Science Level Blue Consultant

Transcription

1 Science Level Blue Consultant Douglas Fisher, Ph.D.

2 About the Consultant Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He also has taught classes in English, writing, and literacy development to secondary school students. Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Science Level Blue. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio ISBN Printed in the United States of America

3 Note-Taking Tips... v Using Your Science Notebook... vi Chapter 1 The Nature of Science Chapter Preview Wrap-Up Chapter 2 Traits and How They Change Chapter Preview Wrap-Up Chapter 3 Interactions of Human Systems Chapter Preview Wrap-Up Chapter 4 Interactions of Life Chapter Preview Wrap-Up Chapter 5 The Nonliving Environment Chapter Preview Wrap-Up Chapter 6 Ecosystems Chapter Preview Wrap-Up Chapter 7 Plate Tectonics Chapter Preview Wrap-Up Chapter 8 Earthquakes and Volcanoes Chapter Preview Wrap-Up Chapter 9 Clues to Earth s Past Chapter Preview Wrap-Up Chapter 10 Geologic Time Chapter Preview Wrap-Up Chapter 11 The Sun-Earth-Moon System Chapter Preview Wrap-Up Chapter 12 The Solar System Chapter Preview Wrap-Up Science Level Blue iii

4 Chapter 13 Stars and Galaxies Chapter Preview Wrap-Up Chapter 14 Inside the Atom Chapter Preview Wrap-Up Chapter 15 The Periodic Table Chapter Preview Wrap-Up Chapter 19 Force and Newton s Laws Chapter Preview Wrap-Up Chapter 20 Work and Simple Machines Chapter Preview Wrap-Up Chapter 21 Thermal Energy Chapter Preview Wrap-Up Chapter 16 Atomic Structure and Chemical Bonds Chapter Preview Wrap-Up Chapter 17 Chemical Reactions Chapter Preview Wrap-Up Chapter 18 Motion and Momentum Chapter Preview Wrap-Up Chapter 22 Electricity Chapter Preview Wrap-Up Chapter 23 Magnetism Chapter Preview Wrap-Up Chapter 24 Waves, Sound, and Light Chapter Preview Wrap-Up Academic iv Science Level Blue

5 Your notes are a reminder of what you learned in class. Taking good notes can help you succeed in science. These tips will help you take better notes. Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes. Write your notes as clearly and concisely as possible. The following symbols and abbreviations may be helpful in your note-taking. Note-Taking Tips Word or Symbol or Phrase Abbreviation for example e.g. such as i.e. with w/ without w/o Word or Phrase Symbol or Abbreviation and + approximately therefore versus vs Use a symbol such as a star ( ) or an asterisk (*) to emphasis important concepts. Place a question mark (?) next to anything that you do not understand. Ask questions and participate in class discussion. Draw and label pictures or diagrams to help clarify a concept. Don t write every word. Concentrate on the main ideas and concepts. Don t use someone else s notes they may not make sense. Don t doodle. It distracts you from listening actively. Don t lose focus or you will become lost in your note-taking. Note-Taking Don ts Science Level Blue v

