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Unit 1 Outline — Sustaining Earth’s Ecosystems
Chapter 1: Biomes and Ecosystems
DAY OUTLINE KEY TERMSIntro to SclO & Course outline/expectations 1. BiomeDemo on website 2. AbioticKey Terms Introduction 3. BioticData Booklet IntroductionIntro to Scientific Method - Popbottle ActivityDescribing Biomes Snowball — using pg. 2 photoAssignment: Read p.8-19 in text; Reading Check p. 19
5 Biotic InteractionsShare Biome Projects — Group, Peer and Self EvaluationsGallery Walk — Complete Biome Project PassportAssignment: Study for Quiz on Ch. 1.1
Do p.52-53 in text #3,6,12,15,20,24STUDY FOR CH.1 TEST NEXT CLASS!
7 Ch.1 Test
Chapter 1: Biomes and EcosystemsDefinition
1. Biome
2. Abiotic
3. Biotic
4. Physiological Adaptation
5. Structural Adaptation
6. Behavioural Adaptation
(
Key Term Example/Graphic
(.
(
7. Ecosystem
8. Commensalism
9. MutuaDism
10. Symbiosis
11. Predation
12. Parasitism
Name: Date: Block:
Purpose: To create an informational overview of one of the terrestrial Canadian biomesYou will be working in groups of 3-4 to create an informational overview poster of one of the terrestrial Canadianbiomes. You will select a specific city or region within your biome to research since each biome is so large.
TundraTemperate Deciduous ForestGrassland (Temperate and Tropical)Desert (Hot and Cold)
Your poster must include:1. Name of the biome and the representative city your group chooses.2. Name of the specific city or region within the biome (Ex. Vancouver, BC for the temperate
rainforest biome).3. Content
a) Latitude of the city or region.b) Description of climate. (Ex.: amount of rainfall each year, average monthly temperatures).c) Description of the physical features of the city or region within the biome. (Ex. soil quality, wind,
seasonal changes, elevation, latitude, common natural phenomena).c) Two (2) examples of region-specific plant adaptations with pictures.e) Three (3) examples of region-specific animal adaptations with pictures.
4. Graphicsa) Hand-drawn climatographb) Photos of plant and animal adaptations.
Marking Rubric:
______
MarkTitle Title can be read from 2 m. away and is informative. 3Content The poster includes all required elements (see above). All required elements 25
are clear, complete, and concise.Graphics Any graphics (tables or photos) can be viewed from 2 m. away, and are 10
related_to_the_topic.Grammar No grammar or spelling errors. 5Appearance The poster is attractive in terms of design, layout, and neatness. All text is 10
clear and readable.Action Plan and Action plan completed (Day 1) and handed in. Evaluation of group members 7Evaluation of Group completed and handed in.Members
Total Available Marks 60
*you wiN also be completing a self-evaluation and group-evaluation once your project is complete. These marks will beconsidered for your final mark on this project for the use of class time category.
fl Evaluation of GrOup MembersL_ (to be done after project is complete)
Fill in your name and your group members’ names in the table below. Indicate the percentage of theirassigned task that each person completed (if they did everything they were supposed to, give them100%). Take into consideration each person’s use of class time, the amount of work done outside ofclass time, and the overall contribution towards the project.
Percentage of work completed1.
2.
3.
Biomes ProjectSelf and Group Evaluation
Consider the criteria below and write down the mark you think your project deserves. (
Title can be read from 2maway.Title is informative (name ofbiome and name of city orregion.)
Readable (1) 3Name of biome(1)Name of city/region(1)
Title
Mark Out Self Peer TeacherBreakdown of
Content Latitude. Each section 25Climate. Marked out of 5Physical features. (complete,clear,concise)Plant adaptations.Animal adaptations.
Graphics Hand-drawn climatograph. Climatograph (5) 10Photos (2) of plant adaptations. Photos (5)Photos (3) of animaladaptations.
Grammar No grammar or spelling errors. 5 5 (.
Appearance Poster is attractive. Attractive (3) 10Poster is layed out well. Layout(2)Poster is neat. Neat (2)Text size is clear and readable. Text(2)Font choice is readable. Font(1)
Action Plan Action plan completed (Day 1) and 7and handed in. Evaluation of groupEvaluation of members completed and handedGroup in.Members
Total 60
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______________________________
Dat
e:
____
____
____
____
____
____
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Blo
ck:
rM
yB
iom
eP
assp
ort
L
Qui
ckTr
ipar
ound
the
Bio
mes
1.T
ype
ofbi
ome:
______________________
Nam
eon
esp
ecif
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onw
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nth
isbi
ome:
_
Des
criib
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ysic
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Nam
epl
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anim
alin
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2.
