Earth s Ecosystems. 1. Biome Demo on website. 2. Abiotic Key Terms Introduction

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1 Complete using Unit 1 Outline Sustaining Earth s Ecosystems Chapter 1: Biomes and Ecosystems DAY OUTLINE KEY TERMS Intro to SclO & Course outline/expectations 1. Biome Demo on website 2. Abiotic Key Terms Introduction 3. Biotic Data Booklet Introduction Intro to Scientific Method - Popbottle Activity Describing Biomes Snowball pg. 2 photo Assignment: Read p.8-19 in text; Reading Check p Notes 4. Physiological Intro Biomes Project adaptation Assignment: Read p (text) 5. Structural Work on Biomes project adaptation 6. Behavioural adaptation 3 Movie: Blue Planet Frozen Seas Climatograph Assignment (use text p ) Assignment: Do p. 33 #9,10 & 13 Do Biomes and Ecosystems wksht Bring_your_share_of the_biome_project_tomorrow 4 Compile Biome Project (15mm only) 7. Ecosystem 1.2 Notes 8. Commensalism Activity: Types of Symbiosis 9. Mutualism Assignment: Do p.51 #2,4,9,10 & Symbiosis 5 Biotic Interactions Share Biome Projects Group, Peer and Self Evaluations Gallery Walk Biome Project Passport Assignment: Study for Quiz on Ch Ch. 1.1 Quiz 11. Predation Sunny Meadows Predator/Prey Online Activity 12. Parasitism Class Activity: Predator/Prey Simulation Ch.1 Review: Do 1.1 & 1.2 Assessment wkshts Do p in text #3,6,12,15,20,24 STUDY FOR CH.1 TEST NEXT CLASS! 7 Ch.1 Test

2 Chapter 1: Biomes and Ecosystems Key Term Definition Example/Graphic 1. Biome 2. Abiotic 3. Biotic 4. Physiological Adaptation 5. Structural Adaptation 6. Behavioural Adaptation

3 7. Ecosystem 8. Commensalism 9. Mutualism 10. Symbiosis 11. Predation 12. Parasitism

4 Name: Date: 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: Mark Title Title can be read from 2 m. away and is informative. 3 Content 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. 5 Appearance 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 7 Evaluation of Group completed and handed in. Members Total Available Marks 60 *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:

5 Name: Date: Block: Action Plan My group s biome: My group s city: My group members names: For this project, I in charge of: will be 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. 1. Percentage of work completed 2. 3.

6 Biomes Project Self and Group Evaluation Consider the criteria below and write down the mark you think your project deserves. Mark Out Self Peer Teacher Breakdown of Title Title can be read from 2m Readable (1) 3 away. Name of biome(1) Title is informative (name of Name of city/region(1) biome and name of city or region.) Content Latitude. Each section 25 Climate. Marked out of 5 Physical features. (complete,clear,concise) Plant adaptations. Animal adaptations. Graphics Hand-drawn climatograph. Climatograph (5) 10 Photos (2) of plant adaptations. Photos (5) Photos (3) of animal adaptations. Grammar Nogrammarorspellingerrors. 5 5 Appearance Poster is attractive. Attractive (3) 10 Poster 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 7 and handed in. Evaluation of group Evaluation of members completed and handed Group in. Members Total 60

7 Name: Date: Block: L My Biome Passport Quick Trip around the Biomes 1. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and one animal in this biome: 2. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and animal in this biome: 3. Type of biome: Name one specific location within this biome: Describe the physical features of this biome: - Name one plant and animal in this biome:

8 4. Type of biome: Name one specific location within this biome: Describe the physical features of this biome: Name one plant and one animal in this biome: - 5. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and one animal in this biome: 6. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and one animal in this biome:

9 7. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and one animal in this biome: 8. Type of biome: Name one specific location within this biome:_ Describe the physical features of this biome: Name one plant and one animal in this biome:

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11 influences is carry Windward 1.1 Biomes Student Notes are regions with similar New Zealand are similar biomes). components (ex. BC & Biomes are classified based on many characteristics: There are on Earth: Boreal forest, desert, grassland, permanent ice, temperate deciduous forest, temperate rainforest, tropical rainforest and tundra. & of the most important identif ing biomes. Distribution of Biomes: Other identifying Factors: are2 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. the height above sea level Higher elevations have less air, & therefore less heat is retained. sides of mountains are wet, leeward sides are very dry. warmth & moisture to coastal areas. Where warm currents meet land, in < i Average Annual Temperature D desert boreal forest LI grassland permanent ice D temperate deciduous forest D temperate rainforest [DDl71 I1fllillEJ tropical rainforest LI tundra are found.

