Unit 1 Outline
—
Sustaining Earth’s Ecosystems
Chapter 1: Biomes and Ecosystems
OUTLINE
DAY
Intro to SclO & Course outline/expectations
Demo on website
Key Terms Introduction
Data Booklet Introduction
Intro to Scientific Method Popbottle Activity
Describing Biomes Snowball using pg. 2 photo
Assignment: Read p.8-19 in text; Reading Check p. 19
1.1 Notes
Intro Biomes Project
Assignment: Read p.20-28 (text)
Work on Biomes project
KEY TERMS
1. Biome
2. Abiotic
3. Biotic
-
—
2
3
4
5
Movie: Blue Planet “Frozen Seas”
Climatograph Assignment (use text p. 30-31)
Assignment: Do p.
33 #9,10 & 13
Do Biomes and Ecosystems wksht
Bring_your_share_of the_biome_project_tomorrow
Compile Biome Project (15mm only)
1.2 Notes
Activity: Types of Symbiosis
Assignment: Do p.51 #2,4,9,10 & 13
Biotic Interactions
Share Biome Projects Group, Peer and Self Evaluations
Gallery Walk Complete Biome Project Passport
Assignment: Study for Quiz on Ch. 1.1
Ch. 1.1 Quiz
“Sunny Meadows” Predator/Prey Online Activity
Class Activity: Predator/Prey Simulation
Ch.1 Review: Do 1.1 & 1.2 Assessment wkshts
Do p.52-53 in text #3,6,12,15,20,24
STUDY FOR CH.1 TEST NEXT CLASS!
Ch.1 Test
4. Physiological
adaptation
5. Structural
adaptation
6. Behavioural
adaptation
7. Ecosystem
8. Commensalism
9. Mutualism
10. Symbiosis
—
—
6
7
11. Predation
12. Parasitism
Chapter 1: Biomes and Ecosystems
Key Term
1. Biome
2. Abiotic
3. Biotic
4. Physiological Adaptation
5. Structural Adaptation
6. Behavioural Adaptation
Definition
Example/Graphic
7. Ecosystem
8. Commensalism
9. Mutualism
10. Symbiosis
11. Predation
12. Parasitism
Date:
Name:
Block:
Purpose:
To create an informational overview of one of the terrestrial Canadian biomes
You will be working in groups of 3-4 to create an informational overview poster of one of the terrestrial Canadian
biomes. You will select a specific city or region within your biome to research since each biome is so large.
Tundra
Temperate Deciduous Forest
Grassland (Temperate and Tropical)
Desert (Hot and Cold)
Boreal Forest
Temperate Rainforest
Tropical Rainforest
Permanent Ice (Polar Ice)
Your poster must include:
1. Name of the biome and the representative city your group chooses.
2. Name of the srecific 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. Graphics
a) Hand-drawn climatograph
b) Photos of plant and animal adaptations.
Marking Rubric:
Title
Content
Graphics
Grammar
Appearance
Action Plan and
Evaluation of Group
Members
Title can be read from 2 m. away and is informative.
The poster includes all required elements (see above). All required elements
are clear, complete, and concise.
Any graphics (tables or photos) can be viewed from 2 m. away, and are
related to the topic.
No grammar or spelling errors.
The poster is attractive in terms of design, layout, and neatness. All text is
clear and readable.
Action plan completed (Day 1) and handed in. Evaluation of group members
completed and handed in.
Mark
3
25
Total Available Marks
*you will also be completing a self-evaluation and group-evaluation once your project is complete. These marks will be
considered for your final mark on this project for the use of class time category.
Project Due Date:
10
5
10
7
60
Date:
Name:
Block:
Action Plan
My group’s biome:
My group’s city:
My group members’
names:
For this project, I will be
in charge of:
Tonight for homework, I
will research:
I
Evaluation of Group Members
L
(to be done after project is complete)
Fill in your name and your group members’ names in the table below. Indicate the percentage of their
assigned task that each person completed (if they did everything they were supposed to, give them
100%). Take into consideration each person’s use of class time, the amount of work done outside of
class time, and the overall contribution towards the project.
