434G FM-i-vi-mss02-825438 15.04 ... - Science Class 3000scienceclass3000.weebly.com/uploads/5/4/5/9/5459088/gsb434.pdfGlencoe Science Chapter Resources Ecosystems Includes: Reproducible

Glencoe Science

Chapter Resources

Ecosystems

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

434G FM-i-vi-mss02-825438 15.04.2004 15:37 Page i tammyb 301:goscanc:scanc434:layouts:

Glencoe Science

Photo CreditsSection Focus Transparency 1: (t) SuperStock, (b) Bob Krist/CORBIS;Section Focus Transparency 2: Chuck Hanson; Section Focus Transparency 3: David Muench/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theEcosystems program. Any other reproduction, for use or sale, is prohibited withoutprior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867116-7

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

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Ecosystems 1

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Modeling Rain Forest Leaves . . . . . . . . . . . . . 3MiniLAB: Modeling Freshwater Environments . . . . . . . . . . . . . . . . . . . 4Lab: Studying a Land Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Use the Internet Exploring Wetlands . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Succession Communities and Grasses . . . . . . . . 9Laboratory Activity 2: Exploring Life in Pond Water . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

ReproducibleStudent Pages

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2 Ecosystems

Hands-OnActivities

Hands-On Activities


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Ecosystems 3

Name Date Class

Modeling Rain Forest Leaves

Analysis1. From which leaf does water drain faster?

2. Infer why it is an advantage for a leaf to get rid of water quickly in a rain forest.

Hand

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Procedure1. Draw an oval leaf about 10 cm long on a piece of poster board. Cut it out.

2. Draw a second leaf the same size but make one end pointed. This is called adrip tip. Cut this leaf out.

3. Hold your hands palm-side up over a sink and have someone lay a leaf oneach one. Point the drip tip away from you. Tilt your hands down but donot allow the leaves to fall off.

4. Have someone gently spray water on the leaves and observe what happens.


4 Ecosystems

Name Date Class

Modeling Freshwater EnvironmentsProcedure1. Obtain a sample of pond sediment or debris, plants, water, and organisms

from your teacher.

2. Cover the bottom of a clear-plastic container with about 2 cm of thedebris.

3. Add one or two plants to the container.

4. Carefully pour pond water into the container until it is about two-thirds full.

5. Use a net to add several organisms to the water. Seal the container.

6. Using a magnifying lens, observe as many organisms as possible. Recordyour observations. Return your sample to its original habitat.

Hands-On Activities

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Data and Observations

AnalysisWrite a short paragraph describing the organisms in your sample. How did the organisms interactwith each other?

Organism Observations


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Ecosystems 5

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why do you use the thermometer in this lab?

2. Why is it important to make the same measurements each time you visit your study area?

An ecological study includes observation and analysis of organisms and thephysical features of the environment.

Real-World QuestionHow do you study an ecosystem?

Procedure1. Choose a portion of an ecosystem to study.

You might choose a decaying log, a pond, agarden, or even a crack in the sidewalk.

2. Determine the boundaries of your study area.3. Using a tape measure and graph paper,

make a map of your area. Determinenorth.

4. Record your observations in Table 1 in theData and Observations section.

5. Observe the organisms in your study area.Use field guides to identify them. Use amagnifying lens to study small organismsand binoculars to study animals you can’tget near. Look for evidence (such as tracksor feathers) of organisms you do not see.

6. Measure and record the air temperature inyour study area.

7. Visit your study area many times and atdifferent times of day for one week. At eachvisit, make the same measurements andrecord all observations. Note how the livingand nonliving parts of the ecosysteminteract.

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Materialsgraph paper tape measure pencilnotebook binoculars magnifying lenscompass thermometer field guides

Goals■ Observe biotic factors and abiotic factors of an ecosystem.■ Analyze the relationships among organisms and their environments.

Safety Precautions

Studying a Land Ecosystem


6 Ecosystems

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Table 1 Environmental Observations

Hands-On Activities

Communicating Your Data

Make a classroom display of all data recorded. For more help, refer to the Science SkillHandbook.

Conclude and Apply1. Predict what might happen if one or more abiotic factors were changed suddenly.

2. Infer what might happen if one or more populations of plants or animals were removed fromthe area.

3. Form a hypothesis to explain how a new population of organisms might affect your ecosystem.

Date

Time of day

Temperature

Organismsobserved

Comments

(continued)


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Ecosystems 7

Name Date Class

Wetlands are an important part of the environment. These fertile ecosystemssupport unique plants and animals that can survive only in wetland condi-tions. The more you understand the importance of wetlands, the more youcan do to preserve and protect them.

