PE65 Behavioural changes during interspecific associations. of primate groups in the Peruvian Amazon

Size: px
Start display at page:

Download "PE65 Behavioural changes during interspecific associations. of primate groups in the Peruvian Amazon"

Transcription

1 PE65 Behavioural changes during interspecific associations of primate groups in the Peruvian Amazon Living in groups has numerous benefits for individuals, including protection from predation and access to potential mates, but also has costs such as increased competition for food resources. In species which live in groups, such as primates in the Peruvian Amazon, the benefits of group living is assumed to outweigh the costs. Whether and how these costs and benefits change when a group of primates associate with another group of primates of a different species is not well understood (Stensland et al., 2003). Interspecific associations are frequently observed between the various primate species found in Pacaya-Samaria reserve, and the most frequent of these associations is between capuchin and squirrel monkeys. Across their range, capuchin monkeys (Cebus spp) and squirrel monkeys (Saimiri spp) are found in semi-permanent foraging groups (Pinheiro et al., 2011; Levi et al., 2013). This is particularly surprising as capuchins have been observed to eat other monkey species which are a similar size to squirrel monkeys (e.g. titi monkeys Callicebus, Sampaio & Ferrari, 2005), yet very few agonistic encounters have been observed between groups of squirrel and capuchin monkeys in a field study of their associations (Pinheiro et al., 2011). The Peruvian squirrel monkey, Saimiri boliviensis spp. peruviensis, are a subspecies of squirrel monkey that are found predominantly within the Peruvian Amazon. Squirrel monkeys are diurnal, frugivore insectivores with insects accounting for up to 80% of their diet (Stone, 2007b). They are one of the smaller primates found within the reserve with an average weight of 0.8 kg (Bodmer et al., 1997) and are vulnerable to a wide variety of aerial and terrestrial predators (Stone, 2007a). Previous research on squirrel monkeys has suggested that vigilance behaviour varies with the density of understory vegetation, but found little evidence for a relationship between group size and predation risk (Boinski et al., 2003). The brown capuchin monkey (Cebus apella) are one of two species of capuchin monkey found within Pacaya-Samaria reserve. They are larger, with an average weight of 3.5 kg (Bodmer et al., 1997), so are vulnerable to fewer predators. They feed on a variety of fruits and seeds, but also prey on numerous smaller vertebrates, including other primates and frogs (Izawa, 1979). Individuals appear to be less vigilant when there are more individuals of the group within 10m (Hirsch, 2002). Other studies of capuchin monkeys have suggested that increased vigilance impacts the amount of time which is available for feeding (van Schaik & van Noordwijk, 989), thus reduced time spent being vigilant may be one of the advantages of group living for capuchin monkeys. This project looks at how the vigilance and feeding behaviour of capuchin and/or squirrel monkeys changes, depending on the degree of association with individuals of the other species. The Pacaya- Samiria National Reserve is home to both squirrel and capuchin monkeys, and they are found across six major forest habitat types: riverine, liana flooded forest, open understory forest, levees, aguajale palm swamps and treefall gaps. This site therefore provides an excellent location to understand the costs and benefits of squirrel monkey and capuchin monkey associations in a variety of habitats.

2 Methods Study site The Pacaya-Samiria National Reserve is the largest protected area in Peru, spanning over 20,000 km² of tropical rainforest and is a truly exceptional wilderness area. Situated deep in the rainforest of the western Amazon basin, the Pacaya-Samiria reserve teems with aquatic and terrestrial life. The two major rivers that bound the reserve are the Ucayali and Marañon, and they join to form the River Amazon right at the point where the reserve begins. Dissertation projects running between June and August are in the middle of the low water season, during which projects will be run at Tacshcocha, but may move to the mouth of the river depending on heights (Figure 1). Figure 1. Location of survey sites Data collection Behavioural observations will be conducted daily, starting at 6:30 AM until 12 PM, and then again from 2 PM until 5 PM. A team will enter the forest each day, to collect data on squirrel monkeys (Saimiri boliviensis spp. Peruviensis) and capuchin monkeys (Cebus apella). Once a group of the target species has been found, efforts will be made to stay with the same group for the duration of the data collection period. The GPS location of the group will be recorded throughout the day in order to record information on home range and day range. Upon locating a group, the number of individuals and agesex classification of each will be recorded where possible. The presence of other primates will also be recorded, noting the species present, the number of individuals, and where possible the age sex composition of the group. Information will be collected using two-minute individual focal samples (Altmann, 1974) which note the feeding and vigilance behaviour of a single individual using an app which can be downloaded to your smartphone before starting the project. Vigilance behaviour will be recorded using a tally of the