Percentage of work completed
1.
2.
3.
Biomes Project
Self and Group Evaluation
Consider the criteria below and write down the mark you think your project deserves.
Mark
Breakdown
Title
Content
Graphics
Title can be read from 2m
away.
Title is informative (name of
biome and name of city or
region.)
Latitude.
Climate.
Physical features.
Plant adaptations.
Animal adaptations.
Hand-drawn climatograph.
Photos (2) of plant adaptations.
Photos (3) of animal
adaptations.
Out
of
Readable (1)
Name of biome(1)
Name of city/region(1)
3
Each section
Marked out of 5
(complete,clear,concise)
25
Climatograph (5)
Photos (5)
10
Grammar
Nogrammarorspellingerrors.
5
5
Appearance
Poster is attractive.
Poster is layed out well.
Poster is neat.
Text size is clear and readable.
Font choice is readable.
Action plan completed (Day 1) and
handed in. Evaluation of group
members completed and handed
in.
Attractive (3)
Layout(2)
Neat (2)
Text(2)
Font(1)
10
Action Plan
and
Evaluation of
Group
Members
7
Total
60
Self
Peer
Teacher
—
Name one plant and
animal in this biome:
Describe the physical features of this biome:
-
animal in this biome:
—
Name one specific location within this biome:
3. Type of biome:
Name one plant and
Describe the physical features of this biome:
Name one specific location within this biome:_
2. Type of biome:
Name one plant and one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:_
1. Type of biome:
L
Name:
Quick Trip around the Biomes
My Biome Passport
Date:
Block:
Name one plant
and
—
one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:_
6. Type of biome:
Name one plant and one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:_
5. Type of biome:
-
—
Name one plant and one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:
4. Type of biome:
—
—
Name one plant and one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:_
8. Type of biome:
Name one plant and one animal in this biome:
Describe the physical features of this biome:
Name one specific location within this biome:_
7. Type of biome:
1.1 Biomes
—
Student Notes
are regions with similar
•
components (ex. BC &
New Zealand are similar biomes).
•
Biomes are classified based on many characteristics:
•
on Earth: Boreal forest,
There are
desert, grassland, permanent ice, temperate deciduous
forest, temperate rainforest, tropical rainforest and tundra
.
boreal forest
300
are2
&
of the most important
D desert
LI grassland
250
in
200
identif’ing biomes.
•
permanent ice
Distribution of Biomes:
150
D temperate
deciduous forest
D temperate
rainforest
1100
<
50
0
-20
[DDl71 tropical
I1fllillEJ rainforest
0
10 20 30
i0
Average Annual Temperature
LI tundra
Other identifying Factors:
influences both temp.
•
& precipitation.
Ex. The tropical zone has very warm temp. &
high precipitation because the sun shines
straight down &
warm air holds more moisture than cooler air.
•
is the height above
sea level
Higher elevations have less air, &
therefore less heat is retained.
Windward sides of mountains are
wet, leeward sides are very dry.
carry warmth &
moisture to coastal areas.
Where warm currents meet land,
—
—
•
—
—
are found.
Climatoraphs:
Climate:
over a period of several years.
the
the
A
—
average
a location over a period of
30+
years.
Climatographs show the precipitation on the right hand y-axis, temperature on the left hand
—
y-axis and time along the x-axis (bottom)
Cilmatograph
Tofino, Brfllsh Columbia, 49N
600
Cilniatograph
Osoyoos, British Columbia, 49N
25
E
0
15
-50o
L
2
U
SAoo
I.
5!
z
.300
—5
200
—15
I
25J
J F MA M J J A S C N D
Month
Month
Adaptation & Biomes
•
—
•
factors.
Biomes are often identified with
Ex.
A
cactus in the desert, or a caribou on the
tundra.
that allow the organisms
Many of these characteristic factors have special
in that biome
to better
Types of adaptations:
1.