6 Using Your Science Notebook Name Motion and Momentum Before You Read Preview the chapter and section titles and the section headings. Complete the two columns of the chart by listing at least two ideas in each column. This note-taking guide is designed to help you succeed in learning science content. Each chapter includes: K What I know Accept all reasonable responses. W What I want to find out Language-Based Activities Activities cover the content in your science book including vocabulary, writing, note-taking, and problem solving. Construct the Foldable as directed at the beginning of this chapter. Science Journal Describe how your motion changed as you moved from your school s entrance to your classroom. Student responses will vary, but should include concepts of distance, speed, velocity, and maybe elevation, as they move up stairs, around corners, or between peers. Science Journal Write about what you know. Name Section 2 Acceleration (continued) Calculating Acceleration SE, p. 532 RE, p. 274 Writing Activities 1 These activities help you think 0 about what you re learning and make connections to your life. Motion and Momentum 193 Analyze the acceleration graph below. Label the parts of the graph showing zero acceleration, positive acceleration, and negative acceleration. Summarize how you can identify each type of acceleration on an acceleration graph. Complete the sentences. A line for positive acceleration slopes up from left to right. A line for negative acceleration slopes down from left to right. A line for zero acceleration is horizontal. SYNTHESIZE I T A jogger runs around a circular track. She starts at a speed of 2 m/s, then speeds up to 6 m/s. She runs at that speed for 20 minutes, and then comes to a stop. Describe her acceleration. Is it ever zero? Her acceleration is positive as she speeds up, and negative as she slows down. Her acceleration is never zero, because she is always changing direction as she moves around the circle of the track. Anticipation Guide/KWL Charts Think about what you already know before beginning a lesson and identify what you would like to learn from reading. Speed (m/s) Positive acceleration Speed v. Time Zero acceleration Negative acceleration Time (s) achieve: to gain, accomplish, attain, reach adjacent: near, close, or adjoining approach: to come near collapse: to fall together or inward communicate: to make known or give information community: a group of organisms that live together in the same place complex: made up of different parts connected in a way that is hard to understand component: part of a machine or system constant: not changing; continuing consume: to eat contract: to make or become shorter or smaller controversy: argument or debate convert: to change from one form into another form core: center; a central part of something cycle: a repeating sequence of events device: tool or instrument designed for a particular purpose displace: to take the place of or remove from the usual or proper place diverse: not all the same; varied domain: region with the same physical feature eliminate: to get rid of Academic emerge: to come out; to appear enormous: having great size factor: any of the circumstances or conditions that bring about a result fundamental: serving as an original or generating source; primary hypothesis: a reasonable guess that can be tested and is based on what is known and what is observed interact: to act upon one another internal: having to do with the inside interval: space or time between events investigate: to search into something in order to learn the facts isolate: to separate from others maintain: to continue mature: to become fully developed or ripe method: particular procedure, technique, or way to do something model: a tool used to help visualize something that cannot be directly observed nuclear: of or relating to the atomic nucleus occur: to take place or happen; to be found or appear output: useful power delivered by a circuit or device overall: including everything; total Development words help you to better understand your science lessons. Learning the Academic Glossary can help you score higher on standardized tests. Science Level Blue 273 Motion and Momentum 199 vi Science Level Blue

7 Section 3 Momentum (continued) Mass and Inertia SE, p. 533 RE, p. 276 Momentum SE, p. 534 RE, pp Label the arrow below to show the relationship between mass and inertia. List two factors that affect an object s momentum Greater mass Less mass Has Has more less affect inertia inertia momentum Summarize the calculation of momentum in words on the lines below. Chapter Wrap-Up This brings the information together for you. Revisiting what you thought at the beginning of the chapter provides another opportunity for you to discuss what you have learned. Provide students with sample momentum problems to help them become acquainted with the calculations and units. The momentum of an object is calculated by multiplying its mass in kilograms by its velocity in meters per second. Complete the equation used to calculate momentum. momentum mass (in kg) velocity (in m/s) (in kg m/s) Analyze the equation above and rewrite it using symbols. Use the letter p to represent momentum. p mv Conservation Note-Taking Based on of Momentum the Cornell Two-Column Format Summarize the law of conservation of momentum in your own words using two balls that collide as an example. After two balls collide, the total momentum is the same as before SE, p. 535 the collision. Practice RE, effective p. 277 note-taking through the use of graphic organizers, outlines, and written summaries. Motion and Momentum 201 Name Motion and Momentum Chapter Wrap-Up Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column. K W L What I know What I want to find out What I learned Review Use this checklist to help you study. Accept all reasonable responses. Name Section 2 Acceleration (continued) Acceleration and Motion SE, pp RE, pp Calculating Acceleration SE, p. 530 RE, p. 273 Have students who are good in math partner with students who are less skilled to work several examples of acceleration calculations. SE, p. 531 RE, p. 274 Distinguish the three ways that an object can accelerate. Complete the concept map. Complete the mathematical equation to calculate acceleration for objects moving in a straight line. Acceleration Equation Acceleration includes final speed (in m/s) initial speed (in m/s) acceleration (in m/s 2 ) time (in s) Analyze the equation above to rewrite it using symbols. a (s f s i ) Compare and contrast positive and negative acceleration by completing the chart. t 1. speeding up 2. slowing down 3. changing Types of Acceleration Positive Change in increase decrease speed direction Negative Relationship of Initial speed is Initial speed is initial speed to less than final greater than final final speed speed. speed. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT After reading this chapter, identify three things that you have learned about motion and momentum. Accept all reasonable responses. 1. Motion must be measured by comparing it with a reference point. 2. Acceleration measures how velocity changes over time. 3. Momentum equals an object s mass times its velocity. 204 Motion and Momentum Review Checklist This list helps you assess what you have learned and prepare for your chapter tests. Graphic Organizers A variety of visual organizers help you to analyze and summarize information and remember content. 198 Motion and Momentum Science Level Blue vii