3 number and direction (upwards, downwards, directed at human observers) of scans performed by the individual (Table 1). When feeding, the type of food (mature leaves, young leaves, fruit, flowers, seeds, insects and gums), and corresponding plant species will be recorded where known. Where plants cannot be identified in the field, photographs and samples will be taken for later identification. For each scan, the habitat type of weather conditions will be recorded, and information about the distance to the closest conspecific and closest individual of another species will be recorded at the beginning and end of each individual focal sample. The number of individuals of any species within 10m will also be recorded. After a focal sample is completed, another individual from the same group is sampled until one sample has been taken from each individual. As vigilance and feeding behaviour can be influenced by the habitat an individual is in, habitat information will also be collected. The height of the individual in the trees, and the maximum height of the canopy will be recorded at the end of each focal sample. Height will be estimated using a clinometer to record the angle of the observer from the monkey and tape measure to record the distance of the observer to the base of the tree. Using basic trigonometry these two values can be converted to the height of the monkey in the tree. During the Operation Wallacea field season, the majority of forest surveyed is seasonally flooded forest (varzea), but within this varzea forest there are many different habitat types (Table 2). The habitat type in which the individual is located will be recorded with every behavioural scan. These data may then be used to investigate habitat preferences of each species, but also to investigate variation in activity budgets in relation to habitat type. Tree density is also recorded, and the presence of fruits or flowers in a 10m diameter around the individual. Table 1: Behavioural ethogram Vigilance behaviour Behavioural state Behaviour Looks up Looks down Looks at human Looks at another item Feeding Locomotion Resting Description Focal individual looks up. This may be a movement of gaze direction only, or a movement of the head where the chin is lifted. May be a single movement, or may continue to move head (e.g. side to side) whilst maintaining an upwards gaze. Focal individual looks down. This may be a movement of gaze direction only, or a movement of the head where the chin is lowered. May be a single movement, or may continue to move head (e.g. side to side) whilst maintaining a downwards gaze. Focal individual looks at a human. May be the observer, or another human present. Focal individual looks at another item. This may be another individual, food, or any other item apart from a human. The grasping of edible material, which the focal individual moves towards their mouth to consume. The focal individual moves, whether arboreally, along the ground or by leaping. Minimal movement of focal individual while sitting, standing or laying on the ground, branch or other substrate.

4 Other behaviours Social Out of View Call Individual <5m Polyspecific An interaction between the focal individual and one or more other individuals. Interactions can be agonistic or facilitative; include grooming, playing, learning, threats, chases, strikes, bites or movement of fur of another individuals with hands or mouth. Behaviours of the focal individual cannot be recorded as obstacles lie in the visual path of the observer. The focal individual emits any call The focal individual is within 5m of a conspecific The focal individual is within 25m of an individual of a different species Table 2: Definitions of the various forms of varzea forest in Pacaya Samiria Forest Habitat Riverine Forest Liana Flooded Forest Open Understorey Flooded Forest Levees Tree Fall Gaps Palm Swamp Description Forest located immediately next to the river, with a sloping canopy. Dense vegetation changes throughout the year relative to the flood line, through ecological succession. Populated with liana vines, often very dense with a low to intermediate canopy height. No hardwood trees are found in this habitat. Sparse sunlight penetration means there is little ground flora, but large trees and dense, high canopy. Higher concentrations of tannins within the leaves also lead to a darker colour to the vegetation, particularly fallen leaves. Falling under two main categories of Restinga, which contain broader and larger trees, and Bajial, which flood more than Restinga. Levees seasonally flood, but have a greater percentage of ground flora than other habitat types due to the higher ground levels. This also means they have a characteristically lower flood line. Dense understorey vegetation is present. Fruit species such as Taschamango are good indicators of these habitats. Areas of the forest where trees have fallen, creating a unique habitat in which the canopy has been broken and sunlight can penetrate. This leads to high percentage of ground flora. Specific species of palms are found here, as well as constant visible flooding due to bad drainage of the soil. These can be in pure (only palm species) swamps or mixed (palm and other tree species) swamps. Palms are a consistent part of the canopy. References Altmann J. (1974) Observational Study of Behavior: Sampling Methods. Behaviour, 49, Bodmer R.E., Eisenberg J.F., & Redford K.H. (1997) Hunting and the Likelihood Extinction of Amazonian Mammals. Conservation Biology, 11,

5 Boinski S., Kauffman L., Westoll A., Stickler C.M., Cropp S., & Ehmkei E. (2003) Are Vigilance, Risk from Avian Predators and Group Size Consequences of Habitat Structure? A Comparison of Three Species of Squirrel Monkey (Saimiri oerstedii, S. boliviensis and S. sciureus). Behaviour, 140, Hirsch B.T. (2002) Social monitoring and vigilance behavior in brown capuchin monkeys (Cebus apella). Behavioral Ecology and Sociobiology, 52, Izawa K. (1979) Foods and Feeding Behavior of Wild Black-capped Capuchin (Cebus apella). Primates, 20, Levi T., Silvius K.M., Oliveira L.F.B., Cummings A.R., & Fragoso J.M. V (2013) Competition and Facilitation in the Capuchin Squirrel Monkey Relationship. Biotropica, 45, Pinheiro T., Ferrari S.F., & Lopes M.A. (2011) Polyspecific Associations Between Squirrel Monkeys (Saimiri sciureus) and Other Primates in Eastern Amazonia. American Journal of Primatology, 73, Sampaio D.T. & Ferrari S.F. (2005) Predation of an Infant Titi Monkey (Callicebus moloch) by a Tufted Capuchin (Cebus apella). Folia Primatologica, 76, van Schaik C.P. & van Noordwijk M.A. (989) The Special Role of Male Cebus Monkeys in Predation Avoidance and Its Effect on Group Composition. Behavioral Ecology and Sociobiology, 24, Stensland E.V.A., Angerbjörn A., & Berggren P.E.R. (2003) Mixed species groups in mammals. Mammal Review, 33, Stone A.I. (2007b) Responses of Squirrel Monkeys to Seasonal Changes in Food Availability in an Eastern Amazonian Forest. American Journal of Primatology, 69, Stone A.I. (2007a) Ecological Risk Aversion and Foraging Behaviors of Juvenile Squirrel Monkeys (Saimiri sciureus). Ethology, 113,