-
a physical feature
that helps an organism survive.
Ex. A wolf has
large paws to help
it run
in snow.
2.
of an organism that allows
Ex.
A
it to
-
a physical or chemical event inside the body
-
a behaviour that helps an organism to
survive.
wolf maintains a constant body temperature.
3.
survive.
ex. Wolves hunt in packs to capture large prey.
Date
Name
Analyzing Climatographs
(use with textbook p.30-31)
I Activity
1.1
L________________
QUESTION: How can you use the information in climatographs to infer which biomes are represented?
PROCEDURE:
PART 1: Analyze a Climatograph (see Climatograph A on
p.30)
1. a) What information is represented on the left-hand vertical y-axis?
b) What information is represented by the letters along the horizontal x-axis?
c) What are the units of measurement for precipitation?
d) What are the units of measurement for temperature?
e) What is the total amount of precipitation in July?
f)
What
is
the
average
temperature
in
December?
PART 2: Graph a Climatograph (follow instructions in #2—8 on p.31 and use graph paper in pckg)
PART 3: Compare Climatographs A and B and then make an inference
9.
a) How do the monthly precipitation patterns in the 2 climatographs compare?
b) How do the monthly temperature patterns in each climatograph compare?
c) Infer which biome is represented by Climatograph A.
d) Infer which biome is represented by Climatograph B.
ANALYZE:
1. How would you describe the climate represented by Climatograph A?
2. How would you describe the climate represented by Climatograph B?
3. Which biome do you think is represented by Climatograph A?
How do you know?
4. Which biome do you think is represented by Climatograph B?
How do you know?
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 rise
by 4°C by 2100. What effect might this have on the growing season in these two Canadian cities?
Name
I
L
BLUE PLANET VIDEO: “FROZEN SEAS”
Date
Video
Worksheet
1.1
1. Using the table below, list the differences between the Arctic and the Antarctic.
ARCTIC
ANTARCTIC
2. List some abiotic factors that make survival difficult in poUar 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) structuraA adaptation:
examples:
b) physiological adaptation:
exam pies:
c) behavioraO adaptation:
examples:
temperature
terrestrial
clinistvgrsph
elevstion
components are the non-living parts of an environment, such
as sunlight, soil, moisture, and temperature.
2.
is the height of a land mass above sea level.
is the distance measured in degrees north or south from the
are another abiotic factor that affects temperature and
precipitation and therefore influences the characteristics of biomes.
equator.
and
are two important abiotic factors
that influence the characteristics of biomes and the distribution of biomes on Earth.
biome is land-based.
reproduce.
are characteristics that enable organisms to better survive and
4
MHR
•
5ection 1.1
Biomes
© ama MoGrew-Hill Ryornon Lim,ted
adaptation is a physical feature of an organism’s body
11. A
having a specific function that contributes to the survival of the organism. A
adaptation is a physical or chemical event that occurs within
adaptation
the body of an organism that enables survival. A
refers to what an organism does to survive in the unique conditions of
its environment.
10.
is a graph of climate data for a specific region and is
9. A
generated from data usually obtained over 30 years from local weather observation
stations.
8.
7.
6.
5.
4. A
includes large regions that have similar biotic components
3. A
and abiotic components.
components are the living organisms in an environment, such
as plants, animals, fungi, and bacteria.
1.
Use the terms in the vocabulary box to fill in the blanks. Use each term only once.
latitude
scesn currents
physiological
precipitalisn
structural
abiotic
adaptstions
behavioural
blame
bislic
6
MHR
•
Section 1.1
Biomes
© 2eoB MoGrow-Hill Ryerso Liwited
Which world biomes are represented by the data in the following climatographs?
Climatographs
Diomes and ecosystems
Vocabulary
Use with textbook pages 16—28.
Use with textbook pages 8-28.
1.2 Ecosystems
•
-
—
Student Notes
a part of a biome in which
(non-living) factors
components
interact with
Can be many hectares of land, or the size of an old log.
