NAME :____________________________________ Block : ______ Notes Page 10-1

SOL Standards: Life Science Standards 5-11 5. The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. 6. The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include a) the carbon, water, and nitrogen cycles; b) interactions resulting in a flow of energy and matter throughout the system; c) complex relationships within terrestrial, freshwater, and marine ecosystems; and d) energy flow in food webs and energy pyramids. 8. The student will investigate and understand interactions among populations in a biological community. Key concepts include a) the relationship among producers, consumers, and decomposers in food webs; b) the relationship of predators and prey; c) competition and cooperation; d) symbiotic relationships; and e) niches. 7. The student will investigate and understand that interactions exist among members of a population. Key concepts include a) competition, cooperation, social hierarchy, territorial imperative; and b) influence of behavior on a population. 9. The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include a) differences between ecosystems and bi-omes; b) characteristics of land, marine, and freshwater ecosystems; and c) adaptations that enable organisms to survive within a specific ecosystem. 10. The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). Key concepts include a) phototropism, hibernation, and dormancy; b) factors that increase or decrease population size; and c) eutrophication, climate change, and catastrophic disturbances. 11. The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include a) food production and harvest; b) change in

habitat size, quality, and structure; c) change in species competition; d) population disturbances and factors that threaten and enhance species survival; and e) environmental issues

(water supply, air quality, energy production, and waste management).

Unit Calendar: Subject to Change

Notes Page 10-2

What type of animals live in a wetland? 1. Which type of report would probably provide the most accurate answer to the above question?

A. “Water Quality in Wetlands,” published by the United States Geological Survey

B. “Endangered Species in Our Wetlands, “ by a reporter for the Daily Globe Newspaper

C. “Birds of Wetlands” in Science, the journal for the American Association for the Advancement of Sci-ence

D. Organisms in Wetlands,” a report on the internet by the Chesapeake Bay Foundation

2. Which of these processes in the water cycle causes dew to form in the morning?

F. Condensation G. Evaporation H. Transpiration J. Precipitation

3. The loss of which of these would have the least effect on the water cycle?

A. Soil B. Rivers C. Animals D. Plants

9. The chart shows types of organisms and the numbers of species collected from a local ecosystem. According to these data, this ecosystem was most likely a –

tundra marsh desert savanna

4. In which biome would you find the greatest variety of life? F. Tundra G. Desert H. Grassland J. Rain forest

5. Which biome is characterized by large populations of grazing herbivores, few species of birds and deep, rich soil?

A. A taiga B. A tundra C. A deciduous forest D. A grassland

6. In which biome would you find the greatest variety of life?

A. Tundra B. Desert C. Grassland D. Rainforest

7. Which of these is a decomposer in a Virginia forest? F. A pine tree G. A mushroom H. A dandelion J. A caterpillar

8. In which biome do evaporation rates exceed precipi-

tation rates? A. Desert B. Tropical jungle C. Grassland D. Hardwood forest

Notes Page 10-3

Ecology

Population

Community

Ecosystem

Biosphere

Permafrost

Marine

Estuary

Marsh

Swamp

Eutrophication

Niche

The study of the interactions between or-

ganisms and their environment

A group of individuals in the same spe-cies that live together in the same area

Populations of different species that live

and interact in an area

A community plus the abiotic factors

Anywhere life exists in the world

Permanently frozen ground below the

soil surface

An ecosystem of salty water

An area where fresh water from streams and rivers spills into the ocean

A treeless wetland ecosystem where small plants grow

A wetland ecosystem in which trees and vines grow

Sudden increase of nutrients in an ecosystem

An organism’s way of life and its rela-tionships with its abiotic and biotic envi-

ronments.

