1

Biology - Student Reader & Workbook Unit 5, Ecology - Chapter 1: Principles of Ecology

UNIT 5, ECOLOGY – CHAPTER 1: PRINCIPLES OF ECOLOGY ......................................... 3

LESSON 1.1 – THE SCIENCE OF ECOLOGY .................................................................... 4 Lesson Objectives ..................................................................................................................................... 4 Lesson Vocabulary ................................................................................................................................... 4 Lesson Introduction .................................................................................................................................. 5 Organisms and the Environment .............................................................................................................. 7 The Ecosystem.......................................................................................................................................... 7

Niche ..................................................................................................................................................... 8 Habitat ...................................................................................................................................................... 8

Competitive Exclusion Principle ........................................................................................................... 9 Flow of Energy ....................................................................................................................................... 10

Producers ............................................................................................................................................ 10 Consumers ........................................................................................................................................... 11 Decomposers ....................................................................................................................................... 12

Food Chains and Food Webs .................................................................................................................. 14 Food Chains ........................................................................................................................................ 14 Food Webs ........................................................................................................................................... 15

Trophic Levels ........................................................................................................................................ 16 Trophic Levels and Energy ................................................................................................................. 16 Trophic Levels and Biomass ............................................................................................................... 17

Lesson Summary .................................................................................................................................... 19 Lesson Review Questions ....................................................................................................................... 19

Recall .................................................................................................................................................. 19 Apply Concepts ................................................................................................................................... 19 Think Critically ................................................................................................................................... 19

Points to Consider ................................................................................................................................... 19 Multimedia Links ................................................................................................................................... 20

LESSON 1.2 – RECYCLING MATTER ...........................................................................21 Lesson Objectives ................................................................................................................................... 21 Lesson Vocabulary ................................................................................................................................. 21 Lesson Introduction ................................................................................................................................ 22 Biogeochemical Cycles .......................................................................................................................... 23 Water Cycle ............................................................................................................................................ 24

Evaporation, Sublimation, and Transpiration .................................................................................... 24 Condensation and Precipitation ......................................................................................................... 25 Groundwater and Runoff..................................................................................................................... 25

Graphic Organizer: Water Cycle ............................................................................................................ 27 Carbon Cycle .......................................................................................................................................... 27 Nitrogen Cycle........................................................................................................................................ 30 Graphic Organizer: The Role of Bacteria in the Nitrogen Cycle ........................................................... 31 Lesson Summary .................................................................................................................................... 32 Lesson Review Questions ....................................................................................................................... 32

Recall .................................................................................................................................................. 32 Apply Concepts ................................................................................................................................... 32

2

Think Critically ................................................................................................................................... 32 Points to Consider ................................................................................................................................... 33 Multimedia Links ................................................................................................................................... 33

LESSON 1.3 – BIOMES ...............................................................................................34 Lesson Objectives ................................................................................................................................... 34 Lesson Vocabulary ................................................................................................................................. 34 Lesson Introduction ................................................................................................................................ 34 Terrestrial Biomes .................................................................................................................................. 35

Terrestrial Biomes and Climate .......................................................................................................... 36 Graphic Organizer: Terrestrial Biome Concept Map ............................................................................. 38 Graphic Organizer: Factors That Influence Temperature ....................................................................... 39 Graphic Organizer: Factors That Influence Precipitation ....................................................................... 40

Climate and Plant Growth .................................................................................................................. 40 Climate and Biodiversity ..................................................................................................................... 40 Climate and Adaptations ..................................................................................................................... 40

Survey of Terrestrial Biomes .................................................................................................................. 42 Aquatic Biomes ...................................................................................................................................... 44

Aquatic Biomes and Sunlight .............................................................................................................. 44 Aquatic Biomes and Dissolved Substances ......................................................................................... 46

Aquatic Organisms ................................................................................................................................. 46 Graphic Organizer: Aquatic Organisms ................................................................................................. 47 Marine Biomes ....................................................................................................................................... 48 Freshwater Biomes ................................................................................................................................. 50 Lesson Summary .................................................................................................................................... 52 Lesson Review Questions ....................................................................................................................... 52

Recall .................................................................................................................................................. 52 Apply ................................................................................................................................................... 52 Think Critically ................................................................................................................................... 52

Points to Consider ................................................................................................................................... 53 Multimedia Links ................................................................................................................................... 53

3

Unit 5, Ecology – Chapter 1: Principles of Ecology

These brilliant red “feathers” are actually animals called tube worms. They live in an extreme environment on the deep ocean floor, thousands of meters below the water’s surface. Their world is always very cold and completely dark. Without sunlight, photosynthesis is not possible. So what do organisms eat at these depths? Tube worms depend for food on chemosynthetic microorganisms that live inside them. In this and other ways, tube worms have adapted to the extreme conditions of their environment. All organisms must adapt to their environment in order to survive. This is true whether they live in water or on land. Most environments are not as extreme as the deep ocean where tube worms live. But they all have conditions that require adaptations. In this chapter, you will read about a wide variety of environments and the organisms that live in them.

4

Lesson 1.1 – The Science of Ecology Lesson Objectives

• Distinguish between abiotic and biotic factors. • Define ecosystem and other ecological concepts. • Describe how energy flows through ecosystems. • Explain how food chains and webs model feeding relationships. • Identify trophic levels in a food chain or web.

Lesson Vocabulary DIRECTIONS: Please read the words below. Decide how well you know each of the words and indicate your knowledge level by marking the appropriate column. Word

3 Can Define/ Use It

2 Heard It/ Seen It

1 Don’t Know It

Definition

Ecology

Abiotic factor

Biotic factor

Niche

Habitat

Competitive exclusion principle

Photoautotroph

Chemoautotroph

Herbivore

Carnivore

5

Word

3 Can Define/ Use It

2 Heard It/ Seen It

1 Don’t Know It

Definition

Omnivore

Decomposer

Scavenger

Detritivore

Detritus

Saprotroph

Food chain

Food web

Trophic level

Biomass

Lesson Introduction Prairie dogs are rodents that make their homes by burrowing tunnels in the grounds of grasslands. While often considered as pests by farmers and ranchers, their burrowing activity actually improves the soil of the grasslands and helps the land retain water. The burrows also provide nesting grounds for organisms such as ferrets and the burrowing owl. Finally, prairie dogs are an important source of food for ferrets and predatory birds. Studying the impact prairie dogs have on their environment and other organisms falls under the branch of ecology. Ecology is the study of how living things interact with each other and with their environment. It is a major branch of biology but has areas of overlap with geography, geology, climatology, and other sciences. This lesson introduces fundamental concepts in ecology, beginning with organisms and the environment.