Biomes Section 2. Chapter 6: Biomes Section 2: Forest Biomes DAY ONE

Biomes Section 2. Chapter 6: Biomes Section 2: Forest Biomes DAY ONE Chapter 6: Biomes Section 2: Forest Biomes DAY ONE Of all the biomes in the world, forest biomes are the most widespread and the most diverse. The large trees of forests need a lot of water, so forests

More information

Bio 1M: The evolution of apes. 1 Example. 2 Patterns of evolution. Similarities and differences. History

Bio 1M: The evolution of apes. 1 Example. 2 Patterns of evolution. Similarities and differences. History Bio 1M: The evolution of apes 1 Example Humans are an example of a biological species that has evolved Possibly of interest, since many of your friends are probably humans Humans seem unique: How do they

More information

Organism Interactions in Ecosystems

Organism Interactions in Ecosystems Organism Interactions in Ecosystems Have you ever grown a plant or taken care of a pet? If so, you know they have certain needs such as water or warmth. Plants need sunlight to grow. Animals need food

More information

Macaw amazon rainforest predator

Macaw amazon rainforest predator Macaw amazon rainforest predator The Borg System is 100 % Macaw amazon rainforest predator Mar 13, 2008. In a bizarre biological twist, a new study shows that the Hyacinth Macaw depends on its greatest

More information

LOWER PRIMARY SCHOOL WORKBOOK

LOWER PRIMARY SCHOOL WORKBOOK CORAL CAY CONSERVATION & JFA EDUCATIONAL AIDS LOWER PRIMARY SCHOOL WORKBOOK ECOLOGY, RELATIONSHIPS & INTERACTIONS - Prepared by - Alexia Tamblyn, Director of Ecology, JFA Craig Turner, Managing Director,

More information

Introduction. Ecology is the scientific study of the interactions between organisms and their environment.

Introduction. Ecology is the scientific study of the interactions between organisms and their environment. Introduction Ecology is the scientific study of the interactions between organisms and their environment. 1. The interactions between organisms and their environments determine the distribution and abundance

More information

Grade

Grade www.abubakrshalaby.com 5 Grade Ecology is the scientific study of the relation of living organisms to each other and their surroundings. Ecology includes the study of plant and animal populations, plant

More information

In the Rainforest Biome you will discover how plants, animals and people of the rainforest fit together.

In the Rainforest Biome you will discover how plants, animals and people of the rainforest fit together. Tracking KS3 the Tropics In the Rainforest Biome you will discover how plants, animals and people of the rainforest fit together. Let s Start! Look point 1 (The Map, grid reference: 173 501) Tropical rainforests

More information

Science Standards of Learning for Virginia Public Schools

Science Standards of Learning for Virginia Public Schools Standards of Learning for Virginia Public Schools Reasoning, and Logic Life Processes Earth Patterns, Cycles, and Change Kindergarten Key Concepts Rainforest Desert K.1 The student will conduct investigations

More information

Wonders of the Rainforest Resource Book

Wonders of the Rainforest Resource Book E-BOOK CODE: REAU5021 Special School Photocopy Master Edition Wonders of the Rainforest Resource Book IMSI by Jane Bourke Wonders of the Rainforest Contents Contents... 3 Learning About Rainforests...

More information

GENERAL ECOLOGY STUDY NOTES

GENERAL ECOLOGY STUDY NOTES 1.0 INTRODUCTION GENERAL ECOLOGY STUDY NOTES A community is made up of populations of different organisms living together in a unit environment. The manner in which these organisms relate together for

More information

14.1. Every organism has a habitat and a niche. A habitat differs from a niche. Interactions in Ecosystems CHAPTER 14.

14.1. Every organism has a habitat and a niche. A habitat differs from a niche. Interactions in Ecosystems CHAPTER 14. SECTION 14.1 HABITAT AND NICHE Study Guide KEY CONCEPT Every organism has a habitat and a niche. VOCABULARY habitat ecological niche competitive exclusion ecological equivalent A habitat differs from a

More information

FOSS California Structures of Life Module Glossary 2007 Edition

FOSS California Structures of Life Module Glossary 2007 Edition FOSS California Structures of Life Module Glossary 2007 Edition Adaptation: Any structure or behavior of an organism that improves its chances for survival. Adult: A fully-grown organism. The last stage

More information

NCEA Level 3 Biology (90716) 2005 page 1 of 5. Q Achievement Achievement with Merit Achievement with Excellence