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9 The Nature of Science Before You Read Preview the chapter title, section titles, and section headings. List at least two ideas for each section in each column. K What I know W What I want to find out Construct the Foldable as directed at the beginning of this chapter. Science Journal Describe the most interesting science activity you ve ever done. Identify as many parts of the scientific process used in the activity as you can. The Nature of Science 1

10 The Nature of Science Section 1 What is science? Skim the headings in Section 1. Write three questions that come to mind from reading these headings. Look for answers to each question as you read the section Review Define observation to show its scientific meaning. observation New Use each key term in a sentence to show it scientific meaning. science scientist technology Academic investigate Use a dictionary to define investigate. 2 The Nature of Science

11 Section 1 What is science? (continued) Science in Society Identify three ways scientists find answers about the natural world Using Science Every Day Compare ways that people seek answers to questions in daily life with ways that scientists seek answers to their questions. Using Prior Knowledge Sequence the steps that scientists take to form theories. Scientists use to make predictions about what will happen in investigations. Scientists form been well-tested. when predictions have The Nature of Science 3

12 Section 1 What is science? (continued) Using Science and Technology Identify five information resource materials Complete the graphic organizer to identify scientific skills. Skills that Scientists Use Communication in Science Summarize seven kinds of information you should record in a science journal CONNECT IT Describe a news item you have heard or read about scientific methods being used in society. 4 The Nature of Science

13 The Nature of Science Section 2 Doing Science Predict three things that might be discussed in Section 2 as you skim the title and headings Review Define experiment to show its scientific meaning. experiment New Write the correct vocabulary term next to each definition. sample to which the independent variable is not applied answers scientific questions through observation Academic method represents something that is too big, too small, too dangerous, too time consuming, or too expensive to observe directly testing a hypothesis by using carefully controlled steps variable that stays the same during an experiment factor that is being measured during an experiment variable that is changed during an experiment prediction or statement that can be tested ways, or steps to follow, to solve problems Use a dictionary to define method to show its scientific meaning. The Nature of Science 5

14 Section 2 Doing Science (continued) Solving Problems Complete the concept map about the 2 types of research used to solve problems. Types of Research Descriptive research used to solve problems by used to solve problems by Descriptive Research Equipment, Materials, and Models Describe each part of descriptive research listed below. 1. Research objective: 2. Research design: 3. Bias: Identify six reasons scientists often use models rather than direct observation. Identify the reasons beneath the correct heading. Models are used to study Models are used to study things that are... things that happen... 6 The Nature of Science

15 Section 2 Doing Science (continued) Data and Draw Conclusions Skim the information in the Data and Draw Conclusions sections. Then complete each statement to summarize the main ideas. 1. Data can be recorded and organized by using 2. When drawing conclusions about data, you decide 3. After an investigation ends, scientists often Experimental Research Design Sequence the steps involved in experimental research design. 1. Form a(n). CONNECT IT 2. Plan and perform a(n). One variable, called the Measure the change in the 3. the experiment to make sure results are valid. 4. the results., is changed. and make sure the rest of the variables are. How might sharing your research results with others help you? The Nature of Science 7

16 The Nature of Science Section 3 Science and Technology Scan the section. Use the checklist below. Read all of the section headings. Read all of the bold words. Look at all the charts, graphs, and pictures. Think about what you already know about science, technology, and engineering. Write two facts about science, technology, and engineering Review Define computer. computer New information technology Academic communicate Use your book or a dictionary to define the following term. Use a dictionary to define communicate. 8 The Nature of Science

17 Section 3 Science and Technology (continued) Scientific Discoveries Summarize how scientific discoveries influence your daily life. Include examples. Complete the graphic organizer to describe technology. Example: compact discs Technology includes methods and techniques social-technical systems Example: Example: hydraulic tools make construction work easier and faster Example: The Nature of Science 9

18 Section 3 Science and Technology (continued) Science The Product of Many Complete the chart about scientists. What are some specific jobs done by scientists? Engineers What are some fields in which scientists work? Looking to the Future Explain how computers have changed how modern scientists work. SYNTHESIZE IT Identify a problem that you encounter in your everyday life. Explain how you think it could be helped by technology. 10 The Nature of Science

19 Tie It Together Suppose you are going to interview a scientist. Prepare five interview questions about the scientist s work, equipment, and methods. Interview Questions The Nature of Science 11

20 The Nature of Science Chapter Wrap-Up Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column. How do your ideas now compare with those you provided at the beginning of the chapter? K W L What I know What I want to find out What I learned Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT learned about science. After reading this chapter, identify three things that you have 12 The Nature of Science