Type
of
biom
e:
___________________
Nam
eon
esp
ecif
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onw
ithin
this
biom
e:_
Des
crib
eth
eph
ysic
alfe
atur
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Nam
epl
ant
and
anim
alin
this
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e:
3.T
ype
ofbi
ome:
____
____
____
____
____
___
Nam
eon
esp
ecif
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onw
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crth
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ysic
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4.T
ype
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ome:
____
____
____
____
____
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Nam
eon
esp
ecif
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onw
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Des
crib
eth
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ysic
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Nam
eon
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ant
and
one
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alin
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5.T
ype
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ome:
____
____
____
____
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Nam
eon
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ecif
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Des
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ysic
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this
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Nam
eon
epl
ant
and
anim
alin
this
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6.T
ype
ofbi
ome:
____
____
____
____
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Nam
eon
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Des
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-C
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7.T
ype
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ame:
______________________
Nam
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esp
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ome:
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8.T
ype
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Nam
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ysic
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Nam
e2
plan
tan
dan
imal
inth
isbi
ome:
& are2
of the most important
in
identifying biomes.
• Distribution of Biomes:
Other identifying Factors:
• influences both temp.& precipitation.
Ex. The tropical zone has very warm temp. &high precipitation because the sun shinesstraight down &warm air holds more moisture than cooler air.
____________________
is the height abovesea level
— Higher elevations have less air, &therefore less heat is retained.
— Windward sides of mountains arewet, leeward sides are very dry.
___________________
carry warmth &moisture to coastal areas.
— Where warm currents meet land, —
1.1 Biomes — Student Notes
•
____________
are regions with similar
________________________
components (ex. BC &
New Zealand are similar biomes).
• Biomes are classified based on many characteristics:
• There are
_______________
on Earth: Boreal forest,desert, grassland, permanent ice, temperate deciduousforest, temperate rainforest, tropical rainforest and tundra
5. If temperatures above 5°C are required for plant growth, which biome has the longer growing
season: the biome represented by Climatograph A or B?
________________________________
Explain:
CONCLUDE & APPLY
1. One of the climatographs in this activity represents the climate of a city in BC & one represents a
city from another province in Canada. Which cities do you think are represented by:
Climatograph A:
____________________
; Climatograph B:
______________________
2. Some scientists predict that due to global warming, Earth’s average monthly temperatures will riseby 4°C by 2100. What effect might this have on the growing season in these two Canadian cities?
z p S CD
VideoName Date Worksheet
BLUE PLANET VIDEO: “FROZEN SEAS”
1. Using the table below, list the differences between the Arctic and the Antarctic.
ARCTIC ANTARCTIC
2. List some abotic factors that make survival difficult in polar regions.
3. List some biotic factors that make survival difficult in polar regions.
4. Define the following terms and give at least one example of each from the video.
a) structural adaptation:
examples:
b) physiological adaptation:
examples:
c) behavioral adaptation:
examples:
Use
with
text
book
page
s8-
28.
Use
with
text
book
pag
es
16-2
8.
Bio
mes
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syem
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Use
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3.A
__
__
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_____
incl
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4.A
__
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ased
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5.
__
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___
and
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two
Import
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tic
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and
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th.
6.
__
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__
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isth
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mea
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din
deg
rees
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om
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ato
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7.
__
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isth
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8.
__
__
__
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____
are
anoth
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cfa
ctor
that
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cts
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Infl
uen
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rist
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of
bio
mes
.
9.A
__
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______
isa
gra
ph
of
clim
ate
data
for
asp
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icre
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dis
genera
ted
from
data
usu
ally
ob
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rsfr
om
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eath
erobse
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stati
ons
10.
__
__
__
__
__
__
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___
are
char
acte
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ics
that
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ism
sto
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ter
surv
ive
and
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duce
.
11.
Aad
apta
tion
isa
physi
cal
feat
ure
of
anorg
anis
m’s
body
hav
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asp
ecif
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that
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physi
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ithi
n
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anorg
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aten
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atan
org
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oes
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the
uniq
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ito
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ticla
ttude
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1.2 Ecosystems — Student Notes
•
____________________
a part of a biome in which
_________________
(non-living) factors
interact with
___________________________(living)
components
- Can be many hectares of land, or the size of an old log.,
• Within an ecosystem, there are many -
Abiotic Interactions in Ecosystems• It is the
_________________
components that allow the
________________components
to survive
in an ecosystem.
Abiotic factors include:
- produced by green plants & micro-organisms
•- necessary for all life
•- for growth
•- required for photosynthesis
•- contains water & nutrients
Biotic Interactions in Ecosystems
__________________
all organisms that interact within an ecosystem.
•
__________________:
all members of a certain species within an ecosystem.•
________________:
all organisms within an ecosystem that have the same structure & who canreproduce with each other (and produce fertile offspring).