Ecology

Population

Community

Ecosystem

Biosphere

Permafrost

Marine

Estuary

Marsh

Swamp

Eutrophication

Niche

Notes Page 10-4

The final unit of the year will be the study of ________________. We will be learning all about the interactions of organisms with their environ-ment. All of the things on the entire planet are considered to be part of the _______________. The Earth then is broken down into smaller parts, called biomes, which have similar climates. There are 6 major land bi-omes and several ___________ (salt water) and fresh water biomes. The coldest land biome, the tundra, has a _______________ because it is so cold all year. The biomes are further broken down into _______________ which are smaller more localized areas. There are several fresh water ecosystems that you will need to know. ______________ is an ecosystem very similar to a pond, but with a lot of small plants and bushes growing in the water. A ________________ is also very similar, but instead of having just small plants, it has big trees growing in the middle of it. There is one water ecosystem that combines fresh and salt water. A _______________ has very different organisms liv-ing in it that are unique because it’s not as salty as the ocean, but not as pure as fresh water.

Ecosystems have both abiotic and biotic components. Abiotic com-ponents are _______________ (not a vocab word) and biotic components are ________________ (not a vocab word). If you take all of the biotic parts of the ecosystem, including the plant and animals, then you will have the _______________ of the area. Sometimes, due to natural or manmade causes, there can be a sudden increase in the nutrients of an ecosystem, called __________________________. There are several _________________ within the community because they are groups of the same species. Each species can survive in a community because it has its own way of life. No two species can occupy the exact same ________________. That means each species must do something differ-ently then another; eat different food, sleep in a different location at a different time, etc.) Some species can overlap part of their niche, but they can never share the exact same.

Notes Page 10-5

ENERGY FROM SUN ——> Producer

Eats first Primary Consumer (Herbivore)

Eats second Secondary Consumer (Carnivore)

Eats third Tertiary Consumer

Eats fourth (4 quarters)

Quaternary Consumer

Breaks down dead things

Decomposer

Osprey

Gulls and Terns

Wading Birds Large Piscivorous Fish

Sea Ducks

Bald Eagle

Tundra Swan

Bivalves

Geese and Mute Swans

Herbivorous

Ducks

Benthic Invertebrates

Vegetation Submerged Aquatic Vegetation (SAV) Phytoplankton

Zooplankton

Chesapeake Bay Waterbird Food Web

Small Planktivorous Fish

Food Web

Notes Page 10-6

REVIEW Photosynthesis Producer Consumer Respiration Decomposer

Food Chain Food Web Arrow Rule

Producer Primary Consumer Secondary Consumer Tertiary Consumer Quaternary Consumer

ENERGY FROM SUN ——> Producer

Eats first Primary Consumer (Herbivore)

Eats second Secondary Consumer (Carnivore)

Eats third Tertiary Consumer

Eats fourth (4 quarters)

Quaternary Consumer

Breaks down dead things

Decomposer

Food Webs, and Energy

Ener

gy M

ovem

ent

Notes Page 10-7

Question #1: Who in our world can be considered a Once-ler? Why? How do their choices affect others?

Question #3: What in our world is similar to the Truffula Trees? Why do we need to keep these environmental factors safe?

Question #4: Who in our world is similar to the boy? What can they do to solve the issues that we face?

Question #2: What industries and processes harm our environment today? What processes have harmed our environment in the past?

Notes Page 10-8

The Water Cycle

It goes up : _________________,

And forms clouds of ___________________,

Then falls down ____________________,

Yes it does; Ye haw!

Notes Page 10-9

Th

e Nitrog

en C

ycle

1. Nitrogen in the A

ir 2. Lightning 3. A

nimals get nitrogen by consum

ing plants 4

. Legume that lives w

ith nitrogen fixing bacteria 5. A

nimals and hum

ans use poop/fertilizer to put

nitrogen back into soil 6

. Decom

posers break down dead organism

s and put nitrogen back into soil and air

Notes Page 10-10

Why Water? _____________________________________________________________________

Why Carbon?_____________________________________________________________________

Why Nitrogen?____________________________________________________________________

Where is most of the Nitrogen located in nature? ___________________________________

Problem: __________________________________________________________

What do organisms do about it so they can get usable Nitrogen?

Nitrogen fixation:

Nitrogen fixation occurs when _________________ converts N2 gas into

_________________________ that living things can take up.

Nitrogen-fixing bacteria, such as the ones found in roots of legumes (ex: soybean plants)

supply nitrogen to the plant. In exchange, the bacteria receive _________________________ .