21 Traits and How They Change Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Traits and How They Change Traits result from coded information in DNA. The different forms of a gene are called alleles. The chance that an organism will inherit a certain trait cannot be predicted. Mutation is the process by which changes to DNA form new alleles. Construct the Foldable as directed at the beginning of this chapter. Science Journal List two traits that a dog inherits and two traits that are determined by the dog s environment. Traits and How They Change 13

22 Traits and How They Change Section 1 Traits and the Environment Scan the What You ll Learn statements for Section 1 of your book. Identify three topics that will be discussed Review Define variation using your book or a dictionary. variation New Use your book or a dictionary to define the vocabulary terms. trait gene genotype phenotype Academic structure Use a dictionary to define structure to show its scientific meaning. 14 Traits and How They Change

23 Section 1 Traits and the Environment (continued) What are traits? Organize information about traits by completing the blanks in the paragraph. Traits are that an organism has. Two examples of traits are and. You have of traits. Information for traits is found on material called in cells. Summarize some characteristics of DNA by completing the graphic organizer below. DNA Contains information needed to produce a Compare genotype and phenotype by completing the Venn diagram with at least 5 facts. Genotype Exists as in cells with a Both Has segments of the DNA on a chromosome called Phenotype Traits and How They Change 15

24 Section 1 Traits and the Environment (continued) Effects of the Environment Summarize how the environment affects phenotypes by supplying examples of external and internal influences. External How tree leaves grow depends on the they receive and the at which they grow. Internal Human brain cells need normally. to Model one example of how the environment can affect appearance by drawing the example in the box below. Label parts of your drawing to identify what part of the organism is affected. CONNECT IT Explain how some species benefit from organisms ability to change sex, or gender. Summarize some features of your own phenotype. 16 Traits and How They Change

25 Traits and How They Change Section 2 Genetics Scan the headings in Section 2 of your book. Identify three topics that will be discussed Review Define cloning using your book or a dictionary. cloning New Read the definitions below. Write the correct vocabulary term on the blank to the left of each definition. model that is used to predict the possible offspring of crosses between different organisms of known genotypes Academic proportion different form of a gene study of heredity that developed into a science type of allele that shows its effect on the phenotype only when two of them are present in the genotype type of allele that shows its effect on the phenotype whenever it is present in the genotype Use a dictionary to define proportion to show its scientific meaning. Traits and How They Change 17

26 Section 2 Genetics (continued) Science of Genetics Evaluate why the study of genetics is important by writing three key concepts Beginning with Mendel Complete the paragraph about genes and alleles. Each in an individual is determined by at least factors called. Each gene has different forms called. Model the different combinations of alleles possible in sex cells of a parent cell with alleles AaBbCc. Select either a lowercase letter or a capital letter from each column for each row. Find all eight different combinations. The first one has been done for you. Aa Bb Cc A B C 18 Traits and How They Change

27 Section 2 Genetics (continued) Summarize Mendel s principles and laws of heredity in the chart below. Principle or Law Segregation Mendel s Principles and Laws of Heredity What the principle or law says or means Only one form of a trait shows, even when both alleles are present. Independent Assortment Predicting Genetic Outcomes Model how a Punnett square shows the outcomes for whether offspring will be male or female. Male (XY) CONNECT IT Use a Punnett square to predict the possible genotype outcomes for the height of plants. Cross one plant that is tall (Tt) with one plant that is short (tt). Show each outcome by writing the correct letters in the square. State the predicted percentage for each possible genotype. X Y Female (XX) X X Traits and How They Change 19

28 Traits and How They Change Section 3 Environmental Impact over Time Skim Section 3 of your book. Write three questions that come to mind. Look for answers to your questions as you read the section Review Define environment using your book or a dictionary. environment New Write a paragraph using these two vocabulary terms. evolution natural selection mutation adaptive radiation extinction Academic Write a paragraph that contains these three vocabulary terms. Use a dictionary to define isolate to show its scientific meaning. isolate 20 Traits and How They Change

29 Section 3 Environmental Impact over Time (continued) Survival and the Environment Compare nonliving and living influences that affect the survival of species. List at least ten influences. Influences That Affect Survival Nonliving Influences Living Influences Describe the hypothesis of Charles Darwin and Alfred Wallace about environmental influences on species. Darwin and Wallace hypothesized that Species and the Environment Summarize information about the theory of evolution through natural selection. Darwin and Wallace Concluded: Proposed: Traits and How They Change 21

