Ecosystems and Communities

Name mm m Ecosystems and Communities... ' K.i I % Nafyre How do abiotic and biotic factors shape ecosystems? WHAT I LEARNED What factors affect global climate? 1 How do ^ organisms interact \ with one another? I i., How do ecosystems change over time? What are the characteristics of the major biomes? What are the characteristics of aquatic ecosystems? Chapter 4 Worlcboolc A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 47

Name class Dote 4.1 Climate Lesson Objectives C3 Differentiate between weather and chmate. CS Identify the factors that influence dimate. Lesson Summary Weather and Climate Weather is the condition of Earth's atmosphere at a particular time and place. Climate is the average condition of temperature and precipitation in a region over long periods. Climate can vary over short distances. These variations produce microclimates. Factors That Affect Climate Climate is affected by solar energy trapped in the biosphere, by latitude, and by the transport of heat by winds and ocean currents. Temperature on Earth stays within a range suitable for life due to the greenhouse effect. The greenhouse effect is the trapping of heat by gases in the atmosphere. Earth's curvature causes different latitudes to receive less or more intense solar energy. The unequal distribution of the sun's heat on Earth's surface results in three main climate zones: polar, temperate, and tropical. Unequal heating of Earth's surface also causes winds and ocean currents. Winds and currents move heat and moisture through the biosphere. Weather and Climate 1. How is weather different from climate? 2. What causes microclimates to form? 3. In the Northern Hemisphere, why are the south-facing sides of buildings often warmer and drier than the north-facing sides? Lesson 4.1 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 48

Name Class Date 5 ThGt Affect Climate 'MUMAt-}Ma^d For Questions 4-5, refer to the Visual Analogy comparing the Earth's atmosphere to a greenhouse. 5. What happens to sunlight that hits Earth's surface? For Questions 6-9, write the letter of the correct answer on the line at the left. 6. What effect do carbon dioxide and methane have on Earth's temperature? A. They trap heat in the atmosphere. B. They release heat from the atmosphere. C. They block heat from entering the ocean. D. They block heat from reaching Earth's surface. 7. How would the temperature on Earth change without the greenhouse effect? A. The temperature at the equator would be warmer. B. The temperature would stay the same. C. It would be 30 C warmer. D. It would be 30 C cooler. Chapter 4.1 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 49

Name Class Date 8. What causes solar radiation to strike different parts of Earth's surface at an angle that varies throughout the year? A. Earth's tilted axis B. Earth's erratic orbit C. the moon's orbit around Earth D. solar flares on the sun's surface 9. In which location is the sun almost directly overhead at noon all year? A. the equator B. the South Pole C. the North Pole D. North America 10. Complete the table about Earth's three main climate zones. Main Climate Zones ' --J ^^^^^^^^^ Climate Zone Location Climate Characteristics Areas around North and South poles Between the polar zones and the tropics Near the equator For Questions 11-14, write True /f//le statement is true. If the statement is false, change the underlined word or words to make the statement true. 11. Patterns of heating and cooling result in ocean currents. 12. Warm air is less dense than cool air. 13. Surface water moved by winds results in ocean currents. 14. Deep ocean currents are caused by the sinking of warm water near the poles. Apply fhe Big idea 15. Describe how a change in the temperature of an ocean current might affect the climate of a nearby coastal area. Lesson 4.1 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 50

Name. Class Date 4,2 Niches and Community interactions Lesson Objectives CI8 Define niche. CS Describe the role competition plays in shaping communities. CS Describe the role predation and herbivory play in shaping communities. CIS Identify the three types of symbiotic relationships in nature. Lesson Summary The Niche Every species has its own tolerance, or a range of conditions under which it can grow and reproduce. A species' tolerance determines its habitat, the place where it lives. A niche consists of all the physical and biological conditions in which a species lives and the way the species obtains what it needs to survive and reproduce. An organism's niche must contain all of the resources an organism needs to survive. A resource is any necessity of life, such as water, nutrients, light, food, or space. Competition Competition occurs when organisms try to use the same limited resources. Direct competition between species often results in one species dying out. This is the basis of the competitive exclusion principle. This principle states that no two species can occupy exactly the same niche in exacdy the same habitat at the same time. Competition helps to determine the number and type of species in a community. Predation, Herbivory, and Keystone Species Predator-prey and herbivore-plant interactions help shape communities. Predation occurs when one organism (the predator) captures and eats another (the prey). Herbivory is an interaction that occurs when an animal (the herbivore) feeds on producers (such as plants). Sometimes changes in the population of a single species, often called a keystone species, can cause dramatic changes in the structure of a community. Symbioses Symbiosis occurs when two species live closely together in one of three ways: mutualism, commensalism, or parasitism. In mutualism, both species benefit from the relationship. In parasitism, one species benefits by living in or on the other and the other is harmed. In commensalism, one species benefits and the other is neither helped nor harmed. The Niche 1. What is a niche? Chapter 4.2 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 51