6

Before Reading: Introductory Activity DIRECTIONS - Before you read the paragraph below, think of an organism for each of the following descriptions: A) A plant - ________________________ B) An organism that eats plants - _______________________ C) An organism that eats other organisms - ________________________ Next, use those organisms to complete the paragraph below and then answer the questions that follow. As the sun began to rise on a new day, (A) _____________ stretched out its leaves to capture the dancing rays. The energy from the sun helped the (A) _____________ to produce its own food so that it could have energy to continue growing. Also early to rise was a(n) (B) ________________, which came along and nibbled at one of the leaves from the (A) ____________________. As the (B) ________________ ate the leaf, it also gained some energy and used it to scurry off in search for more food. Alas! On its way the (B) _______________ was snatched up quickly by a hungry (C) ________________. With its breakfast finished, the (C) _______________ found a cool shady spot in the dirt underneath a tree to take a nap. Questions: Use the paragraph above to answer the following questions. 1. A) Where did the energy start? ____________________________________________________ B) How did the energy move? _____________________________________________________ 2. A) In the ecosystem described, what are the living aspects? _____________________________ ______________________________________________________________________________ B) Non-living aspects? ___________________________________________________________ 3. Describe how a non-living factor impacted a living factor. ____________________________ ______________________________________________________________________________ 4. Describe how a living factor impacted a non-living factor. ____________________________ ______________________________________________________________________________

7

Organisms and the Environment Organisms are individual living things. Despite their tremendous diversity, all organisms have the same basic needs: energy and matter. These must be obtained from the environment. Therefore, organisms are not closed systems. This means that they cannot function isolated. They depend on and are influenced by their environment. The environment includes two types of factors: abiotic and biotic.

• Abiotic factors are the nonliving aspects of the environment. They include factors such as sunlight, soil, temperature, and water.

• Biotic factors are the living aspects of the environment. They consist of other organisms, including members of the same and different species.

The Ecosystem An ecosystem is a unit of nature and the focus of study in ecology. It consists of all the biotic and abiotic factors in an area and their interactions. Ecosystems can vary in size. A lake could be considered an ecosystem. So could a dead log on a forest floor. Both the lake and log contain a variety of species that interact with each other and with abiotic factors. Another example of an ecosystem is pictured in Figure 1.1. Figure 1.1: What are some of the biotic and abiotic factors in this desert ecosystem?

Desert Ecosystem

Within ecosystems, energy and matter can be transferred. Like organisms, when it comes to energy, ecosystems are not closed systems. They need constant inputs of energy. Most ecosystems get energy from sunlight. A small minority get energy from chemical compounds.

8

This initial input of energy can be transferred from organism to organism as well as transferred to the environment as heat. Unlike energy, matter is not constantly added to ecosystems. Instead, it is recycled. Water and elements such as carbon and nitrogen are used over and over again as it is transferred between abiotic and biotic factors within an ecosystem. Niche One of the most important concepts associated with the ecosystem is the niche. A niche refers to the role of a species in its ecosystem. It includes all the ways that the species interacts with the biotic and abiotic factors of the environment. Two important aspects of a species’ niche are the food it eats and how the food is obtained. Look at Figure 1.2. It shows pictures of birds that occupy different niches. Each species eats a different type of food and obtains the food in a different way. Figure 1.2: Each of these species of birds has a beak that suits it for its niche. For example, the long slender beak of the nectarivore allows it to sip liquid nectar from flowers. The short sturdy beak of the granivore allows it to crush hard, tough grains.

Bird Niches

Habitat Another aspect of a species’ niche is its habitat. The habitat is the physical environment in which a species lives and to which it is adapted. A habitat’s features are determined mainly by abiotic factors such as temperature and rainfall. These factors also influence the traits of the organisms that live there. For example, a place with very little rainfall will have dry land. Therefore, the only plants that can live there are the ones that do well with very little water.

9

Competitive Exclusion Principle A given habitat may contain many different species, but each species must have a different niche. Two different species cannot occupy the same niche in the same place for very long. This is known as the competitive exclusion principle. If two species were to occupy the same niche, what do you think would happen? They would compete with one another for the same food and other resources in the environment. Eventually, one species would be likely to outcompete and replace the other. Think Aloud: Besides food, what other resources might different species compete for? ______________________________________________________________________________ ______________________________________________________________________________ Reading Check: 1. Ecology is the study of: A) living things B) the environment C) the interaction of living things and the environment 2. Which of the following are abiotic factors? (circle all that apply) Clouds Hawks Water Fire Moss 3. There are many different populations of bacteria living on your skin at different sites, depending on whether the skin sites are dry, moist, or oily. Could different parts of your own skin be considered an ecosystem? Explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. What is the starting input of energy for most ecosystems?______________________________ 5. What is the difference between how energy and matter move through ecosystems? ______________________________________________________________________________ ______________________________________________________________________________

10

6. A) Can two different species occupy the same habitat? _________________________________ B) Can two different species occupy the same niche? ___________________________________ 7. What is the difference between a niche and a habitat? ______________________________________________________________________________ ______________________________________________________________________________ 8. Why can’t two different species occupy the same niche? ______________________________________________________________________________ ______________________________________________________________________________ Flow of Energy All living organisms need energy to survive. Energy can be found in different forms and transferred from one object or organism to another. Energy enters ecosystems in the form of sunlight or chemical compounds. Some organisms use this energy to make food, which is later broken down to provide energy. Other organisms get energy by eating the food. Organisms are categorized by how they obtain their energy. Producers Producers are organisms that produce food for themselves. They use energy and simple inorganic molecules to make organic compounds such as carbohydrates. The carbohydrates can be broken down by the organism later through the process of cellular respiration to get energy in the form of ATP. The stability of producers is vital to ecosystems because all organisms need organic molecules. Producers are also called autotrophs. There are two basic types of autotrophs: photoautotrophs and chemoautotrophs.

• Photoautotrophs use energy from sunlight to make food by photosynthesis. They include plants, algae, and certain bacteria (see Figure 1.3).

• Chemoautotrophs use energy from chemical compounds to make food by chemosynthesis. They include some bacteria and also archaea. Archaea are microorganisms that resemble bacteria.

11

Figure 1.3: Different types of photoautotrophs are important in different ecosystems.

Word Work The root “auto-” in autotroph means self. The prefix “photo-” in photoautotroph and photosynthesis means light. Use these two meanings to define the word “photoautotroph.” _____________________________________________________________________________ Next in the reading you will see the word “heterotroph.” The prefix “hetero-” should be familiar from the word “heterozygous”, which you learned in an earlier chapter. What does “hetero-”mean? ______________________________________________________________________ Consumers Consumers are organisms that depend on other organisms for food. They take in organic molecules by eating other living things. They include all animals and fungi. They also include many bacteria, protists, and even a few plants, such as the pitcher plant in Figure 1.4. Consumers are also called heterotrophs. Heterotrophs are classified by what they eat:

• Herbivores consume producers such as plants or algae. They are a necessary link between producers and other consumers that do not eat producers. Examples of herbivores include deer, rabbits, and mice.