30 Section 3 Environmental Impact over Time (continued) Compare ways in which species change by writing about each in the chart below. Cause of Change Mutation Changes to Species Description Selective Breeding Adaptive Radiation Identify two reasons for extinction. 1. Habitats are. 2. are introduced that or existing species. CONNECT IT A new road is planned near a national park. The new road is needed to handle the large numbers of people who visit the park each year. Before building the road, the planners have to complete an environmental study. Predict how a road will impact the species in the area. 22 Traits and How They Change

31 Tie It Together All of the members of a rare species of spider live only on a small island. The spider has no predators on the island. During a hurricane, birds that feed on spiders are blown onto the island. Predict whether the spider species can become extinct. Give reasons for your prediction. Predict what would happen to the rest of the food chain on the island if the spider becomes extinct. Traits and How They Change 23

32 Traits and How They Change Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Traits and How They Change Traits result from coded information in DNA. After You Read The different forms of a gene are called alleles. The chance that an organism will inherit a certain trait cannot be predicted. Mutation is the process by which changes to DNA form new alleles. Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE IT the chapter. After reading this chapter, identify three important ideas in 24 Traits and How They Change

33 Interactions of Human Systems Before You Read Before you read the chapter, think about what you know about the topic. List three things that you already know about human body systems in the first column. Then list three things that you would like to learn about human body systems in the second column. K What I know W What I want to find out Science Journal Construct the Foldable as directed at the beginning of this chapter. Write a paragraph describing why it is important for the members of a sports team, orchestra, or another group to work together. Interactions of Human Systems 25

34 Interactions of Human Systems Section 1 The Human Organism Scan the headings in Section 1 of your book. Identify three topics that will be discussed Review Define matter using your book or a dictionary. matter New Read the definitions below. Write the correct vocabulary term to the left of each definition. structure made of different kinds of tissue that work together Academic complex inorganic substance that is involved in many of the body s chemical reactions carbon-containing compound found in living things group of similar cells that do the same type of work group of organs that work together to do a job smallest functional unit in an organism Use a dictionary to define complex to show its scientific meaning. 26 Interactions of Human Systems

35 Section 1 The Human Organism (continued) Chemical Basis of Life Create a graphic organizer to describe matter. Identify the minerals in a meal with a whole wheat bun, spinach salad, and chili that contains beef, kidney beans, lentils, and peas. in the whole wheat bun: in the spinach salad: in the chili: Complete the chart to identify four groups of organic compounds. 1. Name of Compound: 2. Name of Compound: Function: Function: 3. Name of Compound: 4. Name of Compound: Function: Function: Interactions of Human Systems 27

36 Section 1 The Human Organism (continued) Cells Living Factories Model a human body cell by drawing and labeling the cell s structures in the space below. SYNTHESIZE IT Sequence the levels of organization of the body, starting with the smallest level. Give an example of each Explain why it is important to eat a healthy, well-balanced diet. 28 Interactions of Human Systems

37 Interactions of Human Systems Section 2 How Your Body Works Skim Section 2 of your book. Write three questions that come to mind Review Define energy using your book or a dictionary. energy New Read the definitions below. Write the correct vocabulary term to the left of each definition. passing of food molecules through the villi and into the bloodstream protein that helps the body carry out chemical reactions Academic eliminate series of chemical processes in which oxygen combines with food molecules and energy is released process by which the body maintains a stable internal environment breakdown of foods into smaller and simpler molecules that can be used by the body process by which the body reduces the effect of a change to maintain normal conditions small fingerlike projections that line the small intestine thin-walled sacs in the lungs where oxygen enters and carbon dioxide leaves the bloodstream removal of waste materials Define eliminate to show its scientific meaning. Interactions of Human Systems 29

38 Section 2 How Your Body Works (continued) Body System Connections and Feeding Cells Model the digestive system by drawing and labeling the system s structures. Then underline the label of the structure that contains villi. Analyze why the small intestine is well suited for the absorption of food into the circulatory system. List three reasons Interactions of Human Systems

39 Section 2 How Your Body Works (continued) Energy for the Body Summarize how the respiratory system and the circulatory system work together in the lungs. Draw a diagram to show how they work. Interdependence of Body Systems Compare negative feedback and positive feedback by completing the graphic organizer below. Function: Examples: Negative Feedback Function: Examples: Positive Feedback CONNECT IT A home heating and cooling system turns on every time the temperature on the thermostat varies from 70º. Which type of feedback is this? How is this similar to what happens in the human body? Interactions of Human Systems 31

40 Interactions of Human Systems Chapter Wrap-Up Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the chart by filling in the third column. K W L What I know What I want to find out What I learned Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE I T After reading this chapter, identify three main ideas you learned that you did not know before. 32 Interactions of Human Systems