12 Climate: the Climatographs Climatoraphs: A the average over a period of several years. a location over a period of 30+ years. show the precipitation on the right hand y-axis, temperature on the left hand y-axis and time along the x-axis (bottom) E 0 Cilmatograph Tofino, Brfllsh Columbia, 49N L 2 Cilniatograph Osoyoos, British Columbia, 49N o SAoo I U 5! z I 25J Month J F MA M J J A S C N D Month Adaptation & Biomes Biomes are often identified with factors. Ex. A cactus in the desert, or a caribou on the tundra. Many of these characteristic factors have special that allow the organisms to better in that biome Types of adaptations: that helps an organism survive. Ex. A wolf has large paws to help it run in snow. of an organism that allows it to survive. Ex. A wolf maintains a constant body temperature. - a physical feature - a physical or chemical event inside the body 3. - a behaviour that helps an organism to survive. ex. Wolves hunt in packs to capture large prey.

13 f) What is the average temperature in December? I L Activity Name Date 1.1 Analyzing Climatographs (use with textbook p.30-31) 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? 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? ANALYZE: c) Infer which biome is represented by Climatograph A. d) Infer which biome is represented by Climatograph B. 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 What effect might this have on the growing season in these two Canadian cities?

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15 Video Name Date Worksheet L 1.1 BLUE PLANET VIDEO: FROZEN SEAS 1. Using the table below, list the differences between the Arctic and the Antarctic. I 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:

16 5. and 4 MHR 5ection 1.1 Biomes ama MoGrew-Hill Ryornon Lim,ted 6 MHR Section 1.1 Biomes 2eoB MoGrow-Hill Ryerso Liwited Use with textbook pages Use with textbook pages Diomes and ecosystems Climatographs Vocabulary abiotic latitude adaptstions scesn currents behavioural physiological blame precipitalisn bislic structural clinistvgrsph temperature elevstion terrestrial Which world biomes are represented by the data in the following climatographs? Use the terms in the vocabulary box to fill in the blanks. Use each term only once. 1. components are the living organisms in an environment, such as plants, animals, fungi, and bacteria. 2. components are the non-living parts of an environment, such as sunlight, soil, moisture, and temperature. 3. A includes large regions that have similar biotic components and abiotic components. 4. A biome is land-based. are two important abiotic factors that influence the characteristics of biomes and the distribution of biomes on Earth. 6. is the distance measured in degrees north or south from the equator. 7. is the height of a land mass above sea level. 8. are another abiotic factor that affects temperature and precipitation and therefore influences the characteristics of biomes. 9. A is a graph of climate data for a specific region and is generated from data usually obtained over 30 years from local weather observation stations. 10. are characteristics that enable organisms to better survive and reproduce. 11. A adaptation is a physical feature of an organism s body having a specific function that contributes to the survival of the organism. A adaptation is a physical or chemical event that occurs within the body of an organism that enables survival. A adaptation refers to what an organism does to survive in the unique conditions of its environment.

17 also Healthy Most 1.2 Ecosystems Student Notes - a part of a biome in which (non-living) factors interact with 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 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 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. 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. ecosystems generally have biodiversity losses occur from the Humans often have a on biodiversity. try to balance human progress with maintaining biodiversity.