12

• Carnivores consume animals. Examples include lions, polar bears, hawks, frogs, salmon, and spiders. Carnivores that are unable to digest plants and must eat only animals are called obligate carnivores. Other carnivores can digest plants but do not commonly eat them.

• Omnivores consume both plants and animals. They include humans, pigs, brown bears,

gulls, crows, and some species of fish. Figure 1.4: Virtually all plants are producers. This pitcher plant is both a producer and consumer. It consumes insects. It traps them in a sticky substance in its “pitcher.” Then it secretes enzymes that break down the insects and release nutrients. Which type of consumer is a pitcher plant?

Pitcher Plant

Decomposers When organisms die, they leave behind energy and matter in their remains. Decomposers break down the remains and other wastes and release simple inorganic molecules back to the environment. Producers can then use the molecules to make new organic compounds. In this way, matter is recycled. The stability of decomposers is essential to every ecosystem. Decomposers are classified by the type of organic matter they break down:

• Scavengers consume the soft tissues of dead animals. Examples of scavengers include vultures, raccoons, and blowflies.

• Detritivores consume detritus—the dead leaves, animal feces, and other organic debris that collects on the soil or at the bottom of a body of water. On land, detritivores include earthworms, millipedes, and dung beetles (see Figure 1.5). In water, detritivores include “bottom feeders” such as sea cucumbers and catfish.

• Saprotrophs are the final step in decomposition. They feed on any remaining organic matter that is left after other decomposers do their work. Saprotrophs include fungi,

13

bacteria, and single-celled protozoa. Fungi are the only organisms that can decompose wood.

Figure 1.5: This dung beetle is rolling a ball of feces to its nest to feed its young.

Dung Beetle

Graphic Organizer: Ways Organisms Obtain Energy DIRECTIONS: Complete the graphic organizer below by filling in the blanks labeling the different types of producers, consumers, and decomposers and giving a brief description of each following the label.

Producers

Photoautotroph:

_______________:

Consumers

Herbivore:

_______________:

_______________:

Decomposers

Scavenger:

_______________:

_______________:

14

Reading Check: 1. The only organisms that are able to use the sun’s energy to create food are:

A) photoautotrophs B) chemoautotrophs C) heterotrophs D) decomposers 2. A strict vegetarian would be considered a(n):

A) omnivore B) carnivore C) herbivore D) producer 3. Explain why decomposers are critical to the cycle of matter through an ecosystem. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4. What’s the difference between a scavenger and a detritivore? _____________________________________________________________________________ _____________________________________________________________________________ What organisms complete the final step of decomposition? ______________________________ _____________________________________________________________________________ Food Chains and Food Webs Food chains and food webs are diagrams that represent feeding relationships. They show who eats whom. In this way, they model how energy and matter move through ecosystems. Food Chains A food chain represents a single possible pathway through which energy and matter flow through an ecosystem. An example is shown in Figure 1.6. Food chains are generally simpler than what really happens in nature. Most organisms consume—and are consumed by—more than one species.

15

Figure 1.6: This food chain includes producers and consumers. How could you add decomposers to the food chain?

Food Webs A food web represents multiple pathways through which energy and matter flow through an ecosystem. It includes many intersecting food chains. An example is shown in Figure 1.7. Figure 1.7: This food web consists of several different food chains. Which organisms are producers in all of the food chains included in the food web?

Food Web

16

Trophic Levels The feeding positions in a food chain or web are called trophic levels. The different trophic levels are defined in Table 1.1. Examples are also given in the table. Table 1.1: All food chains and webs have at least two or three trophic levels. Generally, there are a maximum of four trophic levels.

Trophic Levels Trophic Level Where It Gets Food Example

1st Trophic Level: Producer

Makes its own food Plants make food.

2nd Trophic Level: Primary Consumer

Consumes producers Mice eat plant seeds.

3rd Trophic Level: Secondary Consumer

Consumes primary consumers Snakes eat mice.

4th Trophic Level: Tertiary Consumer

Consumes secondary consumers Hawks eat snakes.

Many consumers feed at more than one trophic level. Humans, for example, are primary consumers when they eat plants such as vegetables. They are secondary consumers when they eat cows. They are tertiary consumers when they eat salmon. Trophic Levels and Energy Energy is passed up a food chain or web from lower to higher trophic levels. However, only about 10 percent of the energy at one level is available to the next level. This is represented by the pyramid in Figure 1.8. What happens to the other 90 percent of energy? It is used for metabolic processes such as cellular respiration or given off to the environment as heat. This loss of energy explains why there are rarely more than four trophic levels in a food chain or web. There’s not enough energy left to support any more trophic levels. This is why there are there are fewer top-level consumers than primary consumers or producers.

17

Figure 1.8: This pyramid shows how energy and biomass decrease from lower to higher trophic levels.

Ecological Pyramid

Trophic Levels and Biomass With less energy at higher trophic levels, there are usually fewer organisms as well. Organisms tend to be larger in size at higher trophic levels, but their smaller numbers still result in less biomass. Biomass is the total mass of organisms at a trophic level. The decrease in biomass from lower to higher levels is also represented by Figure 1.8.

Producers

Primary Consumers

Secondary Consumers

18

Reading Check: 1. What is the difference between a food chain and a food web? ______________________________________________________________________________ ______________________________________________________________________________ 2. In Figure 11.7, what are all the different possible trophic levels a spider can belong to? ______________________________________________________________________________ ______________________________________________________________________________ 3. If the insectivorous birds in Figure 11.7 were removed, what would be all the different effects this would have on the other organisms in the food web? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Explain why eating vegetables are more energy-efficient than eating hamburgers. ______________________________________________________________________________ ______________________________________________________________________________ 5. A) Look at Figure 11.8. Assume that producers in this pyramid have 1,000,000 kilocalories of energy. How much energy is available to primary consumers? ______________________________________________________________________________ B) Why is energy lost as it moves up a trophic level? ______________________________________________________________________________ ______________________________________________________________________________ 6. Why do you think many of our endangered species, such as the tiger or bald eagle, are top-level consumers? _______________________________________________________________ ______________________________________________________________________________

19

Lesson Summary

• Ecology is the study of how living things interact with each other and with their environment. The environment includes abiotic (nonliving) and biotic (living) factors.