41 Interactions of Life Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Before You Read Interactions of Life The community includes the top part of Earth s crust, water that covers Earth s surface, and Earth s atmosphere. In nature, most competition occurs between individuals of the same species. Plants and microscopic organisms can move from place to place. Living organisms do not need a constant supply of energy. Construct the Foldable as directed at the beginning of this chapter. Science Journal Describe how a familiar bird, insect, or other animal depends on other organisms. Interactions of Life 33

42 Interactions of Life Section 1 Living Earth Skim through Section 1 of your book. Read the headings and look at the figures. Write three questions that come to mind Review Define adaptation using your book or a dictionary. adaptation New Define each new vocabulary term using your book. biosphere ecology population community habitat Academic community Define community using a dictionary. 34 Interactions of Life

43 Section 1 Living Earth (continued) The Biosphere Complete this chart to identify three parts of the biosphere. Parts of the Biosphere Contrast the organisms found in different environments as you complete the concept map. Provide examples of both plants and animals. Environments Organisms Desert Tropical Rain Forest Arctic Analyze the amount of solar energy that makes Earth the only planet known to support life. Explain why other planets are not suitable for life. Interactions of Life 35

44 Section 1 Living Earth (continued) Ecosystems Organize the parts of a prairie ecosystem. List three living organisms and three nonliving parts of the ecosystem. Prairie Ecosystem Living Organisms Nonliving Parts Populations Sequence the four levels of organization of living organisms from smallest to largest. Then write an example of each one. community organism ecosystem population Smallest Largest SYNTHESIZE IT Write about your own life. Use the terms habitat, community, population, and ecosystem to describe your every day interactions. 36 Interactions of Life

45 Interactions of Life Section 2 Populations Predict Read the headings in Section 2. Predict three topics that you think will be discussed in this section Review Define natural selection using your book or a dictionary. Then use it in a sentence to show its scientific meaning. natural selection New limiting factor carrying capacity Academic resource Create an original sentence using each vocabulary term to show its scientific meaning. Define resource using a dictionary. Then write a sentence related to the topic of Section 2 using the term. Interactions of Life 37

46 Section 2 Populations (continued) Competition Complete the chart below to identify how competing for certain limited resources can affect population growth. Limited Resource Why It Limits Population Growth Population Size Compare the two ways of measuring populations by filling in the graphic organizer below. Measuring Populations Methods include Definitions Contrast carrying capacity and biotic potential. Then identify one factor that can limit each. Carrying capacity Biotic potential What It Is Limiting Factor 38 Interactions of Life

47 Section 2 Populations (continued) Changes in Populations Compare the effect of differing birth rates and death rates on population growth as you complete the chart below. Birth Rate Compared to Death Rate much higher Population Growth Change in Population slightly higher lower Evaluate the effects of exponential growth on a population. leads to Size of Population increases leads to Summarize the environmental effects of the exponential growth of a population. SYNTHESIZE IT A field is crowded with mice. A new group of mice migrate into the field. Describe how the crowded conditions could affect the mice. Interactions of Life 39

48 Interactions of Life Section 3 Interactions Within Communities Scan the What You ll Learn statements for Section 3. Rewrite each statement as a question. As you read the section, try to answer your questions Review Define social behavior using your book or a dictionary. social behavior New Label each definition with the correct vocabulary term. an organism that can use an outside energy source like the Sun to make energy-rich molecules Academic consume an organism that cannot make its own energy-rich molecules any close relationship between species an organism s role in its environment Define consume. Then use it in a scientific sentence. 40 Interactions of Life

49 Section 3 Interactions Within Communities (continued) Obtaining Energy Compare and contrast producers and consumers by describing the processes by which each group gets the energy it needs. Producers gain energy from processes that producers use to make food Consumers gain energy from different types of consumers Herbivores eat Decomposers consume Symbiotic Relationships Carnivores eat Omnivores eat Classify examples of symbiosis by completing the chart below. Type of Who Benefits? Example Symbiosis mutualism commensalism parasitism Interactions of Life 41

50 Section 3 Interactions Within Communities (continued) Niches Organize important points about niches by creating an outline of your reading. I. A niche is. A. how it obtains food B. C. D. E. II. Special adaptations that can be part of a niche. A. Example: B. Example: SYNTHESIZE I T Draw and label organisms that are in your food chain. Include at least three organisms. Then show how each of these organisms can get the energy it needs. 42 Interactions of Life