Real-World QuestionWhy are wetlands an important part of theecosystem?

Goals■ Identify wetland regions in the United

States.■ Describe the significance of the wetland

ecosystem.■ Identify plant and animal species native

to a wetland region.■ Identify strategies for supporting the

preservation of wetlands.

Data SourceVisit msscience.com forWeb links for more infor-

mation about wetland environments and fordata collected by other students.

Make a Plan1. Determine where some major wetlands are

located in the United States.2. Identify one wetland area to study in

depth. Where is it located? Is it classified asa marsh, bog, or something else?

3. Explain the role this ecosystem plays in theoverall ecology of the area.

4. Research information about the plantsand animals that live in the wetland envi-ronment you are researching.

5. Investigate what laws protect the wetlandyou are studying.

Follow Your Plan1. Make sure your teacher approves your plan

before you start.2. Perform the investigation.3. Post your data at the link shown on the

next page.

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Analyze Your Data1. Describe the wetland area you have researched. What region of the United States is it located

in? What other ecological factors are found in that region?

2. Outline the laws protecting the wetland you are investigating. How long have the laws been inplace?

Use the Internet

Exploring Wetlands


8 Ecosystems

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Name Date Class

3. List the plants and animals native to the wetland area you are researching. Are those plants andanimals found in other parts of the region or the United States? What adaptations do the plantsand animals have that help them survive in a wetland environment?

Conclude and Apply1. Infer Are all wetlands the same?

2. Determine what the ecological significance of the wetland area that you studied for that region ofthe country is.

3. Draw Conclusions Why should wetland environments be protected?

4. Summarize what people can do to support the continued preservation of wetland environ-ments in the United States.

Hands-On Activities

Communicating Your Data

Find this lab using the link below. Post your data in the table provided. Review other students’data to learn about other wetland environments in the United States.

msscience.com

(continued)


LaboratoryActivity11

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Ecosystems 9

Name Date Class

Succession Communities andGrasses

Once lichens and other pioneer species die and organic matter is added to the soil, other plantsare able to grow. Grasses are a characteristic species of primary and secondary succession. Theyare tough and adaptable, grow quickly and readily, and further enrich the soil when they die.

StrategyYou will observe the effect of sunlight and water on the growth of grass.You will identify differences between the characteristics of a succession community and the

characteristics of a climax community.

Materials four small plastic pots filled with soil and planted with grass seedpermanent markersmall box open only at one endwater

Procedure1. Label the pots 1, 2, 3, and 4.2. Place pot 1 in a location that will receive a

lot of indirect sunlight.3. Cover pot 2 with the box. Place it next to

pot 1.4. Water pots 1 and 2 with the same amount

of water twice a week. Keep the soil moistbut not wet.

5. Place pots 3 and 4 in the same location asplants 1 and 2.

6. Water pot 3 daily. Keep the soil wet.

7. Do not water pot 4.8. In the Data and Observations table, write a

hypothesis describing how you think theamount of light will affect pots 1 and 2.Write another hypothesis describing howyou think the amount of water will affectpots 1, 3, and 4.

9. Care for the plants daily for three weeks.Record observations at the end of eachweek.

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Hypothesis

Plants 1 and 2 (light)

Plants 1, 3 and 4 (water)

Observations

Plant Week 1 Week 2 Week 3

1

2

3

4


10 Ecosystems

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Laboratory Activity 1 (continued)

Name Date Class

Questions and Conclusions1. What was the effect of the amount of light on pots 1 and 2? How does your hypothesis differ

from the results?

2. What was the effect of the amount of water on pots 1, 3, and 4? How does your hypothesis differ from the results?

3. What characteristics of grass do you think make it well-suited as a late primary or secondarysuccession plant?

4. Would you find grasses in a climax community? Why or why not?

Strategy Check

Can you observe the effect of sunlight and water on the growth of grass?

Can you identify differences between the characteristics of succession and climax communities?

Hands-On Activities


LaboratoryActivity22

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Ecosystems 11

Name Date Class

Exploring Life in Pond Water

Looking through a microscope, you can see a miniature world of many, many microorganisms.In a single drop of pond water, you might be able to see protists, bacteria, plants, and tiny animals. Because the ecosystem of a pond is not uniform throughout, different organisms live indifferent parts of the pond. Water collected from the surface and from near the sediment will contain some of the same organisms, but there will be some organisms that live in only one areaor the other.