• An ecosystem consists of all the biotic and abiotic factors in an area and their interactions. A niche refers to the role of a species in its ecosystem. A habitat is the physical environment in which a species lives and to which it is adapted. Two different species cannot occupy the same niche in the same place for very long.

• Ecosystems require constant inputs of energy from sunlight or chemicals. Producers use energy and inorganic molecules to make food. Consumers take in food by eating producers or other living things. Decomposers break down dead organisms and other organic wastes and release inorganic molecules back to the environment.

• Food chains and food webs are diagrams that represent feeding relationships. They model how energy and matter move through ecosystems.

• The different feeding positions in a food chain or web are called trophic levels. Generally, there are no more than four trophic levels because energy and biomass decrease from lower to higher levels.

Lesson Review Questions Recall 1. Define biotic and abiotic factors of the environment. Give an example of each. 2. How do ecologists define the term ecosystem? 3. State the competitive exclusion principle. 4. Identify three different types of consumers. Name an example of each type. 5. Describe the role of decomposers in food webs. Apply Concepts 6. Draw a terrestrial food chain that includes four trophic levels. Identify the trophic level of

each organism in the food chain. 7. In Figure 11.7, find two food chains containing gulls: one in which gulls eat secondary

consumers, and one in which gulls eat tertiary consumers. Think Critically 8. Compare and contrast the ecosystem concepts of niche and habitat. 9. What can you infer about an ecosystem that depends on chemoautotrophs for food? 10. Explain how energy limits the number of trophic levels in a food chain or web. Points to Consider In this lesson, you learned how matter is transferred through food chains and webs. Producers make food from inorganic molecules. Other organisms consume the producers. When organisms die, decomposers break down their remains and release inorganic molecules that can be used again by producers. In this way, matter is recycled by the biotic factors in ecosystems.

20

• Do you think that abiotic factors in ecosystems might also play a role in recycling matter? In what way?

• What abiotic factors might be involved in recycling matter? For example, what abiotic factors might be involved in recycling water?

Multimedia Links You can learn more about carnivorous plants by watching the video at the link below: http://www.teachersdomain.org/asset/lsps07_vid_carnivplants/ You can learn about a coral reef food web at the link below: http://www.teachersdomain.org/asset/hew06_vid_foodweb/ You can learn about the flow of energy and why biomass decreases at higher trophic levels at the link below: http://videos.howstuffworks.com/discovery/27995-assignment-discovery-energy-flow-video.htm You can learn about how a change in temperature can affect a food web by watching a video at the following link: http://www.teachersdomain.org/asset/ean08_vid_foodfish/

21

Lesson 1.2 – Recycling Matter Lesson Objectives

• Define biogeochemical cycles. • Describe the water cycle and its processes. • Give an overview of the carbon cycle. • Outline the steps of the nitrogen cycle.

Lesson Vocabulary DIRECTIONS: Please read the words below. Decide how well you know each of the words and indicate your knowledge level by marking the appropriate column.

Word

3 Can Define/

Use It

2 Heard It/

Seen It

1 Don’t

Know It

Definition

Biogeochemical

cycle

Exchange pool

Reservoir

Water cycle

Evaporation

Sublimation

Transpiration

Condensation

Precipitation

Infiltration

22

Word

3 Can Define/

Use It

2 Heard It/

Seen It

1 Don’t

Know It

Definition

Groundwater

Aquifer

Runoff

Carbon cycle

Nitrogen cycle

Nitrogen fixation

Lesson Introduction In the last section you learned about how ecosystems are constantly receiving an initial input of energy, mostly from the sun. That energy is captured first by autotrophs and then passed up trophic levels from heterotroph to heterotroph along the food chain. As each organism uses some of that energy for its own life processes and transfers some of the energy to the atmosphere as heat, about 90% of the available energy is “lost” every time it moves up a trophic level. Food chains not only show the movement of energy, however, they also follow the movement of matter. Unlike energy, matter is not lost as it passes through an ecosystem. Instead, matter is recycled.

23

Before Reading: Think Aloud Have you ever considered the idea that a drop of water from a cup that you drink could have molecules of the very same water that existed in the tissues of a dinosaur? Water, like other matter used by organisms, is constantly recycled. In fact, YOU are part of the water cycle too. How does water cycle through you? Answer the following questions: 1. A) What are different ways that water enters your body? _______________________________ _____________________________________________________________________________ B) How did water get to those sources? _____________________________________________ _____________________________________________________________________________ 2. A) What are different ways that water can leave your body? _____________________________ ______________________________________________________________________________ B) Where does the water go from there? _____________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Biogeochemical Cycles The chemical elements and water that are needed by organisms continuously recycle in ecosystems. They pass through biotic and abiotic components of the biosphere. That’s why their cycles are called biogeochemical cycles. For example, a chemical might move from organisms (bio) to the atmosphere or ocean (geo) and back to organisms again. Elements or water may be held for various periods of time in different parts of a cycle.

• Part of a cycle that holds an element or water for a short period of time is called an exchange pool. For example, the atmosphere is an exchange pool for water. It usually holds water (in the form of water vapor) for just a few days.

• Part of a cycle that holds an element or water for a long period of time is called a reservoir. The ocean is a reservoir for water. The deep ocean may hold water for thousands of years.

24

The rest of this lesson describes three biogeochemical cycles: the water cycle, carbon cycle, and nitrogen cycle. Water Cycle Water on Earth is billions of years old. However, individual water molecules keep moving through the water cycle. The water cycle is a global cycle. It takes place on, above, and below Earth’s surface, as shown in Figure 1.9. Figure 1.9: Like other biogeochemical cycles, there is no beginning or end to the water cycle. It just keeps repeating.

During the water cycle, water occurs in three different states: gas (water vapor), liquid (water), and solid (ice). Many processes are involved as water changes state in the water cycle. Evaporation, Sublimation, and Transpiration Water changes to a gas by three different processes:

• Evaporation occurs when water on the surface changes to water vapor. The sun heats the water and gives water molecules enough energy to escape into the atmosphere.

• Sublimation occurs when ice and snow change directly to water vapor. This also happens because of heat from the sun.

• Transpiration occurs when plants release water vapor through leaf pores called stomata

(see Figure 1.10). Some of the water is a product of photosynthesis.

25

Figure 1.10: Plant leaves have many tiny stomata. They release water vapor into the air.