Name Class Date 2. Give an example of resources a squirrel might need. 3. Three different warbler species live in the same tree. One species feeds at the top of the tree, the second species feeds in the middle part of the tree, and the third species feeds at the bottom of the tree. Do all three species occupy the same niche? Explain. For Questions 4-8, write True if the statement is true. If the statement is false, change the underlined word or words to make the statement true. 4. Competition occurs when organisms attempt to use the same resources. 5. Competition between members of the same species is known as interspecific competition. 6. The competitive exclusion principle states that no two organisms can occupy exactly the same niche in exactly the same habitat at exactly the same time. 7. Iftwo species ofbacteria are grown in the same culture, one species will always outcompete the other. 8. Members of the same species tend to divide resources instead of competing over them. Predation, Herbivory, and Keystone Species Write the letter of the correct answer on the line at the left. 9. A lion eating a zebra is an example of A. herbivory. C. predation. B. habitat destruction. D. a keystone species. 10. A cow eating grass is an example of A. herbivory. C. habitat destruction. B. predation. D. a keystone species. 11. A keystone species is one that A. eats a mixture of plants and animals. B. is introduced into a community after a major disturbance. C. causes the amount of diversity in a community to decrease. D. helps to stabilize the populations of other species in the community. Lesson 4.2 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 52

Name Class Date ^ * -. 'SJ 12. Complete the table about main classes of symbiotic relationships. Class Descriprion of Relationships I Mutualism Commensalism I Parasitism 1 Match the example with the type of relationship. A relationship type may be used more than once. Example Type of Relationship 13. a tick living on the body of a deer A. mutualism 14. a bee eating a flower's nectar and picking up the B. commensalism flower's pouen 15. a barnacle living on a whale's skin 16. a tapeworm living in a person's intestines 17. an aphid providing food to an ant in exchange for protection Apply the Big idea C. parasitism 18. How do keystone species illustrate the interdependence of organisms living in a community? Give an example. Chapter 4.2 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 53

4.3 C'^^iorj Lesson Objectives C3 Describe how ecosystems recover from a disturbance. 3 Compare succession after a natural disturbance with succession after a human-caused disturbance. Lesson Summary '. 'j\ ) ' C i ' 'J'.ffcl-c.-J! The series of predictable changes that occurs in a community over time is called ecological succession. Over the course of succession, the number of different species usually increases. I* Primary succession begins in areas with no remnants of an older community. It occurs on bare rock surfaces where no soil exists. The first species to live in an area of primary succession are called pioneer species. ' Secondary succession occurs when a disturbance changes a community without completely destroying it. ix Coniifnunities A climax community is a mature, relatively stable ecosystem. Secondary succession in healthy ecosystems following natural disturbances often reproduces the original climax community. * Ecosystems may or may not recover from extensive human-caused disturbances. ^ nmmrf mnd Secotidory Succession 1. what is ecological succession? 2. What is primary succession? 3. When a disturbance changes a community without removing the soil, what type of succession follows? 4. Describe the process of succession in an ecosystem. 5. Why does secondary succession typically proceed faster than primary succession? Lesson 4.3 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 54

6. Use the Venn diagram to compare the two types of ecological succession. Primary Both Secondary succession 7, The panels show changes taking place in an ecosystem after a volcano erupts and covers an area with rock and ash. Number each panel in the order that changes occur. Then, under each panel, write a description of the changes taking place. Chapter 4.3 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 55

Name Class Date Ima'K Commyriities For Questions 8-10, complete each statement by writing the correct word or words. 8. After a natural disaster occurs in a healthy ecosystem, secondary succession will cause the ecosystem to return to its original 9. The clearing of a rain forest is the example of a(n) drastic enough to prevent the original cumax community from reforming. 10. During primary succession, plays a large role in determining which pioneer species arrives in an area first. 11. What are the two kinds of disturbances that change ecosystems? Give an example of each. Afsply tbfc B F ^: idea 12. Many biotic and abiotic factors determine how quickly ecological succession can cause a chmax community to develop in an area. Complete the graphic organizer by adding two factors that contribute to the development of a climax community. Lesson 4.3 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 56