StrategyYou will examine two samples of pond water under the microscope.You will identify some of the organisms that exist in each sample of pond water.You will compare the organisms found near the surface to those found near the bottom of the pond.

Materials water collected from the surface of a ponddroppers (2)microscope slides (2)coverslips (2)microscopewater collected near the bottom of a pond

Procedure1. Use the dropper to place one drop of surface

pond water on a clean microscope slide.Carefully put the coverslip on the drop.

2. Examine the surface pond water under lowand high power magnification of themicroscope. Carefully move the slide sothat you are able to examine all areas of theslide.

3. Use the drawings in the Data and Observa-tions section to identify the organisms youobserve. On the lines under the drawings,indicate which organisms were observed inthe surface pond water.

4. Repeat steps 1 through 3 for a drop ofwater from the bottom of the pond.

5. Complete Table 1 in the Data and Observa-tions section by entering the microorgan-isms that you observe in the water from thesurface and the bottom of the pond.

6. Enter your data in the table your teacherhas prepared on the board by putting amark by each organism that you observedin your samples. When all students haveentered their data, complete Table 2 bysummarizing the data from the table onthe board.

Hand

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12 Ecosystems

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Name Date Class


Hands-On Activities

1. Oscillatoria 2. Paramecium 3. Vorticella

____________________ ____________________ ____________________

4. Daphnia (waterflea) 5. Euglena 6. Amoeba

____________________ ____________________ ____________________

7. Rotifers 8. Nematodes 9. Cyclops

____________________ ____________________ ____________________

10. Diatoms 11. Volvox 12. Desmids

____________________ ____________________ ____________________


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Ecosystems 13

Name Date Class

Table 1

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Individual Data

Organisms found in surface pond water Organisms found near pond bottom

Table 2

Group Data

Organism Near surface Near bottom

Oscillatoria

Paramecium

Vorticella

Daphnia

Euglena

Amoeba

Rotifers

Nematodes

Cyclops

Diatoms

Volvox

Desmids


14 Ecosystems

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Name Date Class

Questions and Conclusions1. Did you find different organisms in the surface and deep pond water samples? Explain.

2. What factors might influence why some organisms are found only in surface pond water oronly in deep pond water?

3. Because a pond is an ecosystem that changes all the time, experimental variables might have animpact on your observations. Explain how each of the following might influence the organismsobserved:a. season of the year

b. delay between when the sample was collected and the experiment was performed

c. depth of collection site for water from the bottom of the pond

d. distance from shore that the surface water was collected

4. In what ways might human activity impact the pond water ecosystem?

Strategy Check

Can you examine samples of pond water under the microscope?

Can you identify the organisms that exist in each sample of pond water?

Can you compare the organisms found on the surface of a pond to those found near thebottom?

Hands-On Activities


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Ecosystems 15

Ecosystems

Directions: Use this page to label your Foldable at the beginning of the chapter.

occurs where no soil exists

begins in a place that has soil and was once home to living things

a community that has reached the final stage of ecological succession

a community that has reached the final stage of ecological succession

Name Date Class

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ClimaxCommunities

SecondarySuccession

ClimaxCommunities

PrimarySuccession


16 Ecosystems

MeetingIndividual Needs

Meeting Individual Needs


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Name Date Class

Ecosystems 17

Directions: Complete the concept map using the terms below.

cold forest region tundra deserts grassland

Mee

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Directed Reading for

Content Mastery

OverviewEcosystems

such as thethat is a that are

taiga3.2.1.

Majorbiomes

includeinclude includeinclude

that is a

the driestbiomes on

Earth

prairies of North America

cold, dry, treeless region

4.

Directions: In the spaces provided, indicate whether each ecosystem is saltwater, freshwater, or both.

5. coral reefs

6. estuaries

7. rivers and streams

8. open oceans

9. lakes and ponds

10. wetlands


Name Date Class

18 Ecosystems

Section 1 ■ How EcosystemsChange

Directions: Complete the following sentences using the terms listed below. Some terms may be used more than once.

primary secondary succession pioneer climax

1. The gradual change from one community of organisms to another is

ecological ____________________.

2. Succession that takes place in a forest that has been destroyed by fire is an

example of ____________________ succession.

3. The first organisms to move into a disturbed environment are the

____________________ species.

4. A community that tends to remain the same and is in the final stage of

succession is a ____________________ community.

5. Ecological succession that takes place in a location that does not have

soil is ____________________ succession.

6. A beech-maple forest is an example of a ____________________ community.

7. When no life exists at all in an area, ____________________ succession begins.

8. Physical disturbances such as fires disturb the stability of

a ____________________ community.