Condensation and Precipitation Rising air currents carry water vapor from all these sources into the atmosphere. As the water vapor rises in the atmosphere, it cools and condenses. Condensation is the process in which water vapor changes to tiny droplets of liquid water. The water droplets may form clouds. If the droplets get big enough, they fall as precipitation—rain, snow, sleet, hail, or freezing rain. Most precipitation falls into the ocean. Eventually, this water evaporates again and repeats the water cycle. Some frozen precipitation becomes part of ice caps and glaciers. These masses of ice can store frozen water for hundreds of years. Groundwater and Runoff Precipitation that falls on land as rain may flow over the surface of the ground. This water is called runoff. It may eventually flow into a body of water. Some precipitation that falls on land may soak into the ground, becoming groundwater. Groundwater may seep out of the ground at a spring or into a body of water such as the ocean. Some groundwater may be taken up by plant roots. Some may flow deeper underground to an aquifer. This is an underground layer of rock that stores water, sometimes for thousands of years.

26

Reading Check: 1. An aquifer would be an example of a(n): (circle one)

exchange pool reservoir 2. A full grown tree can lose hundreds of gallons of water on a hot day through this process:

A) evaporation B) sublimation C) transpiration 3. Explain how evaporation and condensation are opposite processes. ______________________________________________________________________________ ______________________________________________________________________________ 4. What is the difference between evaporation and sublimation? ______________________________________________________________________________ ______________________________________________________________________________ 5. Describe three different paths water can take after it becomes groundwater. ______________________________________________________________________________ ______________________________________________________________________________ 6. If water is abundant and constantly going through a cycle, why do you think we often hear about a shortage of water?________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

27

Graphic Organizer: Water Cycle DIRECTIONS: In the blank boxes below, write the name of each process shown.

Carbon Cycle Molecules are considered organic molecules if they contain the element carbon. Carbon is important to the structure of living organisms because it is used to create all the biomolecules: carbohydrates, lipids, proteins, and nucleic acids. The carbon cycle, shown in Figure 1.1, moves carbon back and forth between the environment and the living organisms. In other words, the carbon cycle is the movement of carbon through the abiotic and biotic factors of the ecosystem.

Gas

Ice/Snow Plants Surface Water

Precipitation

28

Figure 1.1: Carbon moves from one reservoir to another in the carbon cycle. What role do organisms play in this cycle?

The Carbon Cycle

Carbon cycles quickly between organisms and the atmosphere. Photosynthesis removes carbon dioxide from the atmosphere and uses it to make food. Have you heard the saying “you are what you eat”? The food made helps the producer grow by contributing to the structure of its cells. When a producer is consumed, the carbon moves into the consumer and again the carbon can be used for the growth of the consumer. The matter in the food you consume is literally used as the building blocks for creating you! For all organisms, producers and consumers, food also provides the organism with energy. As organisms convert food into energy they can use through the process of cellular respiration, carbon is released back into the atmosphere as carbon dioxide. When organisms die, decomposition releases the carbon within the organism back into the atmosphere. Carbon cycles far more slowly through geological processes such as sedimentation. Carbon may be stored in sedimentary rock for millions of years. Flowing water can slowly dissolve carbon in sedimentary rock. Most of this carbon ends up in the ocean. The deep ocean can store

Organisms release carbon from cellular respiration and decomposition into the

atmosphere.

Human actions such as burning fossil fuels and making cement release carbon

into the t h

Sediments from dead organisms form fossil fuels or carbon-containing rocks

that store carbon for millions

Runoff, rivers, and streams dissolve

carbon in rocks and carry it to the ocean.

Cold ocean water dissolves carbon

from the h

Autotrophs remove carbon from the

atmosphere to make organic molecules.

Warm ocean water releases carbon into the

h Volcanic eruptions release

carbon from magma into the atmosphere.

Subduction pulls rocks containing carbon down into the magma.

The atmosphere stores carbon as carbon dioxide.

29

carbon for thousands of years. Sedimentary rock and the ocean are major reservoirs of stored carbon. Another reservoir of stored carbon is fossil fuel deposits. If dead organisms are covered before they can decompose and are not exposed to oxygen, over millions of years they can form fossil fuels. When we burn fossil fuels such as coal and oil, we release carbon back into the atmosphere. Reading Check: 1. Name three processes that release carbon back into the atmosphere. ______________________________________________________________________________ 2. What is the only process that moves carbon from an abiotic factor to a biotic factor? ______________________________________________________________________________ 3. A) What are some reservoirs of carbon? _____________________________________________ B) What part of the carbon cycle serves as an exchange pool? ___________________________ ______________________________________________________________________________ 4. Explain why the burning of trees also releases carbon dioxide. _________________________ ______________________________________________________________________________ 5. Application Question: When you lose weight, where does that weight go? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

30

Nitrogen Cycle Nitrogen makes up 78 percent of Earth’s atmosphere. It’s also an important part of living things. Nitrogen is found in proteins, nucleic acids, and chlorophyll. The nitrogen cycle moves nitrogen through the abiotic and biotic parts of ecosystems. Figure 1.12 shows how nitrogen cycles through a terrestrial ecosystem. Nitrogen passes through a similar cycle in aquatic ecosystems. Figure 1.12: Nitrogen cycles between the atmosphere and living things.

Nitrogen Cycle in a Terrestrial Ecosystem

Although nitrogen gas is abundant in the atmosphere, plants cannot use nitrogen gas from the air to make organic compounds for themselves and other organisms. The nitrogen gas (N2) must be changed to a form called nitrates (NO3), which plants can absorb through their roots. The process of changing nitrogen gas to nitrates is called nitrogen fixation, which is carried out by nitrogen-fixing bacteria. The bacteria live in soil and roots of legumes such as peas or beans. The nitrates can then be used by plants to create proteins, nucleic acids, and chlorophyll. When consumers eat these plants the nitrogen gets reused to make new proteins. When plants and other organisms die, decomposers break down their remains. In the process, they release nitrogen in the form of ammonium ions (NH4

+). Nitrifying bacteria change the ammonium ions into nitrates. Some of the nitrates are used by plants. Some nitrates are changed back to nitrogen gas by denitrifying bacteria.

31

Reading Check: 1. Explain why bacteria are critical to the nitrogen cycle. ______________________________________________________________________________ ______________________________________________________________________________ 2. A) What form of nitrogen can be used by plants? ______________________________________ B) What are two ways nitrogen can be converted intoits usable form? ______________________________________________________________________________ ______________________________________________________________________________ 3. What are some ways that the nitrogen cycle is similar to the carbon cycle? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Graphic Organizer: The Role of Bacteria in the Nitrogen Cycle DIRECTIONS: Explain the role each type of bacteria plays in the nitrogen cycle in the box to the right.

Nitrogen-fixing bacteria

Decomposers

Nitrifying bacteria

Denitrifying bacteria

32

Lesson Summary

• Chemical elements and water are recycled through biogeochemical cycles. The cycles include both biotic and abiotic parts of ecosystems.