How does Nitrogen Fixation Happen?

1. ______________________________

A. _____________________ strikes and turns N2 into usable nitrogen compounds.

2. _______________________________

B. _______________ in soil or _________________will convert nitrogen into ammonia

C. Some of these __________________ live on the roots of legumes (_________________,

______________, etc.) That is why farmers rotate crops.

D. If the soil doesn’t have enough nitrogen, what else do farmers do?

Cause

Too many decomposers in the Bay

ecosystem.

Too many dead plants and animals.

Effect

Too much algae (algal bloom).

Too much nitrogen in the Bay.

Sudden increase of Nitrogen in the

Bay ecosystem (eutrophication).

Farmers add fertilizer which contains

nitrogen to their crops.

Decomposers (bacteria) grow out of

control.

Phrase Bank:

Storm water runoff. Plants and algae die.

Blocks sunlight so plants can’t grow. Oxygen levels go down.

Dead zone and eventual ecosystem collapse.

Help crops and grass grow. Algal bloom.

Notes Page 10-11

Notes Page 10-12

1. Humans add _________________________ to

get their lawns, golf courses, and farms to grow well.

2. Unfortunately, storm water runoff brings the

__________________ from fertilizer to the

Chesapeake Bay.

3. Sudden increases of these nutrients in the Bay

ecosystem is called _____________________, and causes

_________ _________.

4. Algal blooms block the sun, causing _____________ to

die, and in turn, _______________________ increase.

5. Decomposers use up all of the ____________________

in the water, making it difficult for animals to survive.

6. When populations of organisms die off, it upsets the natural

balance (interrelatedness) of the ecosystem, causing

____________ ___________ and eventually, ____________

_________.

Notes Page 10-13

TYPES OF SYMBIOSIS There are 3 basic types of symbiosis. Don’t forget that symbiosis is the relationship between two organisms of different species that benefits one or both organisms. M- Mutualism- a symbiotic relationship that benefits both organisms involved. C- Commensalism- a symbiotic relationship that benefits one organism and the other is not helped or harmed. P- Parasitism- a symbiotic relationship that benefits one organism and the other is harmed.

Directions: Put the letter (M,C,P) by the statement that best describes the type of symbiosis. ____ 1. A tick living on a dog. ____ 2. The honeyguide bird leading the honey badger to the bees hive, both eat the honey. ____ 3. A tapeworm living in a 6th grade students intestines. ____ 4. A bird building their nest in a tree. ____ 5. The hermit crab carrying the sea anemone on its back. ____ 6. The bristle worm living with the hermit crab. ____ 7. Head lice living on a human scalp. ____ 8. Mistletoe putting its roots into its host tree. ____ 9. The ants and the acacia tree living together and both receiving benefit. ____10. The egret, an insect eating bird, graze near some herbivores mouth. ____11. Orchids growing in tall tropical trees, (trees are not harmed but orchids get sunlight. ____12. Bacteria living on a humans skin. ____13. The remora hitching a ride on a shark. ____14. Barnacles living on a whale. ____15. Bees and a flower. ____16. Bacteria living in the intestines of a cow to help it break down cellulose. ____17. The clownfish and the sea anenemoe. ____18. A sixth grader and their pet. ____19. The Rhino and the tick bird. ____20. The lichen- a close relationship of a fungus and an alga that benefits both

Interaction Helps Organism 1? Helps Organism 2?

Mutualism YES/NO/NO EFFECT YES/NO/NO EFFECT

Commensalism YES/NO/NO EFFECT YES/NO/NO EFFECT

Parasitism YES/NO/NO EFFECT YES/NO/NO EFFECT

Notes Page 10-14

Ecological

Interactions

Example:

Example: Example:

Example: Example:

Example:

COMPETITION

PREDATION

COMMENSALISM

MUTUALISM

PARASITISM

NICHE

Notes Page 10-15

Personal reflections: School reflections:

Pick your favorite ecological interaction. Draw a picture to

illustrate this interaction. Include the organisms that are in-

volved, the biome, and arrows to show energy transfer.