NCEA Level 3 Biology (90716) 2005 page 1 of 5. Q Achievement Achievement with Merit Achievement with Excellence NCEA Level 3 Biology (90716) 2005 page 1 of 5 Assessment Schedule 2005 Biology: Describe animal behaviour and plant responses (90716) Evidence Statement 1(a) Describes TWO methods of navigation. (orientation

More information

environment Biotic Abiotic

environment Biotic Abiotic 1 Ecology is the study of the living world and the interactions among organisms and where they live; it is the study of interactions between living (animals, plants) and nonliving (earth, air, sun water)

More information

Essential Questions Land Biomes 5

Essential Questions Land Biomes 5 Ecosystems Table of Contents Essential Questions 1 Vocabulary 2-4 Land Biomes 5 Essential Questions 1. How do plants and animals depend upon one another to grow and change in an ecosystem? 2. What are

More information

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1. Student Name: Teacher: Date: District: London City Assessment: 07 Science Science Test 4 Description: Life Science Final 1 Form: 301 1. A food chain is shown. Sunlight Grass Rabbit Snake What is the abiotic

More information

Good Morning! When the bell rings we will be filling out AP Paper work.

Good Morning! When the bell rings we will be filling out AP Paper work. Good Morning! Turn in HW into bin or email to smithm9@fultonschools.org If you do not want to tear the lab out of your notebook take a picture and email it. When the bell rings we will be filling out AP

More information

What is wrong with deer on Haida Gwaii?

What is wrong with deer on Haida Gwaii? What is wrong with deer on Haida Gwaii? A school curriculum by the Research Group on Introduced Species 2007 Forests of Haida Gwaii Haida Gwaii is an archipelago. It consists of a great number of islands,

More information

The living world assessment

The living world assessment The living world unit assessment Name:... 1. A producer is (1mark) a. An organism that gets energy by eating other organisms. b. An organism that gets energy by breaking down dead material. c. An organism

More information

The area on and near the Earth s surface where living things exist. The biosphere:

The area on and near the Earth s surface where living things exist. The biosphere: The area on and near the Earth s surface where living things exist The biosphere: The Biosphere If you use an apple to model the world, which part of the apple would represent the biosphere? Today define:

More information

Environmental signals

Environmental signals Environmental signals Why are environmental signals rare? Pp 632-635 Resource recruitment signals Costs and benefits Vertebrates and social insects Predator detection signals Types Patterns of usage Intertrophic

More information

Evolution & Natural Selection

Evolution & Natural Selection Evolution & Natural Selection Human Origins & Adaptations Charles Darwin Darwin did not discover evolution Darwin explain how natural selection decided which genes would be selected and passed on to the

More information

Map showing location of tropical rainforests

Map showing location of tropical rainforests Information sheet one: where are the rainforests located? Map showing location of tropical rainforests On your sheet describe the geographical location of the tropical rainforests. Top tip: Use an atlas

More information

5 th Grade Ecosystems Mini Assessment Name # Date. Name # Date

5 th Grade Ecosystems Mini Assessment Name # Date. Name # Date An ecosystem is a community of organisms and their interaction with their environment. (abiotic, biotic, niche, habitat, population, community)- 1. Which effect does a decrease in sunlight have on a pond

More information

ì<(sk$m)=bdhhha< +^-Ä-U-Ä-U

ì<(sk$m)=bdhhha< +^-Ä-U-Ä-U Genre Comprehension Skill Text Features Science Content Nonfiction Cause and Effect Captions Map Labels Glossary Plants and Animals Scott Foresman Science 2.3 ì

More information

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603)

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) NCEA Level 3 Biology (91603) 2013 page 1 of 6 Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) Assessment Criteria

More information

TUNDRA. Column 1 biome name Column 2 biome description Column 3 examples of plant adaptations

TUNDRA. Column 1 biome name Column 2 biome description Column 3 examples of plant adaptations Biome Cards (pp. 1 of 7) Cut out each biome card and divide each card into three sections. Place all sections in a plastic storage bag. Have one bag for every two students. Column 1 biome name Column 2

More information

Science Curriculum Guide

Science Curriculum Guide LIFE SCIENCE 2 nd Grade Compare classify animal organisms on the basis of observable physical characteristics. Describe vertebrates in terms of observable body parts characteristics. Describe life cycles

More information

Organism Species Population Community Ecosystem

Organism Species Population Community Ecosystem Name: Date: Period: Ecosystems and Their Interactions S8.B.3.1 Getting the idea The environment is everything that surrounds an organism. Organisms cooperate and compete with each other to get everything

More information

BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences

BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences Week 5. Plant defense theory 2: Development: Lecture summary: Resource Availability Theory: Coley, Bryant

More information

By: Meghan Grill, Jessica Schad, Libby Stofko

By: Meghan Grill, Jessica Schad, Libby Stofko By: Meghan Grill, Jessica Schad, Libby Stofko Forging through the dense jungles, you must learn to live off nothing more than the invaluable tools found in the nature. In the rainforest the contestants

More information

Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603)

Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) NCEA Level 3 Biology (91603) 2016 page 1 of 6 Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) Evidence Statement

More information

Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How

Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How Kieffer 1 Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How could play behavior have evolved? Several investigators have looked

More information

Chapter 8. Biogeographic Processes. Upon completion of this chapter the student will be able to:

