4. Nuclear Power
Lesson 4.05 Honors Recycling
After completing this lesson, you will be able to:
1. Diagram and explain the nitrogen cycle
2. Trace the flow of energy through earth's biogeochemical cycles
Terms to know:
DNA:
RNA:
deoxyribonucleic acid, found in the nucleus of a
cell, and essential for transmission of genetic
information
ribonucleic acid, found mostly in the cytoplasm of
a cell, and responsible for transmitting genetic
information from DNA to cytoplasm
Amino Acids
Energy
an essential component of proteins
is the ability to change or move matter
Nitrates
a compound composed of one nitrogen and
three oxygens
a compound composed of one nitrogen and
two oxygens.
Nitrites-
anaerobic bacteria
bacteria that do not live or grow in the presence of
oxygen
Objective 1: Diagram and explain the nitrogen cycle
Nitrogen gas (N2) is found in large quantities in the atmosphere, yet most organisms can’t
process it in its gaseous form. In the _______________, nitrogen gas moves through a series of
reactions that convert it to _______________ which plants and animals can use.
These reactions include (describe each):
1. nitrogen fixation (describe both forms)
2. nitrification
3. ammonification
4. denitrification
5. assimilation
How does nitrogen make it to the land through diffusion?
Terms to know:
Chemical energy
Mechanical energy
Radiant energy (Electromagnetic Energy)
Electrical Energy
is the potential energy stored in the bonds of
molecules and compounds
kinetic energy due its movement from one
position to another
energy that travels in waves. It includes sunlight, xrays, microwaves, and radio waves
kinetic energy produced from an electric charge
flowing through a conductor
Potential energy
is the energy that an object has due to its
position or composition. It is often thought of
as stored energy because it is energy waiting
to be used.
Kinetic energy
is energy that an object has while in motion
Objective 2: Trace the flow of energy through biochemical processes
Biogeochemical cycles move energy. This energy may change forms as it moves from one stage of a
cycle to another, but it is never lost. This phenomenon describes the l____________________, which
states that energy cannot be created or destroyed, only changed
Hint: Be sure to note the energy flow from each interactive. Take notes on the steps you see below.
1. Water cycle
2. Carbon Cycle
3. Nitrogen Cycle
Water Cycle Summary:
In the ___________, energy is captured, stored, and released into ecosystems.
___________ from the sun enters our biosphere and converts to thermal energy in plants, land,
and bodies of water. ____________ transfers with water vapor into the atmosphere through
evaporation and transpiration. It ___________when water vapor cools and falls back to the
ground through precipitation. The newly released ______________energy warms the
biosphere, keeping temperatures conducive for life.
Carbon Cycle Summary:
Energy changes forms many times as it travels through the __________. The stored energy in
__________________ converts to __________ in plants through the process of ____________.
Plants, and the animals that consume them, use the process of _______________ to break
down glucose to energy molecules called __________. These ___________ molecules provide
_____________ energy required for movement and growth. ___________ energy releases as
heat when animals exercise or when plants transpire. When plants and animals die and
____________,carbon returns to the soil. Through ________ and _____________, carbon
becomes ______________, such as coal, oil, or gas. The __________ energy in fossil fuels
provide ____________ and ___________ energy for human activities. A by-product of fossil
fuel burning is __________________; it releases into the atmosphere to begin the cycle of
energy flow all over again.
Nitrogen Cycle Summary:
______________ energy flows through the ___________ cycle in many forms. With the help of
__________ in legumes, nitrogen gas becomes ammonia through ______________. Bacteria
assist again during _______________, when ammonia becomes nitrites and nitrates.
_____________ energy returns to the atmosphere when ________________in the soil convert
nitrites to nitrogen gas.