• The water cycle takes place on, above, and below Earth’s surface. In the cycle, water occurs as water vapor, liquid water, and ice. Many processes are involved as water changes state in the cycle. The atmosphere is an exchange pool for water. Ice masses, aquifers, and the deep ocean are water reservoirs.

• In the carbon cycle, carbon passes among sedimentary rocks, fossil fuel deposits, the ocean, the atmosphere, and living things. Carbon cycles quickly between organisms and the atmosphere. It cycles far more slowly through geological processes.

• The nitrogen cycle moves nitrogen back and forth between the atmosphere and organisms. Bacteria change nitrogen gas from the atmosphere to nitrogen compounds that plants can absorb. Other bacteria change nitrogen compounds back to nitrogen gas, which re-enters the atmosphere.

Lesson Review Questions Recall 1. What is a biogeochemical cycle? Name an example. 2. Identify and define two processes by which water naturally changes from a solid or liquid

to a gas. 3. Define exchange pool and reservoir, and identify an example of each in the water cycle. 4. State three ways that carbon dioxide enters Earth’s atmosphere. 5. List all the ways that a single tree may be involved in the carbon cycle. Apply Concepts 6. Assume you are a molecule of water. Describe one way you could go through the water

cycle, starting as water vapor in the atmosphere. 7. Read the following passage. Then apply information from the lesson to explain why the

farmer plants peas.

A farmer has three fields in which she grows corn for market. Every year, she plants one of the fields with peas, even though she cannot make as much money selling peas as she can selling corn. She rotates the fields she plants with peas so that each field is planted with peas every 3 years.

Think Critically 8. Compare and contrast biological and geological pathways of the carbon cycle. 9. Explain why bacteria are essential parts of the nitrogen cycle.

33

Points to Consider In this lesson, you read how matter is recycled through ecosystems. Ecosystems vary in the amount of matter they can recycle. For example, rainforests can recycle more matter than deserts.

• Consider the abiotic and biotic factors of a rainforest and desert. How are they different? • Why do you think a rainforest can recycle more matter than a desert?

Multimedia Links To learn about how what’s happening to the water cycle today, watch the following video from NASA. http://www.youtube.com/watch?v=A_Y8mrngxA4 Have you ever wondered about where your water supply comes from? The following video link discusses California’s water supply and water cycle: http://www.teachersdomain.org/asset/kqed07_vid_calwater/ For an overview of the carbon cycle watch the video at the link below: http://www.youtube.com/watch?v=0Vwa6qtEih8 An interactive animation on the carbon cycle and human impact on the carbon cycle can be found at the following link: http://epa.gov/climatechange/kids/carbon_cycle_version2.html You can learn more about the nitrogen cycle in the interactive animation at the following link: http://www.teachersdomain.org/asset/lsps07_int_nitrogen/

34

Lesson 1.3 – Biomes Lesson Objectives

• Identify and describe terrestrial biomes • Give an overview of aquatic biomes.

Lesson Vocabulary DIRECTIONS: Please read the words below. Decide how well you know each of the words and indicate your knowledge level by marking the appropriate column.

Word

3 Can

Define/ Use It

2 Heard It/ Seen It

1 Don’t

Know It

Definition

Biome

Climate

Growing season

Marine biome

Freshwater

biome

Wetland

Lesson Introduction If you look at the two pictures in Figure 1.13, you will see very few similarities. The picture on the left shows a desert in Africa. The picture on the right shows a rainforest in Australia. The desert doesn’t have any visible plants, whereas the rainforest is densely packed with trees. What explains these differences?

35

Figure 1.13: Two very different biomes are pictured here. Both are found at roughly the same distance from the equator.

Sahara Desert (Africa) Tropical Rainforest (Australia)

The two pictures in Figure 1.13 represent two different biomes. A biome is a group of similar ecosystems with the same general abiotic factors and primary producers. Biomes may be terrestrial or aquatic. Before Reading: Think Aloud California alone holds six different types of biomes, ranging from desert to wetlands. That means there is a lot of diversity in the types of abiotic and biotic factors that can be found in California. What do you think is important for determining the features of a biome? ____________________________________________________________________________ ____________________________________________________________________________ Why do you think California is able to host so many different types of biomes? ___________________________________________________________________________ ____________________________________________________________________________ Terrestrial Biomes Terrestrial biomes include all the land areas on Earth where organisms live. The distinguishing features of terrestrial biomes are determined mainly by climate.

36

Terrestrial Biomes and Climate Climate is the average weather in an area over a long period of time. Weather refers to the conditions of the atmosphere from day to day. Climate is generally described in terms of temperature and moisture. Temperature falls from the equator to the poles because the equator gets the greatest amount of direct sunlight yearlong. Therefore, major temperature zones are based on latitude. They include tropical, temperate, and arctic zones (see Figure 1.14). However, other factors besides latitude may also influence temperature. For example, land near the ocean may have cooler summers and warmer winters than land farther inland. This is because water gains and loses heat more slowly than does land, and the water temperature influences the temperature on the coast. Temperature also falls from lower to higher altitudes. That’s why tropical zone mountain tops may be capped with snow. Figure 1.14: Temperature zones are based on latitude. What temperature zone do you live in?

Temperature Zones

In terms of moisture, climates can be classified as arid (dry), semi-arid, humid (wet), or semi-humid. The amount of moisture depends on both precipitation and evaporation. Precipitation increases moisture. Evaporation decreases moisture.

• The global pattern of precipitation is influenced by movements of air masses. For example, there is a global belt of dry air masses and low precipitation at about 30° N and 30° S latitude.

37

• Precipitation is also influenced by temperature. Warm air can hold more moisture than cold air, so tropical areas receive more rainfall than other parts of the world.

• Nearness to the ocean and mountain ranges may also influence the amount of

precipitation an area receives. This is explained in Figure 1.15.

• Evaporation of moisture is greatest where it is hot and sunny. Therefore, cold climates with low precipitation may not be as dry as warm climates with the same amount of precipitation.

Figure 1.15: This diagram shows how precipitation is affected by the ocean and a mountain range.

• Moist air from the ocean rises up over the mountain range. • As the air rises, it cools and its water vapor condenses. Precipitation falls on the

windward side of the mountain range. • The air is dry when it reaches the leeward side of the mountain range, so there is little

precipitation there. This creates a “rain shadow.”

38

Graphic Organizer: Terrestrial Biome Concept Map DIRECTIONS - Fill in the correct boxes of the concept map using the following words: climate, evaporation, moisture, precipitation, temperature

Which depends on

Which is described in

terms of

Terrestrial biomes are

determined by______

______

______ ______

______

39

Reading Check: 1. What is the difference between climate and weather?