Chapter 8. Biogeographic Processes. Upon completion of this chapter the student will be able to: Chapter 8 Biogeographic Processes Chapter Objectives Upon completion of this chapter the student will be able to: 1. Define the terms ecosystem, habitat, ecological niche, and community. 2. Outline how

More information

Evaluating Wildlife Habitats

Evaluating Wildlife Habitats Lesson C5 4 Evaluating Wildlife Habitats Unit C. Animal Wildlife Management Problem Area 5. Game Animals Management Lesson 4. Evaluating Wildlife Habitats New Mexico Content Standard: Pathway Strand: Natural

More information

biotic factors camouflage carnivore chloroplast

biotic factors camouflage carnivore chloroplast non-living parts of an organism's environment Eg air currents, temperature, moisture, light, and soil type special features about an organism that help it survive and reproduce living things that is different

More information

INTERACTIONS IN AN ENVIRONMENT

INTERACTIONS IN AN ENVIRONMENT reflect Earth is full of living things. Our planet has many kinds of organisms including bacteria, fungi (like mushrooms), plants, and animals. In some ways, living things are alike. Almost all living

More information

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 Chapter 4 (How Living Things Grow and Change) 3.1.2.C.2. Explain that living things can only survive if their needs are being met. 3.1.2.A.3.

More information

(Again) Midterm and Essay 1 = April 12th, Thursday the week after Spring Break

(Again) Midterm and Essay 1 = April 12th, Thursday the week after Spring Break Announcements (Again) Midterm and Essay 1 = April 12th, Thursday the week after Spring Break This week: More chapter 5 - classification practice, new species concepts, fossils 1 On the midterm 882-E scantron

More information

CHAPTER. Population Ecology

CHAPTER. Population Ecology CHAPTER 4 Population Ecology Chapter 4 TOPIC POPULATION ECOLOGY Indicator Species Serve as Biological Smoke Alarms Indicator species Provide early warning of damage to a community Can monitor environmental

More information

Tropical, Monsoon, Ecosystem, Emergent Layer, Canopy, Understorey, Decomposers, Fungi. Pre-viewing Questions:

Tropical, Monsoon, Ecosystem, Emergent Layer, Canopy, Understorey, Decomposers, Fungi. Pre-viewing Questions: TROPICAL RAINFORESTS Tropical rainforests are today restricted to relatively small pockets of land clustered around the equator. Yet within these remaining parcels of land is an extraordinarily diverse

More information

Education Transformation Office (ETO) 8 th Grade Unit # 6 Assessment

Education Transformation Office (ETO) 8 th Grade Unit # 6 Assessment Education Transformation Office (ETO) 8 th Grade Unit # 6 Assessment 1. Which of the following types of organisms mostly likely occupies the location marked X in the food web below? A. Primary consumer

More information

Simplistic view of energy flow Linear path Lacks other possible pathways energy can be passed. Food Chain?

Simplistic view of energy flow Linear path Lacks other possible pathways energy can be passed. Food Chain? Simplistic view of energy flow Linear path Lacks other possible pathways energy can be passed. Food Chain? Realistic view of energy passage. Combines food chains. Food Web? Energy Pyramid Quaternary Consumer

More information

STAAR REVIEW 2015 BIOLOGICAL PROCESSES AND SYSTEMS:

STAAR REVIEW 2015 BIOLOGICAL PROCESSES AND SYSTEMS: Name: STAAR REVIEW 2015 BIOLOGICAL PROCESSES AND SYSTEMS: Which body system(s) would be used for running? EX: Food is chewed, swallowed, and passed into the stomach where it is broken down into nutrients.

More information

Ch. 14 Interactions in Ecosystems

Ch. 14 Interactions in Ecosystems Ch. 14 Interactions in Ecosystems 1 14.1 Habitat vs. Niche Habitat all biotic and abiotic factors where an organism lives WHERE a species lives 2 Ecological Niche All physical, chemical, and biological

More information

Where in the world does your food come from?

Where in the world does your food come from? Pollinators come in all species, sizes, shapes and shades Where in the world does your food come from? Do you eat fruits? vegetables? nuts? seeds? grains? Where do you get them? Usually Mom or Dad go to

More information

Levels of Ecological Organization. Biotic and Abiotic Factors. Studying Ecology. Chapter 4 Population Ecology

Levels of Ecological Organization. Biotic and Abiotic Factors. Studying Ecology. Chapter 4 Population Ecology Chapter 4 Population Ecology Lesson 4.1 Studying Ecology Levels of Ecological Organization Biotic and Abiotic Factors The study of how organisms interact with each other and with their environments Scientists

More information

Chapter 4 Population Ecology

Chapter 4 Population Ecology Chapter 4 Population Ecology Lesson 4.1 Studying Ecology Levels of Ecological Organization The study of how organisms interact with each other and with their environments Scientists study ecology at various

More information

HOMEWORK PACKET UNIT 2A. Part I: Introduction to Ecology

HOMEWORK PACKET UNIT 2A. Part I: Introduction to Ecology CP Biology Name Date Period HOMEWORK PACKET UNIT 2A Part I: Introduction to Ecology Name Class Date 3.1 What Is Ecology? Studying Our Living Planet 1. What is ecology? 2. What does the biosphere contain?