9. ____________________ succession can take hundreds or even thousands of

years to develop into a climax community.

10. Number the following sentences describing primary succession so that they are in the correct order.

a. Mosses and ferns grow in soil formed by decaying lichens.

b. Thicker, richer soil supports the growth of shrubs and trees. Insects,small birds, and mammals move in.

c. Eventually, the soil layer thickens and grasses, wildflowers, and other plants begin to take over.

d. Life on a bare rock begins as lichens and the forces of weather and erosion help break down rocks into smaller pieces to form soil.

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Content Mastery



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Name Date Class

Ecosystems 19

Directions: Use the following terms to identify the biome in which you would expect to find each animal listed below.

tundra grassland temperate rain forest

taiga temperate deciduous forest desert

1. salamanders

2. caribou

3. oak tree

4. zebra

5. moose

6. kangaroo rat

Directions: Match the words and phrases in Column II with the descriptions in Column I. Write the letter of thecorrect word or phrase in the blank at the left.

Column I

7. organisms that float near the surface of freshwater lakes and ponds

8. extremely fertile, productive environments that serve as important nurseries for many ocean fish

9. home to organisms adapted to dramatic changes in temperature,moisture, and salinity

10. flowing freshwater environments

11. usually covered with a thin sandy, or gravelly soil that contains little organic matter

12. located in New Zealand, southern Chile, and the Pacific Northwest of the United States

13. large geographic areas that have similar climates and ecosystems

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Content Mastery

Section 2 ■ BiomesSection 3 ■ Aquatic Ecosystems

Column II

a. intertidal zones

b. temperate rain forests

c. rivers and streams

d. biomes

e. algae, plants, and plankton

f. estuaries

g. deserts


Name Date Class

20 Ecosystems

Key TermsEcosystems

Directions: Use the clues to complete the crossword puzzle.

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Content Mastery


21

6

4

8

7

10

9

3

11

5

13

12

Across

1. The first living things in a disturbedenvironment, such as lichens

3. Forests with warm temperatures,wet weather, and lush plant growth

5. Region that is wet for all or most ofa year

9. A community that has reached a stable stage of ecological succession

11. Climax communities dominated by grasses

12. A cold, dry, treeless region, some-times called a cold desert

13. Water ecosystem formed from thecalcium carbonate shells secreted bya particular animal

Down

2. The portion of the shoreline that iscovered with water at high tide andexposed to the air during low tide

4. The normal, gradual changes thatoccur in the types of species thatlive in an area

6. Forests dominated by trees withneedlelike leaves

7. Large geographic areas that havesimilar climates and ecosystems

8. A cold forest region dominated bycone-bearing evergreen trees.

10. The area where a river meets an oceanand contains a mixture of freshwaterand saltwater


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Nombre Fecha Clase

Ecosistemas 21

Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

región boscosa fría tundra desiertos praderas

Lectura dirigida para

Dominio del contenido

SinopsisEcosistemas

comoque es que son

la taiga3.2.1.

Los principalesbiomas

incluyenincluyen incluyenincluyen

que es

los biomasmás secosde la Tierra

las praderas deAmérica del Norte

una región fría seca y sin

árboles

4.

Instrucciones: Indica en los espacios si cada ecosistema es de agua salada, agua fresca, o ambos.

5. arrecifes de coral

6. estuarios

7. ríos y corrientes

8. océanos abiertos

9. lagos y charcas

10. tierras pantanosas

Satis

face

las n

eces

idad

es in

divi

dual

es


Nombre Fecha Clase

22 Ecosistemas

Sección 1 ■ Cómo cambianlos ecosistemas

Instrucciones: Completa las oraciones con los siguientes términos. Puedes usar los términos más de una vez.

primaria secundaria sucesión pioneras clímax

1. El cambio gradual de una comunidad de organismos a otra se llama _______.

2. La sucesión que ocurre en un bosque arrasado por el fuego es un ejemplo de

sucesión ____________.

3. Los primeros organismos que llegan para ocupar un ambiente alterado se lla-

man especies ____________.

4. Una comunidad que tiende a permanecer igual y que está en la etapa final de la

sucesión es una comunidad en ________.

5. La sucesión ecológica que ocurre en un sitio que no tiene suelo es una sucesión

_____________.

6. Un bosque de hayas y arces es un ejemplo de una comunidad en ____________.

7. Cuando no existe vida en un área, comienza la sucesión ___________.

8. Las alteraciones físicas, como los incendios, afectan la estabilidad del (de la)

________.

9. La sucesión _______________puede tomar cientos o miles de años para desa-

rrollarse como una comunidad en clímax.