___________________________________________________________________ ___________________________________________________________________

2. Explain why a city near the ocean has cooler summers and warmer winters than a

city further inland. ___________________________________________________ ___________________________________________________________________

3. Can you explain why there are deserts to the east of California’s mountains?

___________________________________________________________________ ___________________________________________________________________

4. Tropical rainforests are found around the world near the equator. It is a biome

characterized by warm temperature all year with high amounts of precipitation. Explain why tropical rainforests have both characteristics. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Graphic Organizer: Factors That Influence Temperature DIRECTIONS: List a factor that influences temperature in each of the blank boxes below.

Temperature

40

Graphic Organizer: Factors That Influence Precipitation DIRECTIONS: List a factor that influences precipitation in each of the blank boxes below.

Climate and Plant Growth Plants are the major producers in terrestrial biomes. They have five basic needs: air, warmth, sunlight, water, and nutrients. How well these needs are met in a given location depends on growing season and soil quality, both of which are determined mainly by climate.

• Growing season is the period of time each year when it is warm and wet enough for plants to grow. The growing season may last all year in a hot, wet climate but just a few months in a cooler or drier climate.

• Plants grow best in soil that contains plenty of nutrients and organic matter. Both are added to soil when plant litter and dead organisms decompose. Decomposition occurs too slowly in cold climates and too quickly in hot, wet climates for nutrients and organic matter to accumulate.

Climate and Biodiversity Because climate determines plant growth, it also influences the number and variety of other organisms in a terrestrial biome. Biodiversity generally increases from the poles to the equator. It is also usually greater in more humid climates. This is apparent from the desert and rainforest biomes pictured in Figure 1.12 (above). Climate and Adaptations Organisms evolve adaptations that help them survive in the climate of the biome where they live. For example, in biomes with arid climates, plants may have special tissues for storing water (see Figure 1.16). The desert animals pictured in Figure 1.17 also have adaptations for a dry climate.

Precipitation

41

Figure 1.16: The aloe plant on the left stores water in its large, hollow leaves. The cactus plant on the right stores water in its stout, barrel-shaped stems.

Aloe Plant Barrel Cactus

Figure 1.17: The Gila monster’s fat tail is an adaptation to its dry climate. It serves as a storage depot for water. The kangaroo rat has very efficient kidneys. They produce concentrated urine, thus reducing the amount of water lost from the body.

Gila Monster Kangaroo Rat

In biomes with cold climates, plants may adapt by becoming dormant during the coldest part of the year. During dormancy, they slow down cellular activities and may shed their leaves. Animals also adapt to cold temperatures. One way of adapting is with insulation in the form of fur and fat. This is how the polar bears in Figure 1.18 stay warm.

42

Figure 1.18: Thick fur and a layer of blubber keep polar bears warm in their Arctic ecosystem. Why do you think their fur is white? Why might it be an adaptation in an Arctic biome?

Polar Bears

Survey of Terrestrial Biomes Terrestrial biomes are classified by climatic factors and types of primary producers. The world map in Figure 1.19 shows where 13 major terrestrial biomes are found. Figure 1.20 summarizes their basic features. Figure 1.19: This map shows the locations of Earth’s major terrestrial biomes.

Worldwide Distribution of Terrestrial Biomes

43

Figure 1.20: Earth’s major terrestrial biomes on described below and on the next page. As you read about each biome, think about how its biodiversity and types of plants and animals relate to its climate.

Terrestrial Biomes

44

Reading Check: 1. What are the best climate conditions for plant growth?

___________________________________________________________________

2. A) Out of the following, which country would be expected to have the greatest

biodiversity? A) Canada B) United States C) Mexico B) Explain why. ______________________________________________________

___________________________________________________________________

3. Describe an example of an organism’s adaptation to its climate.

___________________________________________________________________

___________________________________________________________________

4. Why do you think there are no amphibians or reptiles in tundra biomes? (Hint:

Amphibians and reptiles cannot maintain a constant body temperature. Instead, they have about the same temperature as their surroundings.) ___________________________________________________________________

___________________________________________________________________

Aquatic Biomes Terrestrial organisms are generally limited by temperature and moisture. Therefore, terrestrial biomes are defined in terms of these abiotic factors. Most aquatic organisms do not have to deal with extremes of temperature or moisture. Instead, their main limiting factors are the availability of sunlight and the concentration of dissolved oxygen and nutrients in the water. These factors vary from place to place in a body of water and are used to define aquatic biomes. Aquatic Biomes and Sunlight In large bodies of standing water, including the ocean and lakes, the water can be divided into zones based on the amount of sunlight it receives:

• The photic zone extends to a maximum depth of 200 meters (656 feet) below the surface of the water. This is where enough sunlight penetrates for photosynthesis to occur. Algae and other photosynthetic organisms can make food and support food webs.

45

• The aphotic zone is water deeper than 200 meters. This is where too little sunlight penetrates for photosynthesis to occur. As a result, food must be made by chemosynthesis or else drift down from the water above.

These and other aquatic zones in the ocean are identified in Figure 1.21. Figure 1.21: The ocean is divided into many different zones, depending on distance from shore and depth of water.

Word Work

Do you remember the prefix “photo-” from photosynthesis?

“Photo-” or “phot-” means “light”. The prefix “a-” means “not” or “negative”.

When you put these together, what do you think “aphotic” means?

__________________________________________

46

Aquatic Biomes and Dissolved Substances Water in lakes and the ocean also varies in the amount of dissolved oxygen and nutrients it contains:

• Water near the surface of lakes and the ocean usually has more dissolved oxygen than does deeper water. This is because surface water absorbs oxygen from the air above it.

• Water near shore generally has more dissolved nutrients than water farther from shore. This is because most nutrients enter the water from land. They are carried by runoff, streams, and rivers that empty into a body of water.

• Water near the bottom of lakes and the ocean may contain more nutrients than water

closer to the surface. When aquatic organisms die, they sink to the bottom. Decomposers near the bottom of the water break down the dead organisms and release their nutrients back into the water.

Aquatic Organisms Aquatic organisms generally fall into three broad groups: plankton, nekton, and benthos. They vary in how they move and where they live.

• Plankton are tiny aquatic organisms that cannot move on their own. They live in the photic zone. They include phytoplankton and zooplankton. Phytoplankton are bacteria and algae that use sunlight to make food. Zooplankton are tiny animals that feed on phytoplankton.

• Nekton are aquatic animals that can move on their own by “swimming” through the water. They may live in the photic or aphotic zone. They feed on plankton or other nekton. Examples of nekton include fish and shrimp.

• Benthos are aquatic organisms that crawl in sediments at the bottom of a body of water.