51 Tie It Together Observation Observe the behaviors of a species of animal (for example, squirrels in a park) for at least 15 minutes. Use the chart below to take notes on your observations. Species: and time of observation: Number of individuals observed: Interactions within species: Food sources observed: Habitat: Special adaptations of species: Interactions observed with other species: Interactions of Life 43

52 Interactions of Life Chapter Wrap-Up Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers with these. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement. Interactions of Life The community includes the top part of Earth s crust, water that covers Earth s surface, and Earth s atmosphere. In nature, most competition occurs between individuals of the same species. Plants and microscopic organisms can move from place to place. After You Read Living organisms do not need a constant supply of energy. Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE I T After reading this chapter, identify three things that you have learned about interactions among living organisms. 44 Interactions of Life

53 The Nonliving Environment Before You Read Preview the chapter title, the section titles, and the section headings. List at least two ideas for each section in each column. K What I know W What I want to find out Science Journal Construct the Foldable as directed at the beginning of this chapter. List all the nonliving things that you might see in a picture of a beach, in order of importance. Explain your reasoning for the order you choose. The Nonliving Environment 45

54 The Nonliving Environment Section 1 Abiotic Factors Preview the What You ll Learn statements for Section 1. Rewrite each statement into a question Review Define environment to show its scientific meaning. environment New Define the following terms to show their scientific meanings. biotic abiotic atmosphere soil climate Academic Use a dictionary to define fundamental as an adjective. fundamental 46 The Nonliving Environment

55 Section 1 Abiotic Factors (continued) Environmental Factors Classify seven environmental factors as biotic or abiotic. Factors needed for life Biotic Abiotic Air Water and Soil Compare and contrast how gases are used during photosynthesis and respiration. Gas used Gas released Purpose Summarize how organisms use water and soil. Complete the sentences. Most organisms are such as,, and percent water. Processes need water to occur. Environments with plenty of water usually have Photosynthesis Respiration of organisms than environments with little water. Organisms also need.,,, and all live in soil. The type of soil influences the types of that can grow in a region. The Nonliving Environment 47

56 Section 1 Abiotic Factors (continued) Sunlight Label the diagram to show the flow of energy through living things. Label consumers, producers, and sunlight. Temperature Analyze how latitude and elevation affect temperature. Latitude: Elevation: Climate Sequence steps to explain the rain shadow effect. 1. Moist air is forced upward by a mountain CONNECT IT Describe the climate of your community. Identify its latitude, elevation, temperature, and precipitation characteristics. 48 The Nonliving Environment

57 The Nonliving Environment Section 2 Cycles in Nature Skim the headings and illustrations in Section 2. List three kinds of cycles you will learn about in the section Review Define biosphere to show its scientific meaning. biosphere New Read the definitions below. Write the correct vocabulary term on the blank to the left. model describing how carbon molecules move between the living and the nonliving world process that takes place when a gas changes to a liquid Academic model process in which some types of bacteria in the soil change nitrogen gas into a form of nitrogen that plants can use process that takes place when a liquid changes to a gas model describing how water moves from Earth s surface to the atmosphere and back again through evaporation, condensation, and precipitation model describing how nitrogen moves from the atmosphere to the soil, to living organisms, and then back to the atmosphere Define model as it is used in the definitions above. Use a dictionary to help you. The Nonliving Environment 49

58 Section 2 Cycles in Nature (continued) The Cycles of Matter Summarize the importance of cycles to life on Earth. The Water Cycle Model the water cycle in a drawing. Label phases of the cycle including evaporation, transpiration, condensation, and precipitation. Label the sources and forms the water takes. Use arrows to show the direction in which water is moving at each part of the cycle. The Nitrogen Cycle Identify the three ways that nitrogen is made available to plants. Plants use nitrogen compounds to build cells. 50 The Nonliving Environment

59 Section 2 Cycles in Nature (continued) Describe how harvesting removes soil nitrogen and how fertilizer and nitrogen-fixing crops can increase the amount of nitrogen in soil. Harvesting: Fertilizer: Nitrogen-fixing crops: The Carbon Cycle Model the carbon cycle. Identify the role of each item shown in the cycle. Draw arrows showing the flow of carbon through the system. Producers (Plants and algae) Air CONNECT IT carbon cycles.. Consumers Burning wood and fossil fuels. Choose an organism. Explain its role in the water, nitrogen, and.. The Nonliving Environment 51

60 The Nonliving Environment Section 3 Energy Flow Skim Section 3 of your book. Read the headings and look at the illustrations. Write three questions that come to mind Review Define energy to show its scientific meaning. energy New Define the following terms to show their scientific meanings. chemosynthesis food web energy pyramid Academic convert Use a dictionary to locate the scientific meaning of convert. Write a sentence using that scientific meaning. 52 The Nonliving Environment