Lesson Objectives 33 Describe and compare the characteristics of the major land biomes. C5 Identify the areas that are not classified into a major biome. Lesson Summary ^ >:<.'. A biome is a group of terrestrial regional climate communities that covers a large area and is characterized by soil type, climate, and plant and animal Ufe. ft* In tropical rain forests, the tops of tall trees form a covering called the canopy. Shorter trees and vines form another layer called the understory. It is hot and wet all year. ^ Tropical dry forests are found in areas with alternating wet and dry seasons. The trees in these forests may be deciduous, meaning they shed their leaves during a particular season.» In a tropical grassland, grassy areas are spotted with isolated trees. *~ Deserts have less than 25 centimeters of precipitation annually. > Temperate grasslands have warm summers, cold winters, and deep soil. ^- Temperate woodlands and shrublands are large areas of grasses and wildflowers such as poppies interspersed with trees or shrubs. Temperate forests are made up of deciduous and evergreen coniferous trees. Coniferous trees produce seed-bearing cones and most have waxy needles. Temperate forests have soils rich in humus, which forms from decaying leaves and makes soil fertile. > Northwestern coniferous forests have mild temperatures with cool, dry summers and abundant precipitation in fall, winter, and spring. * Boreal forests, or taiga, are dense forests of coniferous evergreens. 9"- Tundra is characterized by permafrost, a layer of permanently frozen subsoil. ^'". 1J Areas Some areas, such as mountains and polar ice caps, do not fall neatly into the major biomes. For Questions 1-4, complete each statement by writing the correct word or words. 1. The side of a mountain range that faces the wind often receives more than the downwind side of the same range. 2. A(n) is a group of terrestrial communities that covers a large area and is characterized by certain soil and conditions and particular types of plants and animals. 3. Organisms within each biome can be characterized by that enable them to live and reproduce successfully in the environment. 4. In a tropical rain forest, the layer formed by the \eaiy tops of tall trees is called the and the layer of shorter trees and vines is called the Chapter 4.4 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 57

Name Class Date In the box below, draw and label a diagram showing how a coastal mountain range can affect a region's cumate. Use the graph to answer Questions 6-9. New Orleans, Louisiana 400 J FMAMJJ ASOND 6. Complete the climate diagram by adding labels to the bottom and both sides of the graph to show what the variables are. 7. Describe what a climate diagram summarizes. 8. Explain what the line plot on a climate diagram shows. 9. Explain what the vertical bars on a climate diagram show. Lesson 4.4 Workbook A Copyright by Pearson Education, Inc., or its affiliates. Ail Rights Reserved. 58

Name Class mm Date 10. Complete the table about some of Earth's major biomes. Biome Climate and Soil Plants and Animals warm year-round with wet and dry seasons; rich soil plants: tall, deciduous trees; succulents animals: undergo estivation or migration Tropical rain forest cold, dark winters and short, soggy summers; permafrost plants: ground-hugging plants animals: birds and mammals that can tolerate the harsh conditions Temperate grassland low precipitation with variable temperatures plants: short growth cycles, cacti animals: adaptations to quickly lose body heat and regulate body temperature Boreal forest Cliapter 4.4 Worl<book A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 59

Other Loricl Areas 11. What is the main cause for variation of abiotic and biotic conditions on a mountain? 12. Describe the conditions you would most likely find on a mountain in the Rocky Mountains as you moved from the base to the mountain's summit. 13. Which producers can be found in the polar ice regions? 14. Which animals can be found in the northern polar region? Apply the ':'idea 15. How are the plants and animals found in a biome related to the biome's cumate? Give at least two examples to support your answer. Lesson 4.4 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 60