Within an ecosystem, there are many
-
•
Abiotic Interactions in Ecosystems
•
components that allow the
It is the
in an ecosystem.
Abiotic factors include:
produced by green plants & micro-organisms
necessary for all life
for growth
required for photosynthesis
contains water & nutrients
to survive
•
-
•
-
•
-
•
-
•
-
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 can
reproduce 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 benefit
Ex. A bee gathering nectar from a flower
one species benefits, the other is harmed
Ex. Hookworm living in dogs
-
-
•
-
Nichesg 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 a
•
—
•
niche.
—
•
this limits the size & health of individual organisms, & perhaps the population.
: the relationship between the “eaters” & the “eaten”.
•
adaptations to help them catch prey.
•
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 biodiversity losses occur from the
on biodiversity.
Humans often have a
try to balance human progress
with maintaining biodiversity.
Date
Name
TYPES OF SYMBIOSIS
I
L__________
Activity
1.2
PROCEDURE: Classify each example:
M = Mutualism: a symbiotic relationship that benefits both organisms.
C = Commensalism: a symbiotic relationship that benefits 1 organism
P
=
and the other is not affected (not harmed or helped).
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.
th
10
grade student’s intestines.
3. A tapeworm living in a
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 6 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.
Interpreting
Illustrations
Date
Name
Section 1.2
Use with textbook pages 39-47.
Diotic interactions in ecosystems
Vocabulary
organism
population
biosphere
community
ecosystem
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
SmaNest
3. List three populations that interact in your community.
© 2008 McGraw-Hill Ryerson Limited
Section 1.2
Ecosystems
•
MHR
11
Name:
Science 10
Block:
Predator- Prey Simulation
Purpose: To study the relationship between predator and prey populations.
Procedure:
Each team should mark off a square approximately 50cm per side on their table. This square
represents Hoot Woods, where the mice and owls live.
You will simulate 25 generations of owls and mice. The mice can be eaten and the owls can
starve. Surviving mice and owls can reproduce.
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 mice
will survive. These four mice will each produce one offspring, and the next generation will
begin with eight mice. Remember, the number of offspring is always the same number as the
number of surviving mice. The maximum mouse capacity of Hoot Woods is 300 mice.
1.
2.
3.
In order to survive, each owl must catch at least three mice in every generation. If an owl
does not catch three mice, it will starve. For each three mice that an owl catches, it
produces one offspring. For example, if art owl catches eight mice, it will produce two
offspring, making a total of three owls to begin the next generation.
At the beginning of each generation, there must be at least three mice and one owl in the
woods. If the populations drop below these numbers (by being eaten or starving), new mice
and owls will migrate in.
4.
5.
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. When
an owl square fully or partly covers a mouse square, that is a “catch”. If there is more
than one owl in a generation, drop the owl square once for each owl.
6.
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 for
the 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 they
produce ii offspring. The next generation will start with 22 mice. Because the first owl
caught 7 mice, it produces 2 offspring. The second owl caught only 2 mice, so it starves to
death. The next generation will start with 3 owls.
The data chart for this example would look like this:
Seneralion
Number of
Mtce at Start
Number of
Owls at Start
Number of
Mice Caught
Number of
Owls Starved
Number of
Surviving Mace
+ Offspring
Number of
Surviving Owls
+ Offspring
3
20
2
9
1
11+1122
1÷23
4
22
3
Data:
Generation
1
2
3
4
5
Number of
Mice at Start
Number of
Owls at Start
Number of
Mice Caught
Number of
Owls Starved
Number of
Surviving Mice
+ Offspring
Number of
Surviving Owls
+ Offspring
3
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Note: There always must be at least three mice at the start; if necessary, have mice migrate in.
There always must be at least one owl at the start; if necessary, have one owl migrate in.
Plot your data on the following graph. Use dots for the mouse data and Xs for the owl
data. Connect the data points of each population using different coloured lines: one
colour for the owl population and a different colour for the mouse population.