10. Ordena correctamente las siguientes oraciones que describen la sucesión primaria.

______a. Los musgos y los helechos crecen en el suelo formado por los líquenes

en descomposición.

______b. Un suelo más rico y grueso sustenta el crecimiento de arbustos y

árboles. Insectos, aves y mamíferos pequeños se mudan al sitio.

______c. A la postre, la capa del suelo se hace más gruesa, y las flores silvestres y

otras plantas comienzan a dominar el área.

______d. La vida sobre la roca desnuda comienza con líquenes y las fuerzas del

clima y la erosión ayudan a desintegrar las rocas para formar suelo.

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Satisface las necesidades individuales


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Nombre Fecha Clase

Ecosistemas 23

Instrucciones: Usa los siguientes términos para identificar el bioma en el cual esperarías encontrar cada uno de losanimales en la lista.

tundra pradera bosque pluvial templado

taiga bosque deciduo de zona templada desierto

1. salamandra

2. caribú

3. roble

4. cebra

5. alce

6. rata canguro

Instrucciones: Coordina la frase o palabra de la Columna II con las descripciones de la Columna I. Escribe laletra de la palabra o letra correcta en el espacio de la izquierda.

Columna I

7. organismos que flotan cerca de la superficie de los estanques y lagos

8. ambientes extremadamente fértiles yproductivos que sirven como criaderos importantes para muchos peces marinos.

9. hogar de organismos adaptados a cambios dramáticos en temperatura,humedad y salinidad.

10. ambientes de agua en movimiento

11. generalmente cubiertos por una capa delgada arenosa o pedregosa de suelo que contiene poca materia orgánica

12. localizado en Nueva Zelanda, el sur de Chile y el noroeste del pacífico de Estados Unidos.

13. grandes áreas geográficas que tienen el mismo clima y ecosistemas



Sección 2 ■ BiomasSección 3 ■ Ecosistemas

acuáticos

Columna II

a. zonas intermareales

b. bosques pluviales de zonatemplada

c. ríos y corrientes

d. biomas

e. algas, plantas y plancton

f. estuarios

g. desiertos

Satis

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Nombre Fecha Clase

24 Ecosistemas

Términos clavesEcosistemas

Instrucciones: Usa las claves para completar el crucigrama.

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Horizontales3. Tipo de bosque dominado por

árboles con hojas como agujas.5. Comunidad que ha alcanzado una

etapa estable de la sucesión ecológica.6. Comunidad clímax dominada por

pastos.7. Ecosistema formado por las conchas

de carbonato de calcio que secretaun animal particular.

8. Región muy húmeda durante todo ogran parte del año.

10. Bosques de temperaturas cálidas, cli-ma húmedo y vegetación exube-rante.

11. Parte del litoral cubierta de aguadurante la marea alta y expuestadurante la marea baja.

Verticales1. Región fría, seca y sin árboles, a

veces llamada desierto helado.2. Cambios normales graduales que

ocurren en los tipos de especies queviven en un área.

4. Área en donde un río se encuentra conel océano y que tiene una mezcla deagua dulce y salada.

5. Especies que colonizan en la suce-sión primaria, como por ejemplo,los líquenes.

8. Región fría dominada por árbolessiempreverdes portadores de conos.

9. Área geográfica grande con climas yecosistemas similares.

Satisface las necesidades individuales

1

11

10

9

8

7

6

5

432


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Ecosystems 25

Directions: What kind of ecological succession occurs after each of the following events? Write either primarysuccession or secondary succession under each diagram.

How Ecosystems Change

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3. _________________________________ 4. _________________________________

Directions: Answer the following questions on the lines provided.

5. What is ecological succession?

6. What is the general name for the first species to grow after a volcanic eruption covers an area

with lava?

7. How does soil form from bare rock?

8. How does succession occur after a forest fire?

9. Which takes longer, primary succession or secondary succession? Explain.

10. What is a community that has reached a stable stage of ecological succession called?

Reinforcement11

1. _________________________________ 2. _________________________________


26 Ecosystems

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Biomes

Directions: Complete the table below using information in your textbook.


Reinforcement22

Biome

1. Tundra

2. Taiga

3. Temperatedeciduousforest

4. Temperaterain forest

5. Tropicalrainforest

6. Desert

7. Grassland

Climate Dominant plantsCharacteristic

animals


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Ecosystems 27

Directions: Describe two life zones in the ocean and how organisms are affected by the conditions in each zone.