Name Class Date 4.5 Aquatic Ecosystems Lesson Objectives E3 Discuss the factors that affect aquatic ecosystems. C3 Identify the major categories of freshwater ecosystems. Describe the importance of estuaries. Describe and compare the distinct ocean zones that make up marine ecosystems. Lesson Summary Conditions Underwoter Aquatic ecosystems are determined mainly by the depth, flow, temperature, and amount of dissolved nutrients of the water. The photic zone is the sunlit upper layer of water where photosynthesis can occur. The aphotic zone is the dark lower layer where photosynthesis cannot occur. The benthic zone is found on the bottoms of lakes, streams, and oceans. The organisms that live on the floor of a body of water are called benthos. Freshwater Ecosystems Freshwater ecosystems include flowing-water ecosystems, standing-water ecosystems, and freshwater wetlands. Plankton are common. They form the base of many aquatic food webs. Estuaries Estuaries are wetlands formed where rivers meet the sea. They contain a mixture of fresh and salt water. Most of the food produced in estuaries enters food'webs as tiny pieces of organic matter, or detritus. Marine Ecosystems Marine ecosystems are found in the ocean. The intertidal zone is the shallowest and closest to land. It is exposed to the rise and fall of tides each day. The coastal ocean is the relatively shallow border of water that surrounds the continents. The open ocean begins at the continental shelf and extends outward. The open ocean can be divided into the photic zone and the aphotic zone. Conditions Underwater 1. what are the four main factors that affect aquatic ecosystems? 2. What does the depth of the water determine? 3. What distinguishes the photic zone from the aphotic zone in an aquatic ecosystem? Chapter 4.5 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 61

^nwafer Ecosystems For Questions 4-10, complete each statement by writing the correct word or words. 4. The three main categories of freshwater ecosystems are,, and 5. Flowing-water ecosystems originate from underground water sources in 6. Circulating water in lakes and ponds distributes, and throughout the system. 7. Plankton is a general term that includes both and 8. An ecosystem in which water either covers the soil or is present at or near the surface of the soil is called a(n) 9. Freshwater wetlands purify water by pollutants. 10. The three types of freshwater wetlands are,, and Write the letter of the correct answer on the line at the left. 11. Estuaries form where A. a lake evaporates. B. a river meets the sea. C. a river becomes dammed. D. a wetland becomes filled in. 12. The salinity of estuary water is A. equal to the salinity of river water. B. less than the salinity of river water. C. less than the salinity of ocean water. D. greater than the salinity of ocean water. 13. Shallow estuaries allow A. freshwater wetlands to merge with the estuary. B. large marine mammals to hibernate in the estuary. C. sunlight to reach the benthos to power photosynthesis. D. salt to sink to the bottom of the estuary. 14. Temperate estuaries characterized by salt-tolerant grasses above the low-tide line and seagrasses below water are called A. bogs. C. mangrove swamps. B. salt marshes. D. freshwater wetlands. Lesson 4.5 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 62

Name Class, Date 15. Complete the diagram by adding labels for each marine zone. Then shade in the aphotic zone. -6,000 m l-10,a»m 16. Complete the table about the type of organisms living in each ocean zone. kelp forests, coral reefs barnacles, seaweed, starfish ' large marine mammals such as whales, chemosynthetic bacteria Apply fhe Big idea 17. Which type of marine ecosystem do you think supports the least life? Explain your answer. Chapter 4.5 Workbool^ A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 63

Name Class Date Chapter Vocabulary Review Match the term with its definition. Term Definition 1. weather 2. greenhouse effect 3. niche 4. predation 5. chmate 6. herbivory 7. humus 8. permafrost A. the average yearly condition of temperature and precipitation in a region B. the full range of conditions in which an organism lives and the way in which the organism uses those conditions C. natural situation in which atmospheric gases trap heat inside Earth's atmosphere D. permanently frozen subsoil E. interaction in which an organism captures and feeds on another organism F. day-to-day condition of Earth's atmosphere at a particular time and place G. a material formed from decaying leaves and other organic matter H. interaction in which an organism feeds on a primary producer Complete each statement by writing the correct word or words. 9. The three main types of symbiotic relationships in nature are., and 10. The gradual change in living communities that follows a disturbance is called 11. The first species to live in an area of primary succession are called 12. The area where an organism lives is its 13. The ability of organisms to survive and reproduce under a range of environmental circumstances is called 14. The contains dense evergreen forests of coniferous trees. 15. The well-lit upper layer of ocean water is known as the 16. The tiny, free-floating, weakly swimming algae and animals that occur in both freshwater and saltwater environments are called 17. Organisms that live on the ocean floor are referred to as Chapter 4 Workbook A Copyright by Pearson Education, Inc., or its affiliates. All Rights Reserved. 64