Analysis:
300
290
280
270
260
250
240
230
220
210
200
Cl)
190
C
0
4c180
0
C160
150
140
130
120
110
1.
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Generation
15
16
17
18
19
20
21
22
23
24
25
Questions:
1.
Which population first increased in size?
2.
Describe the pattern of the fluctuations in the sizes of the two populations.
3.
By looking only at the graph, how can you tell which species is the prey and which is the
predator?
4.
Which species attains the greater number of individuals? Why?
5.
What do you think would happen to the mouse population in Hoot Woods if the owl were all
hunted to extinction? Explain.
A. the distance measured
in degrees north or
south from the equator
B. characteristics that
enable organisms to
better survive and
reproduce
C. relating to non-living
parts of an environ
ment, such as sunlight,
soil, moisture, and
temperature
D. relating to the living
organisms, such as
plants, animals, fungi,
and bacteda
E. the largest division of
the biosphere
F. the average conditions
of the atmosphere in a
large region over
30 years
1.__._ abiotic
adaptations
2.
biome
3.
Assessment
© 2008 McGraw-lull Ryersori Limited
0. tundra
Section 1.1
C. permanent ice
B. tropical rainforest
Blames • MHR
7
A. boreal forest
D. desert
12. Which world biome is represented by a
D. temperate deciduous forest
C. permanent ice
B. tropical rainforest
A. grassland
climatograph that illustrates an average
precipitation of 300 cm in the month of
January?
11. Which world biome is represented by a
D. lots of precipitation
C. polar land masses
B. long, hot summers
A. below freezing half the year
of the boreal forest biome?
10. Which of the following is a characteristic
D. temperature
C. bacteria
B. sand
A. moisture
component of an ecosystem?
9. Which of the following is a biotic
0. plants
C. fungi
B. sunlight
A. algae
8. Which of the following is an abiotic
component of an environment?
Séction i.i
C. latitude
Date
climatograph that illustrates an average
temperature of —25°C in the month of July?
B. city
A. river
7. A biome is best represented by a:
Circle the letter of the best answer.
.__.
4..— biotic
climate
5.
latitude
6.
Descriptor
Term
Match each Term on the left with the best
Descriptor on the right. Each Descriptor may only
be used once.
Diomes
Use with textbook pages 8-28.
Name
Assessment
commensalisni
competition
ecosystem
mutualism
niche
parasitism
predation
Descriptor
A. the special role an
organism plays in an
ecosystem
B. a part of a biome in
which abiotic corn
ponents interact with
biotic components
C. a symbiotic relationship
in which one species
benefits and another is
harmed
D. a symbiotic relationship
in which one species
benefits and the other
species is neither
helped nor harmed
E. a harmful interaction
between two or more
organisms that occurs
when the organisms
compete for the same
resource in the same
locahon at the same
time
F. a symbiohc relationship
between two organisms
in which both organ
isms benefit
6. predator-prey interac
tions in which one
organism eats all or
part of another
organism
© 2008 McGraw-I-till Ryerson Limited
4.
5.
6.
7.
3.
1.
2.
Term
Match each Term on the left with the best
Descriptor on the right. Each Descriptor maybe
used only once.
Section 1.2
Ecosystems • MHR
13
0. Predator population has no effect on prey
population.
C. As the predator population increases the
prey population decreases.
B. As the predator population decreases the
prey population decreases.
A. As the predator population increases the
prey population increases.
describes the relationship of the predator
and prey population shown in the graph
above?
10. Which of the following situations best
I1cjt\_z;LJ.-/HE i
D. snapdragon flowers that open for bees of
a specific mass
C. coyotes hunting in packs to kill large
animals
B. bookworms attaching to a dog’s intestine
A. similar colouring of shrimp and crimson
anemone
mutualism?
9. Which of the following is an example of
D. competition
C. parasitism
B. commensalism
A. mutualism
8. What relationship is demonstrated by a
barnacle being attached to a whale?
Ecosystems
Sect!on 1.2
Circle the letter of the best answer.
Date
Use with textbook pages 34-48.
Name