1.

2.

Aquatic Ecosystems

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Reinforcement33

Directions: Answer the following questions on the lines provided.3. The illustrations above show two types of freshwater ecosystems. Which supports more

species and why?

4. What is an estuary and why is it important to marine organisms?

5. Why are wetlands protected in most areas?

6. How do coral reefs form? What makes them vulnerable to environmental stress?


28 Ecosystems

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Succession

The four pictures below show succession in a small area in New York. Think of these pictures asfour photographs, with many years in between. Notice that in each picture, the plants havechanged and so have the animals. Use the pictures to answer the questions below.

Enrichment11


grasshopper sparrow meadowlark

rabbit

meadow mouse

field sparrow

short-tailed shrew

Stage 1

Stage 4

veery

red fox

white-footed mouse short-tailed shrew

Stage 3

junco robin

red fox

short-tailed shrewred squirrel

white-tailed deerwhite-footed mouse

Stage 2white-tailed deer

red fox

robin

rabbit

white-footed mousered squirrel short-tailed shrew

1. In which stage is grass mostly found?

2. The grasshopper sparrow is so named because of what it eats. Why do you think it is mostlyfound in Stage 1?

3. What new species appears in Stage 3? What can you hypothesize about this species based onthe four pictures?

4. By Stage 4, what type of vegetation has taken over?

5. How did the trees change the environment, making it less favorable for the grasses to grow?

6. Which animal survived in all stages of this succession? Why?


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Ecosystems 29

Identifying Biomes

Use an atlas to place each of these 12 cities on the world map below. Then compare the mapyou have made with the map in your textbook of the world’s major land biomes. In which biomedoes each city belong? Look at the information in the textbook about precipitation in each of theland biomes to help you. Complete the table by identifying the biome each city is in.

Enrichment22

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1. Addis Ababa, Ethiopia

2. Anchorage, Alaska

3. Antananarivo, Madagascar

4. Beijing, China

5. Buenos Aires, Argentina

6. Frankfurt, Germany

7. Khartoum, Sudan

8. Madrid, Spain

9. Manila, Philippines

10. Phoenix, Arizona

11. Pretoria, South Africa

12. Sydney, Australia

City Yearly precipitation (cm) Biome

121.2

39.9

136.1

63.0

98.0

69.1

15.2

44.7

197.4

18.8

70.9

113.0


30 Ecosystems

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The Everglades

The Florida Everglades are unique—there is nothing else quite like them in the world. They area habitat for a tremendous number of organisms, and they provide a breeding ground for manymore species. Despite their environmental importance, these wetlands have been under attack byhuman development for decades. Some scientists are concerned that the Everglades may havebeen irreversibly harmed. We might lose these wetlands forever.

Use library resources to write a report on the Everglades. Look in the library’s computer or cardcatalog for books on this topic. Check the Readers’ Guide to Periodical Literature or the library’scomputer search system for recent magazine articles on the Everglades. Use at least three books orarticles to write your report. List these sources at the end of your report.

Enrichment33


Try to answer these questions in your report:■ How much area do the Everglades cover?■ What lake and river system feeds the Everglades?■ What animals live in the Everglades?■ What are some animals that use the Everglades as breeding grounds?■ How much area has the Everglades lost in recent years?■ What major city has been spreading into the area that once was part of the

Everglades?■ What has been the role of the Army Corps of Engineers in changing the

environment in the Everglades?■ How is water that goes into the Everglades controlled?■ What have environmentalists been saying about the danger of losing the

Everglades?■ At the end of your report, write a paragraph expressing your own opinions

about the threat to the Everglades and what should be done.

Everglades National Park

Florida


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31

Section 1 How Ecosystems Change

A. Ecological ____________________—normal, gradual changes that occur in the types of

species that live in an area

1. Primary succession begins in a place without ________.

a. Starts with _________________________ such as _________________, that can grow

on rock

b. New ______________ forms as weather and erosion break down rock.

c. Decaying plants add __________________________ to new soil.