Species can have many types of relationships in a population.•
_____________________
refers to the interaction between the members of two different species.
•- one species benefits, one is not affected
Ex. Barnacles living on a whale•
- both species benefitEx. A bee gathering nectar from a flower
•- one species benefits, the other is harmed
Ex. Hookworm living in dogs
Niches, Competition and Predation
•
______________:
the role an organism has within an ecosystem.— also refers to the environment in which a species prospers
• : occurs when a limited resource is desired by 2 or more individuals in aniche.
— this limits the size & health of individual organisms, & perhaps the population.
____________________
the relationship between the “eaters” & the “eaten”.
____________________have
adaptations to help them catch prey.
____________________have
adaptations to help avoid predators.Eg. spines & shells, camouflage and mimicry.
Biodiversity in Ecosystems• : the variety & number of different individuals & species in an ecosystem.
— Healthy ecosystems generally have
_____________________________
— Most bibdiversity losses occur from the
__________________________
— Humans often have a
___________________
on biodiversity.
________________________________________________
try to balance human progresswith maintaining biodiversity.
Activity ‘1Name Date 1.2
TYPES OF SYMBIOSIS
PROCEDURE: Classify each example:M = Mutualism: a symbiotic relationship that benefits both organisms.C = Commensalism: a symbiotic relationship that benefits 1 organism
and the other is not affected (not harmed or helped).P = Parasitism: a symbiotic relationship that benefits 1 organism and
harms the other.
EXAMPLES: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 10t1i grade student’s 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 the human scalp.8. Mistletoe putting its roots into its host tree.9. The ants and the acacia tree living together.10. The egret, an insect eating bird, grazing near a herbivore’s mouth.11. Orchids growing in tall tropical trees; the trees are not harmed but the
orchids get sun.12. Bacteria living on a human’s skin.13. The remora, a type of suckerfish, hitching a ride on a shark, with no
harm to the shark.14. Barnacles living on a whale.15. Bees and flowers.16. Bacteria living in the intestines of a cow to help it break down cellulose.17. The clownfish and the sea anemone.18. A 6th grader and their pet.19. The rhino and the tick bird. The rhino has pests removed by the tick bird
and the tick bird gets nutrients from eating the pests.20. The lichen; a close relationship between a fungus and an algae, that
benefits both.
Name
Use with textbook pages 39—47.
DateInterpretingIlustrations
Diotc interactions in ecosystems
1. Use the vocabulary words in the box above to label the Williams Creek ecosystem.
2. Give the ecological hierarchy for these biotic interactions from largest to smallest.
Largest
Smallest
3. List three populations that interact in your community.
Purpose: To study the relationship between predator and prey populations.
Procedure:
1. Each team should mark off a square approximately 50cm per side on their table. This squarerepresents Hoot Woods, where the mice and owls live.
2. You will simulate 25 generations of owls and mice. The mice can be eaten and the owls canstarve. Surviving mice and owls can reproduce.
3. In each generation, the surviving mouse population will double to form the next generation.For example, if six mice are living in the woods and two are caught by an owl, then four micewill survive, These four mice will each produce one offspring, and the next generation willbegin with eight mice. Remember, the number of offspring is always the same number as thenumber of surviving mice. The maximum mouse capacity of Hoot Woods is 300 mice.
4. In order to survive, each owl must catch at least three mice in every generation. If an owldoes not catch three mice, it will starve. For each three mice that an owl catches, itproduces one offspring. For example, if an owl catches eight mice, it will produce twooffspring, making a total of three owls to begin the next generation.
5. At the beginning of each generation, there must be at least three mice and one owl in thewoods. If the populations drop below these numbers (by being eaten or starving), new miceand owls will migrate in.
6. The simulation is played as follows:
a) Place the mouse squares at random in Hoot Woods. Then, from a height of about 30cm,drop the owl square into the woods. Try to hit as many mice as you can in one drop. Whenan owl square fully or partly covers a mouse square, that is a “catch”. If there is morethan one owl in a generation, drop the owl square once for each owl.
b) Remove and count the number of mice caught by each owl. Record the data on the chart.
c) Example: Suppose generation three begins with 20 mice and 2 owls. You make a drop forthe first owl and catch 7 mice. On the second drop, the second owl catches only 2 mice.The owls have caught a total of 9 mice. There are 11 mice left in Hoot Woods, and theyproduce 11 offspring. The next generation will start with 22 mice. Because the first owlcaught 7 mice, it produces 2 offspring. The second owl caught only 2 mice, so it starves todeath. The next generation will start with 3 owls.
The data chart for this example would look like this:
Number of Number of Number of Number ofNumber of Number of
GenerationMice at Start Owls at Start Mice Caught Owls Starved