18 and the other is not affected (not harmed or helped). P = Parasitism: a symbiotic relationship that benefits 1 organism and M = Mutualism: a symbiotic relationship that benefits both organisms. orchids get sun. harm to the shark. benefits both. the honey. 2. The honeyguide bird leading the honey badger to the bees hive; both eat harms the other. PROCEDURE: Classify each example: EXAMPLES: TYPES OF SYMBIOSIS L C = Commensalism: a symbiotic relationship that benefits 1 organism 20. The lichen; a close relationship between a fungus and an algae, that and the tick bird gets nutrients from eating the pests. 11. Orchids growing in tall tropical trees; the trees are not harmed but the 13. The remora, a type of suckerfish, hitching a ride on a shark, with no 19. The rhino and the tick bird. The rhino has pests removed by the tick bird 6. The bristle worm living with the hermit crab. 7. Head lice living on the human scalp. 9. The ants and the acacia tree living together. 10. The egret, an insect eating bird, grazing near a herbivore s mouth. 12. Bacteria living on a human s skin. 14. Barnacles living on a whale. 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. 5. The hermit crab carrying the sea anemone on its back. 8. Mistletoe putting its roots into its host tree. 15. Bees and flowers. I Activity Name Date A tick living on a dog. 4. A bird building their nest in a tree. 3. A tapeworm living in a 10 th grade student s intestines.

19 Name Date Interpreting Illustrations Section 1.2 Use with textbook pages Diotic interactions in ecosystems Vocabulary biosphere organism community population 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 McGraw-Hill Ryerson Limited Section 1.2 Ecosystems MHR 11

20 Science 10 Name: Block: Predator- Prey Simulation 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 square represents 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 can starve. 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 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. 4. 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. 5. 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. 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. 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. 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: Number of Number of Number of Number of Number of Number of Seneralion Surviving Mace Surviving Owls Mtce at Start Owls at Start Mice Caught Owls Starved + Offspring + Offspring

21 Data: Number of Number of Number of Number of Generation Mice at Start Owls at Start Mice Caught Owls Starved Number of Number of Surviving Mice Surviving Owls + Offspring + Offspring 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.

22 Generation c180 C Cl) C colour for the owl population and a different colour for the mouse population. data. Connect the data points of each population using different coloured lines: one Analysis: Plot your data on the following graph. Use dots for the mouse data and Xs for the owl

23 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.

24 Assessment Sect!on McGraw-lull Ryersori Limited Section 1.1 Blames MHR McGraw-I-till Ryerson Limited Section 1.2 Ecosystems MHR 13 Name Date Assessment Séction i.i Name Date Use with textbook pages Diomes Match each Term on the left with the best Descriptor on the right. Each Descriptor may only be used once. Term Descriptor 1.._ abiotic 2. adaptations 3. biome 4.. biotic 5... climate 6. latitude 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 Circle the letter of the best answer. 7. A biome is best represented by a: A. river B. city C. latitude D. desert 8. Which of the following is an abiotic component of an environment? A. algae B. sunlight C. fungi 0. plants 9. Which of the following is a biotic component of an ecosystem? A. moisture B. sand C. bacteria D. temperature 10. Which of the following is a characteristic of the boreal forest biome? A. below freezing half the year B. long, hot summers C. polar land masses D. lots of precipitation 11. Which world biome is represented by a climatograph that illustrates an average precipitation of 300 cm in the month of January? A. grassland B. tropical rainforest C. permanent ice D. temperate deciduous forest 12. Which world biome is represented by a climatograph that illustrates an average temperature of 25 C in the month of July? A. boreal forest B. tropical rainforest Use with textbook pages Ecosystems Match each Term on the left with the best Descriptor on the right. Each Descriptor maybe used only once. Term Descriptor 1. commensalisni A. the special role an 2. competition organism plays in an 3. ecosystem ecosystem 4. mutualism B. a part of a biome in 5. niche which abiotic corn 6. parasitism ponents interact with 7. predation 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 Circle the letter of the best answer. 8. What relationship is demonstrated by a barnacle being attached to a whale? A. mutualism B. commensalism C. parasitism D. competition 9. Which of the following is an example of mutualism? A. similar colouring of shrimp and crimson anemone B. bookworms attaching to a dog s intestine C. coyotes hunting in packs to kill large animals D. snapdragon flowers that open for bees of a specific mass I1cjt\_z;LJ.-/HEi 10. Which of the following situations best describes the relationship of the predator and prey population shown in the graph above? A. As the predator population increases the prey population increases. B. As the predator population decreases the prey population decreases. C. As the predator population increases the prey population decreases. 0. Predator population has no effect on prey population. C. permanent ice 0. tundra