2. ______________________________ begins in a place that has soil and once had living

organisms

a. Examples: after a ______________ or removal of buildings

b. Occurs faster and has different pioneer species than primary succession

B. __________________________—stable stage of ecological diversity and balance

Section 2 Biomes

A. Factors that affect biomes’ climates

1. temperature

2. __________

B. Major ________________—large areas with similar climates and ecosystems

1. ________________—cold, dry, treeless region

a. Permanently frozen soil called ____________________

b. Average winter temperature: _______________

c. Average precipitation is _________________________ 25 cm per year.

d. Plants: ________________, grasses, small shrubs, lichens

e. Animals: insects, ducks, geese, other birds, mice, arctic ______________ , reindeer

2. _______________— cold forest of mostly evergreen trees

a. Soil _______________ in the short summer.

b. Precipitation: mostly snow, _____________________ per year

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Note-takingWorksheet

Ecosystems


32 Ecosystems

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3. ________________________ forests—region with four seasons, mostly trees that lose their

leaves in autumn

a. Temperatures range from ________________________ in winter to

_______________________ in summer.

b. Precipitation: throughout the year, _____________________ per year

4. ________________________ forest—tall trees with needlelike leaves

a. Average temperature: _____________________

b. Precipitation: _____________________ per year

5. ________________________ forests—the most biologically diverse of all biomes

a. Average temperature: _______________

b. Precipitation: ______ per year

c. Four _____________: forest floor, understory, canopy, emergents

d. Human impact: habitats being _____________________ by farmers and loggers

6. ________________—driest biome, supports little plant life

a. Temperatures: vary from _____________ to ______________

b. Precipitation: less than ______ cm per year

c. Soil: thin, _______________, or gravelly

d. Plant: cactus

e. Animal: kangaroo ______

7. ____________________—prairies or plains, dominated by grasses

a. Temperatures: temperate or _______________

b. Precipitation _____________________ per year; dry season

Section 3 Aquatic Ecosystems

A. ____________________ ecosystems—include flowing and standing water, low or no salt

1. Rivers and streams—_________________ water

a. Most ___________________ washed into water from land.

b. The faster the flow, the greater the ________________ content.


Note-taking Worksheet (continued)


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Ecosystems 33

2. Lakes and ponds—very little ______________

a. Sunlight warms and lights pond ________________ supporting plant and animal life.

b. Deeper lakes support life along _________________ shoreline or surface

3. Water ___________________—a problem caused by fertilizer-filled runoff and sewage

4. __________________—regions wet all or most of year

a. Lie between __________________ and water

b. Very _________________ ecosystems

B. Saltwater ecosystems—95% of Earth’s water contains high concentration of salt, or

high __________________.

1. Open oceans—divided into lighted and dark life _______________

a. _________________—upper 200 m and home of plankton

b. ______________—below 200 m where animals feed on material that floats down or

prey on each other

2. _____________________—diverse and fragile ecosystems formed from coral shells of

calcium carbonate

3. Seashores—along ____________________

a. _________________________—covered with water at high tide and exposed to air at

low tide

b. Drastic _________________ in temperature, moisture, salinity, and wave action

4. ___________________—where a river meets an ocean; called bays, lagoons, harbors, inlets, sounds

a. Rich in ___________________

b. Changing _________________ of salt water and freshwater

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Note-taking Worksheet (continued)


34 Ecosystems

Assessment

Assessment


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Ecosystems 35

Chapter Review

Ecosystems

Part A. Vocabulary ReviewDirections: Write the correct term in the spaces provided. Unscramble the boxed letters to spell the term thatanswers question 14.

Asse

ssm

ent

1. ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___

2. ___ ___ ___ ___ ___ ___ ___ ___ ___

3. ___ ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___

4. ___ ___ ___ ___ ___ ___ ___ ___ ___

5. ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

6. ___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___

7. ___ ___ ___ ___ ___

8. ___ ___ ___ ___ ___

9. ___ ___ ___ ___

10. ___ ___ ___ ___ ___

11. ___ ___ ___ ___ ___ ___

12. ___ ___ ___ ___ ___ ___ ___

13. ___ ___ ___ ___ ___ ___ ___ ___ ___

1. a community that has reached a stablestage of ecological succession

2. the normal, gradual changes that occurin the types of species that live in anarea

3 the portion of the shoreline that is covered with water at high tide andexposed to the air during low tide

4. temperate and tropical regions thatreceive between 25 cm and 75 cm ofprecipitation a year and and have climaxcommunities of grasses

5. forest with warm temperatures, wetweather, and lush plant growth

6. forest dominated by climax communities of trees that lose theirleaves every autumn

7. large geographic areas that have similarclimates and ecosystems

8. a cold, dry, treeless region, sometimescalled a cold desert

9. a cold forest region dominated by cone-bearing evergreen trees

10. the driest biome, often covered with athin, sandy, or gravelly soil, contains little organic matter

11. the area where a river meets an oceancontains both freshwater and salt water

12. regions that are wet for all or most ofa year

13. ecosystems formed from the calciumcarbonate shells secreted by animals

14. The first living things to arrive at a primary succession:


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Chapter Review (continued)

36 Ecosystems

Part B. Concept ReviewDirections: For each of the following, write either P for pioneer species or C for climax community in the lines provided.