61 Section 3 Energy Flow (continued) Converting Energy Compare and contrast photosynthesis and chemosynthesis. Complete the Venn diagram with at least seven points of information from your book. Photosynthesis Both Chemosynthesis Energy Transfer Create an example of a food chain. Include and label a producer, a herbivore, and a carnivore or omnivore that eats the herbivore. Use arrows to show the transfer of energy. The Nonliving Environment 53

62 Section 3 Energy Flow (continued) Synthesize information about food webs. Draw arrows to show the energy transfers in the food web shown. eagle rattlesnake weasel mouse plants squirrel Energy Pyramids Sequence the levels of an energy pyramid. Label each level as containing carnivores, herbivores, or producers. Label each level with the percentage of total energy that is available at that level. SYNTHESIZE IT Describe the flow of matter and energy in a food chain made up of grasses, mice, and hawks, and what might happen to the food chain if a fire destroyed much of the grass. % % % 54 The Nonliving Environment

63 Tie It Together A developer wants to build homes on land near your community and wants to know how the environment will affect the people who live in the homes, and how the homes will affect the environment. Prepare an environmental study for the developer, including information about the abiotic factors in the area that could affect the people in the home how the new homes might affect natural cycles and food webs in the area Use paragraphs and/or pictures to help you explain your points. The Nonliving Environment 55

64 The Nonliving Environment Chapter Wrap-Up Review the ideas you listed in the chart at the beginning of the chapter. Cross out any incorrect information in the first column, then complete the chart by filling in the third column. How do your ideas compare with those you provided at the beginning of the chapter? K W L What I know What I want to find out What I learned Review Use this checklist to help you study. Review the information you included in your Foldable. Study your Science Notebook on this chapter. Study the definitions of vocabulary words. Review daily homework assignments. Re-read the chapter and review the charts, graphs, and illustrations. Review the Self Check at the end of each section. Look over the Chapter Review at the end of the chapter. SUMMARIZE I T Write three things that you learned while studying this chapter. 56 The Nonliving Environment

65 Ecosystems Before You Read Think about the terms and descriptions below. Infer which term most closely matches the description and write it on the line. biome ecosystem estuary intertidal zone community of living organisms interacting with each other and their physical environment part of the shoreline that is under water at high tide and exposed to the air at low tide a large geographic area with an interactive environmental community and similar climate extremely fertile area where a river meets an ocean; contains a mixture of freshwater and saltwater and serves as a nursery for many species Construct the Foldable as directed at the beginning of this chapter. Science Journal What traits might plants on a burning hillside have that enable them to survive and reproduce? Ecosystems 57

66 Ecosystems Section 1 How Ecosystems Change Skim through Section 1 of your text. Write three things that might be discussed in this section Review Define the following key term using your book or a dictionary. ecosystem New climax community Define these terms using your book or a dictionary. pioneer species succession Academic process Define process using a dictionary. 58 Ecosystems

67 Section 1 How Ecosystems Change (continued) Ecological Succession Sequence the steps in the succession of a lawn to a climax community. The first one has been completed for you. Succession of a Lawn to Climax Community 1. The grass would get longer Organize the information from your book to compare primary succession with secondary succession. Land consists of Primary Succession Lava from a volcano Secondary Succession Fire consumes a forest Starts break down Soil contains. with rock and decay, adding Animals and wind carry Plants add Wildlife. Ecosystems 59

68 Section 1 How Ecosystems Change (continued) Complete the graphic organizer to better understand the characteristics of a climax community. A climax community is is has reached Identify the three main characteristics of a forest climax community CONNECT IT Use the information you have learned about succession to predict the growth of a community in a flooded river basin. Hypothesize whether the succession would be primary succession or secondary succession. Support your answer with facts from your book. 60 Ecosystems

69 Ecosystems Section 2 Biomes Analyze Look at the world map of the seven major land biomes in your book. Infer two factors you think scientists might use to classify biomes of the world Review Use the word climate in a scientific sentence. climate New Read the definitions below. Write the key terms on the blanks in the left column. most biologically diverse biome Academic mature ideal biome for growing crops and raising cattle and sheep biome usually having four distinct seasons cold, dry, treeless biome with a short growing season and permafrost biome with thin soil where organisms are adapted to survive extreme conditions biome containing cone-bearing evergreen trees and dense forests Define mature as a verb using a dictionary. Ecosystems 61