Many are decomposers. Benthos include sponges, clams, and anglerfish like the one in Figure 1.22. How has this fish adapted to a life in the dark?

47

Figure 1.22: This anglerfish lives between 1000 and 4000 meters below sea level. No sunlight penetrates to this depth. The rod-like structure on its face has a glow-in-the-dark tip. It is covered with microorganisms that give off their own light. The fish wiggles the structure like a worm to attract prey. In the darkness, only the “worm” is visible.

Anglerfish

Graphic Organizer: Aquatic Organisms DIRECTIONS: Fill in the table below by describing where each type of aquatic organism lives, how it moves, and examples of each.

Type of aquatic organism

Where it lives How it moves Examples

Plankton

Nekton

Benthos

48

Reading Check: 1. Aquatic biomes are defined by the availability of _________________ and

concentration of ______________________________________________. 2. A) In which zone would the producers rely on chemosynthesis rather than

photosynthesis? A) photic zone B) aphotic zone B) Explain why. ______________________________________________________

3. Where are two different areas within a lake that would have more nutrients? Explain

why. _______________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

4. Create a food chain in the space below showing how energy flows through the

flowing aquatic organisms: phytoplankton, benthos, nekton, zooplankton

Marine Biomes Anglerfish live in the ocean. Aquatic biomes in the ocean are called marine biomes. Organisms that live in marine biomes must be adapted to the salt in the water. For example, many have organs for excreting excess salt. Two ocean zones are particularly challenging to marine organisms: the intertidal zone and the deep ocean. The intertidal zone is the narrow strip along the coastline that is covered by water at high tide and exposed to air at low tide (see Figure 1.23). There are plenty of nutrients and sunlight in the intertidal zone. However, the water is constantly moving in and out, and the temperature keeps changing. These conditions require adaptations in the organisms that live there, such as the barnacles in Figure 1.24.

49

Figure 1.23: These pictures show the intertidal zone of the Bay of Fundy, on the Atlantic coast in Maine. Can you identify the intertidal zone from the pictures?

High Tide Low Tide

Figure 1.24: Barnacles secrete a cement-like substance that anchors them to rocks in the intertidal zone.

Barnacles

50

Organisms that live deep in the ocean must be able to withstand extreme water pressure, very cold water, and complete darkness. However, even here, thriving communities of living things can be found. Organisms cluster around hydrothermal vents in the ocean floor. The vents release hot water containing chemicals that would be toxic to most other living things. The producers among them are single-celled chemoautotrophs. They make food using energy stored in the chemicals. The tube worms in the chapter opening photo depend on these chemoautotrophs for food. Freshwater Biomes Freshwater biomes have water that contains little or no salt. They include standing and running freshwater biomes. Standing freshwater biomes include ponds and lakes. Lakes are generally bigger and deeper than ponds. Some of the water in lakes is in the aphotic zone where there is too little sunlight for photosynthesis. Plankton and plants (such as the duckweed in Figure 1.25) are the primary producers in standing freshwater biomes. Figure 1.25: The pond on the left has a thick mat of duckweed plants. They cover the surface of the water and use sunlight for photosynthesis. The cattails on the right grow along a stream bed. They have tough, slender leaves that can withstand moving water.

Freshwater Producers Duckweed in a Pond Cattails in a Stream

Running freshwater biomes include streams and rivers. Rivers are usually larger than streams. Streams may start with runoff or water seeping out of a spring. The water runs downhill and joins other running water to become a stream. A stream may flow into a river that empties into a lake or the ocean. Running water is better able to dissolve oxygen and nutrients than standing water. However, the moving water is a challenge to many living things. Algae and plants (such as the cattails in Figure 1.25) are the primary producers in running water biomes.

51

Wetlands A wetland is an area that is saturated with water or covered by water for at least one season of the year. The water may be freshwater or salt water. Wetlands are extremely important biomes for several reasons:

• They store excess water from floods. • They slow down runoff and help prevent erosion. • They remove excess nutrients from runoff before it empties into rivers or lakes. • They provide a unique habitat that certain communities of plants need to survive. • They provide a safe, lush habitat for many species of animals, so they have high

biodiversity. Reading Check: 1. What are some adaptations marine organisms need that freshwater organisms do not?

___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________

2. What are the advantages and challenges of a running freshwater biome compared to a

standing freshwater biome? __________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

3. Wetlands are sometimes called the “kidneys of the landscape.” What functionsdo wetlands

have that allow them to deserve that nickname? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

52

Lesson Summary

• Terrestrial biomes are determined mainly by climate. Climate influences plant growth, biodiversity, and adaptations of land organisms. Terrestrial biomes include tundras, temperate forests and grasslands, chaparral, temperate and tropical deserts, and tropical forests and grasslands.

• Aquatic biomes are determined mainly by sunlight and concentrations of dissolved oxygen and nutrients in the water. Aquatic organisms are either plankton, nekton, or benthos. Marine biomes are found in the salt water of the ocean. Freshwater biomes include standing and running water biomes. Wetlands are extremely important biomes. They may have freshwater or salt water.

Lesson Review Questions Recall 1. What is climate? How does it differ from weather? 2. What is a rain shadow? 3. How does climate influence plant growth? 4. Identify two types of tundra and where they are found. 5. In which biome are you most likely to find grasses, zebras, and lions? 6. What is the photic zone of the ocean? Apply Concepts 7. Compare the data for Seattle and Denver in the table below. Seattle is farther north than

Denver. Why is Seattle warmer?

City, State

Latitude (° N)

Altitude (ft above sea

level)

Location (relative to

ocean)

Average Low Temperature in

January (° F) Seattle,

Washington 48 429 Coastal 33

Denver, Colorado

41 5183 Interior 15

8. If you were to design a well-adapted desert animal, what adaptations would you give it to

help it survive in its desert biome? Think Critically 9. Explain the relationship between biodiversity and climate in terrestrial biomes. 10. Compare and contrast plankton, nekton, and benthos. 11. A developer wants to extend a golf course into a wetland. Outline environmental

arguments you could make against this plan.

53

Points to Consider You read in this lesson that wetlands have high biodiversity.

• In general, what abiotic factors contribute to high biodiversity? • Do you think Earth’s biodiversity is increasing or decreasing? Why?

Multimedia Links You can watch a video on how changes on the surface affect organisms living deep in the ocean at the link below: http://www.youtube.com/watch?v=5qblwORXwrg You can learn more about a desert biome by watching a video at the following link: http://www.teachersdomain.org/asset/tdc02_vid_desert/ You can learn about the characteristics of seven different biomes in the interactive resource at the following link: http://www.teachersdomain.org/asset/ess05_int_biomemap/