1. beech-maple forest

2. lichens

3. mosses and ferns

Directions: For each of the following, write either P for primary succession or S for secondary succession in thelines provided.

4. erupting volcano

5. abandoned paved parking lot

6. wilderness after a forest fire

Directions: Match the location and wildlife with the correct biomes. Biomes may be used more than once.

7. Douglas fir; spruce; black bear; cougar

8. eastern United States; Europe

9. kangaroos; wildebeests; cattle

10. just south of the tundra biome; cone-bearing evergreen trees; elk

11. near the equator, including in South America

12. white-tailed deer; brightly colored leaves in autumn

13. cactus; scorpions; kangaroo rats

14. snowy owls; reindeer; lichens

15. more biological species than anywhere else in the world

Directions: Answer the following questions on the lines provided.16. In water environments, what are the most important factors that determine which species

can survive?

17. Name three standing freshwater ecosystems.

18. Why are wetlands important?

19. What causes tides to rise and fall each day?

Assessment

a. taiga

b. temperate deciduousforest

c. desert

d. grassland

e. tropical rain forest

f. tundra

g. temperate rain forest


Transparency Activities

Ecosystems 41

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42 Ecosystems

New Land, New LifeSection FocusTransparency Activity11


Both photographs below are of Surtsey, an island near Iceland.Surtsey was created in 1963 by a volcanic eruption. Surtsey providesa wonderful opportunity for scientists to study how life starts in anew area.

1. Describe what you see in thefirst picture. Would you expectplants or animals to be able tolive there?

2. What evidence of life do yousee in the second picture?

3. How has Surtsey changed? Howmight it continue to change?


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Ecosystems 43

SentinelSection FocusTransparency Activity22

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This unusual tree is a type of quiver tree. This rare species is foundin parts of South Africa and Namibia. This particular type of quivertree is critically endangered; estimates show fewer than 200 full-grown trees left.

1. Describe the characteristics of the quiver tree from the photo.

2. What kind of environment does this tree live in?

3. Hypothesize what factors might threaten the quiver tree.


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44 Ecosystems

Is there a Great HappySwamp?

Section FocusTransparency Activity33


Almost three-fourths of Earth’s surface is covered by water. Thiswater is in the Great Dismal Swamp located in Virginia and NorthCarolina.

1. Why were wetlands like the Great Dismal Swamp originally considered dismal and useless places? Why are they valued today?

2. Name some other water systems. How does human activity affectthese systems?


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Ecosystems 45

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BiomesTeaching TransparencyActivity22

NO

RTH

AMER

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UTH

AMER

ICA

AFRI

CA

EURO

PEA

SIA

AUST

RALI

A

Equa

tor

Trop

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f Cap

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Anta

rctic

Circ

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Trop

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f Can

cer

Arct

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Des

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Gras

slan

dTr

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al ra

info

rest

Tem

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info

rest

Tem

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iga

Tund

ra


46 Ecosystems

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Teaching Transparency Activity (continued)

1. What are similar climates and ecosystems called?

2. What is a climate?

3. What biome covers the majority of Australia?

4. Where are major tropical rain forests located?

5. How many major land biomes are on Earth?

6. Which three biomes can be found in large areas of the United States?



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Ecosystems 47

AssessmentTransparency Activity

Ecosystems

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Directions: Carefully review the diagrams and answer the following questions.

1. What is the correct sequence of these stages of succession?A X, Y, Z, W B Y, W, Z, X C Z, Y, W, X D W, Y, X, Z

2. At which stage is equilibrium most likely to be restored to theecosystem?F Z G W H X J Y

3. A reasonable hypothesis based on these data would be that ___.A once trees are established, other species disappearB shrubs represent a middle stage of successionC trees cannot grow unless grasses and shrubs grow firstD slower-growing species tend to appear sooner in the process of

succession

Grasses and weeds

W X

Large shrubs andmedium-sized trees

Shrubs, weeds, andsmall tree seedling

Y

Uniform stand oftall trees

Z


Documents

434G FM-i-vi-mss02-825438 15.04 ... - Science Class 3000scienceclass3000.weebly.com/uploads/5/4/5/9/5459088/gsb434.pdfGlencoe Science Chapter Resources Ecosystems Includes: Reproducible