More information

Copyright The Regents of the University of California. Cannot be photocopied, resold, or redistributed. Rice plants grow in water.

Copyright The Regents of the University of California. Cannot be photocopied, resold, or redistributed. Rice plants grow in water. Rice plants grow in water. The Most Important Seed 8 Did you know that people eat grass seeds? It s true. You probably will eat one or more kinds of grass seeds today. Wheat, corn, rice, oats, millet,

More information

Ecological consequences of individual spatial choice in foraging groups of brown capuchin monkeys, Cebus apella

Ecological consequences of individual spatial choice in foraging groups of brown capuchin monkeys, Cebus apella Anita. Behav., 1990, 40, 922-934 Ecological consequences of individual spatial choice in foraging groups of brown capuchin monkeys, Cebus apella CHARLES H. JANSON Department of Ecology and Evolution, State

More information

Examples of biotic communities: Pond community, Forest community, Lake community etc.

Examples of biotic communities: Pond community, Forest community, Lake community etc. BIOTIC COMMUNITY Community : In an environment or habitat, different types of plants and animals exist in close association and show interdependence. An actively interacting group of a number of different

More information

Ecosystem Review. EOG released questions

Ecosystem Review. EOG released questions Ecosystem Review EOG released questions 1. Which food chain is in the correct order? A grasshopper grass snake frog hawk B grasshopper frog hawk snake grass C grass grasshopper frog snake hawk D grass

More information

Biosphere Biome Ecosystem Community Population Organism

Biosphere Biome Ecosystem Community Population Organism Ecology ecology - The study of living things and how they relate to their environment Levels of Organization in Ecology organism lowest level one living thing population collection of organisms of the

More information

Populations and Communities

Populations and Communities CHAPTER 21 Populations and Communities LESSON 3 Communities What do you think? Read the two statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree

More information

Community and Population Ecology Populations & Communities Species Diversity Sustainability and Environmental Change Richness and Sustainability

Community and Population Ecology Populations & Communities Species Diversity Sustainability and Environmental Change Richness and Sustainability 1 2 3 4 Community and Population Ecology Chapter 6 Populations & Communities Biosphere> ecosystems> communities> populations> individuals A population is all of the individuals of the same species in a

More information

DECIDUOUS FORESTS. Odborná angličtina pro 2. ročník

DECIDUOUS FORESTS. Odborná angličtina pro 2. ročník DECIDUOUS FORESTS Odborná angličtina pro 2. ročník Střední lesnická škola Hranice, Jurikova 588 Autor modulu: Mgr. Jaroslava Jalůvková Deciduous trees Leaves Deciduous trees usually have broad, large leaves

More information

Ecology Notes CHANGING POPULATIONS

Ecology Notes CHANGING POPULATIONS Ecology Notes TEK 8.11 (B) Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or

More information

Ecology Test Biology Honors

Ecology Test Biology Honors Do Not Write On Test Ecology Test Biology Honors Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The study of the interaction of living organisms with

More information

Climate Change Vulnerability Assessment for Species

Climate Change Vulnerability Assessment for Species Climate Change Vulnerability Assessment for Species SPECIES: Specify whether you are assessing the entire species or particular populations: This tool assesses the vulnerability or resilience of species

More information

1 Vocabulary. Chapter 5 Ecology. Lesson. Carnivore an organism that only eats meat or flesh. Niche an organism s role in the habitat

1 Vocabulary. Chapter 5 Ecology. Lesson. Carnivore an organism that only eats meat or flesh. Niche an organism s role in the habitat 1 Vocabulary Carnivore an organism that only eats meat or flesh Niche an organism s role in the habitat Community all the populations in one place that interact with each other Decomposer digests the waste

More information

14.1 Habitat And Niche

14.1 Habitat And Niche 14.1 Habitat And Niche A habitat differs from a niche. Habitat physical area in which an organism lives Niche each species plays a specific role in an ecosystem niche includes the species habitat, feeding

More information

CBA Practice Exam - Ecology

CBA Practice Exam - Ecology CBA Practice Exam - Ecology For the following two questions, use the diagram below: 1. (TEKS 11B) The organisms in the illustration are all part of a pond community. What would likely happen to the fish

More information

Living Things and the Environment

Living Things and the Environment Unit 21.1 Living Things and the Environment Section 21.1 Organisms obtain food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An environment that provides

More information

Chapter 6 Reading Questions

Chapter 6 Reading Questions Chapter 6 Reading Questions 1. Fill in 5 key events in the re-establishment of the New England forest in the Opening Story: 1. Farmers begin leaving 2. 3. 4. 5. 6. 7. Broadleaf forest reestablished 2.

More information

Amazing Adaptations!

Amazing Adaptations! Amazing Adaptations! Adaptations are changes that happen over long periods of time, sometimes millions of years! They help species to survive in different environments so plants and animals are specially

More information

Food Web and Ecological Relationships Quiz

Food Web and Ecological Relationships Quiz Biology II Ms. Chen Name: Food Web and Ecological Relationships Quiz Date: Multiple Choice (2 pts each) Directions: Circle the best answer. 1. The loss of the producers in an ecosystem would most likely

More information

2017 Pre-AP Biology Ecology Quiz Study Guide

2017 Pre-AP Biology Ecology Quiz Study Guide 2017 Pre-AP Biology Ecology Quiz Study Guide 1. Identify two processes that break-down organic molecules and return CO 2 to the atmosphere: 2. Identify one process that removes CO 2 from the atmosphere

More information

Honors Biology Ecology Concept List

Honors Biology Ecology Concept List 1. For each pair of terms, explain how the meanings of the terms differ. a. mutualism and commensalism b. parasitism and predation c. species richness and species diversity d. primary succession and secondary

More information

Ecology - the study of how living things interact with each other and their environment

Ecology - the study of how living things interact with each other and their environment Ecology Ecology - the study of how living things interact with each other and their environment Biotic Factors - the living parts of a habitat Abiotic Factors - the non-living parts of a habitat examples:

More information

Unit 6 Populations Dynamics

Unit 6 Populations Dynamics Unit 6 Populations Dynamics Define these 26 terms: Commensalism Habitat Herbivory Mutualism Niche Parasitism Predator Prey Resource Partitioning Symbiosis Age structure Population density Population distribution

More information

10/6/ th Grade Ecology and the Environment. Chapter 2: Ecosystems and Biomes

10/6/ th Grade Ecology and the Environment. Chapter 2: Ecosystems and Biomes 7 th Grade Ecology and the Environment Chapter 2: Ecosystems and Biomes Lesson 1 (Energy Flow in Ecosystems) Each organism in an ecosystem fills an energy role. Producer an organism that can make its own

More information

Earth s Major Terrerstrial Biomes. *Wetlands (found all over Earth)

Earth s Major Terrerstrial Biomes. *Wetlands (found all over Earth) Biomes Biome: the major types of terrestrial ecosystems determined primarily by climate 2 main factors: Depends on ; proximity to ocean; and air and ocean circulation patterns Similar traits of plants

More information

Manitoba Curriculum Framework of Outcomes Grades K-3

Manitoba Curriculum Framework of Outcomes Grades K-3 Grades K-3 Reference Specific Learning Outcomes Wetlands Rainforest It is expected that students will: 100-4 observe and identify similarities and differences in the needs of living Organisms, Migration,

More information

Natural Selection in Action

Natural Selection in Action 3 What You Will Learn Genetic variation and environmental factors affect evolution by natural selection. Separation, adaptation, and reproductive isolation can produce new species. Extinction occurs when

More information

Principles of Ecology

Principles of Ecology 2 Principles of Ecology section 1 Organisms and Their Relationships Before You Read On the lines below, list the organisms that you have encountered today. You share the same environment with these organisms.

More information

BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences

BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences BIOS 5970: Plant-Herbivore Interactions Dr. Stephen Malcolm, Department of Biological Sciences Week 8. Pollination and fruit dispersal: Lecture summary: Mutualisms between plants and animals: Pollination

More information

Australian tropical savanna Information sheet

Australian tropical savanna Information sheet Australian tropical savanna Information sheet This is an example of an Australian savanna landscape with small trees and the ground covered in grasses. Where Australia s tropical savanna is spread over

More information

Vegetation and Terrestrial Wildlife

Vegetation and Terrestrial Wildlife Vegetation and Terrestrial Wildlife Vegetation Plant Communities Disturbance Unique Communities Wildlife Amphibians and Reptiles Birds Mammals Terrestrial Ecology: Vegetation Goals of vegetation sampling

More information

Rainforest Ecosystems

Rainforest Ecosystems Rainforest Ecosystems Ecosystems: A Brief Review Collection of interdependent parts Environment provides inputs Ecosystem produces outputs Hydrosphere Atmosphere Lithosphere Inputs Abiotic Inputs Energy

More information

Populations L3.notebook. June 10, Today you will: Jun 8 8:59 AM

Populations L3.notebook. June 10, Today you will: Jun 8 8:59 AM Today you will: Jun 8 8:59 AM 1 Population all the members of a species in a locality at a particular time Community all the species in a given area Geographic range the region where an organism is sighted

More information

8/18/ th Grade Ecology and the Environment. Lesson 1 (Living Things and the Environment) Chapter 1: Populations and Communities

8/18/ th Grade Ecology and the Environment. Lesson 1 (Living Things and the Environment) Chapter 1: Populations and Communities Lesson 1 (Living Things and the Environment) 7 th Grade Ecology and the Environment Chapter 1: Populations and Communities organism a living thing (plant, animal, bacteria, protist, fungi) Different types

More information

Chapter Niches and Community Interactions

Chapter Niches and Community Interactions Chapter 4 4.2 Niches and Community Interactions Key Questions: 1) What is a niche? 2) How does competition shape communities? 3) How do predation and herbivory shape communites? 4) What are three primary

More information

Rainforest Vocabulary Quiz Game plus Dominoes

Rainforest Vocabulary Quiz Game plus Dominoes Rainforest Vocabulary Quiz Game plus Dominoes carnivore These are animals that eat meat. They have sharp teeth and a powerful bite. A jaguar has the strongest bite in the rainforest. marginalisation This

More information

Talks are generally led by the keepers and may vary between different staff members. We will adapt this talk according to the age of students.

Talks are generally led by the keepers and may vary between different staff members. We will adapt this talk according to the age of students. Key Stage 3 & Key Stage 4 HABITATS & ADAPTATIONS General points about this talk: Talks generally last 30-40 minutes and take place out in the Park in all weathers; please ensure that your pupils wear suitable

More information

The Earth s Ecosystems

The Earth s Ecosystems CHAPTER 17 DIRECTED READING WORKSHEET The Earth s Ecosystems As you read Chapter 17, which begins on page 414 of your textbook, answer the following questions. Would You Believe...? (p. 414) 1. How does

More information

COMMON CORE Lessons & Activities

COMMON CORE Lessons & Activities T E AC H I T SA M PL E COMMON CORE Lessons & Activities DAY! O T Common Core Lessons & Activities: Ecosystems By Carole Marsh Published by Gallopade International, Inc. Carole Marsh/Gallopade Printed in

More information

Table of Contents. Pages 2-4. Pages 5-7. Pages Pages Pages Tropical Rainforest Reading Passage. Scaffolded Questions

Table of Contents. Pages 2-4. Pages 5-7. Pages Pages Pages Tropical Rainforest Reading Passage. Scaffolded Questions Table of Contents Tropical Rainforest Reading Passage Pages 2-4 Scaffolded Questions Pages 5-7 On-Level Questions Pages 8-10 Extension Activity Pages 11-13 Answer Key Pages 14-16 Tropical Rainforest Reading

More information

PAWS Science Grade 4 Released Items With Data Life Systems

PAWS Science Grade 4 Released Items With Data Life Systems PWS Science Grade 4 Released Items With Data Life Systems Copyright 2016 by the Wyoming Department of Education. ll rights reserved. No part of this publication may be reproduced or transmitted in any

More information

RESEARCH ARTICLE Social and Personal Information Use by Squirrel Monkeys in Assessing Predation Risk

RESEARCH ARTICLE Social and Personal Information Use by Squirrel Monkeys in Assessing Predation Risk American Journal of Primatology RESEARCH ARTICLE Social and Personal Information Use by Squirrel Monkeys in Assessing Predation Risk JACKSON L. FRECHETTE 1,2 *, KATHRYN E. SIEVING 2, AND SUE BOINSKI 3

More information

Ecology. Ecology terminology Biomes Succession Energy flow in ecosystems Loss of energy in a food chain

Ecology. Ecology terminology Biomes Succession Energy flow in ecosystems Loss of energy in a food chain Ecology Ecology terminology Biomes Succession Energy flow in ecosystems Loss of energy in a food chain Terminology Ecology- the study of the interactions of living organisms with one another and with their

More information

Willow Pond Introduction

Willow Pond Introduction Name: Willow Pond Introduction Pond Ecosystems An ecosystem is made up of both biotic (living) and abiotic (non-living) components. Biotic elements include plants, animals, fungi, and microorganisms. Some

More information

Lesson Overview 4.2 Niches and Community Interactions

Lesson Overview 4.2 Niches and Community Interactions THINK ABOUT IT If you ask someone where an organism lives, that person might answer on a coral reef or in the desert. Lesson Overview 4.2 Niches and Community Interactions These answers give the environment

More information

Tania Ostolaza Fernández sharpandsavvy.es UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES

Tania Ostolaza Fernández sharpandsavvy.es UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES CHECK YOUR LEARNING Answer the following questions. Use full sentences and be careful with your handwriting. INTERRELATIONSHIPS. FOOD CHAINS & FOOD WEBS.

More information

Unit 7: What is an ecosystem?

Unit 7: What is an ecosystem? Unit 7: What is an ecosystem? Lesson 20 An ecosystem is an area or habitat that contains living and non-living things. The living and non-living things depend on each other in many different ways. An ecosystem

More information

1 29 g, 18% Potato chips 32 g, 23% 2 30 g, 18% Sugar cookies 35 g, 30% 3 28 g, 19% Mouse food 27 g, 18%

1 29 g, 18% Potato chips 32 g, 23% 2 30 g, 18% Sugar cookies 35 g, 30% 3 28 g, 19% Mouse food 27 g, 18% 1. When testing the benefits of a new fertilizer on the growth of tomato plants, the control group should include which of the following? A Tomato plants grown in soil with no fertilizer B Tomato plants

More information

NOTES: CH 4 Ecosystems & Communities

NOTES: CH 4 Ecosystems & Communities NOTES: CH 4 Ecosystems & Communities 4.1 - Weather & Climate: WEATHER = day-to-day conditions of Earth s atmosphere CLIMATE= refers to average conditions over long periods; defined by year-afteryear patterns

More information

Trophic and community ecology

Trophic and community ecology Trophic and community ecology Top carnivore Trophic levels Carnivore Herbivore Plant Trophic ecology Trophic related to feeding Autotrophs: synthesize their food Heterotrophs: eat other organisms Trophic

More information

Field Guide: Teacher Notes

Field Guide: Teacher Notes Field Guide: Teacher Notes Bob Winters Adaptations of organisms Objectives After completing this activity, students will be able to: Identify physical conditions of grasslands. Evaluate how organisms have

More information