interactions of living things - mrslynchscience7 -...

Glencoe Science

Chapter Resources

Interactions ofLiving Things

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Earth Scenes/Fred WhiteheadSection Focus Transparency 2: W.T. Sullivan III/Science Photo Library/Photo ResearchersSection Focus Transparency 3: Index Stock/Lynn Stone

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theInteractions of Living Things program. Any other reproduction, for use or sale, isprohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867178-7

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

Interactions of Living Things 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Observing Symbiosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling the Water Cycle . . . . . . . . . . . . . . . . 4Lab: Delicately Balanced Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Identifying a Limiting Factor . . . . . . . . . . . . . . . 7Laboratory Activity 1: Your School’s Ecosystem . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Populations and Resources . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

2 Interactions of Living Things

Hands-OnActivities

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Observing Symbiosis

Procedure 1. Carefully wash and examine the roots of a legume plant and a

nonlegume plant.

2. Use a magnifying lens to examine the roots of the legume plant. Han

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Analysis1. What differences do you observe in the roots of the two plants?

2. Bacteria and legume plants help one another thrive. What type of symbiotic relationship isthis?


Name Date Class

Modeling the Water CycleProcedure1. With a marker, make a line halfway up on a plastic cup. Fill the cup to the

mark with water.

2. Cover the top with plastic wrap and secure it with a rubber band or tape.

3. Put the cup in direct sunlight. Observe the cup for three days. Record yourobservations in Table 1.

4. Remove the plastic wrap and observe the cup for seven more days. Recordyour observations.

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Data and Observations

Table 1

Analysis1. What parts of the water cycle did you observe during this activity?

2. How did the water level in the cup change after the plastic wrap was removed?

Days

Water Depth (mm)

Cover On Cover Off

1 2 3 4 5 6 7 8 9 10

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why do you need to wear gloves during this lab?

2. Why do you put your jars in direct sunlight in this experiment?

Each year you might visit the same park, but notice little change. However,ecosystems are delicately balanced, and small changes can upset this balance.In this lab, you will observe how small amounts of fertilizer can disrupt anecosystem.

Real-World QuestionHow do manufactured fertilizers affect pond systems?

Materialslarge glass jars of equal size (4) *houseplant fertilizer weighing paperclear plastic wrap rubber bands (4) spoonstalks of Elodea (8) pond water metric ruler*another aquatic plant triple-beam balance *Alternate materials

garden fertilizer *electronic scale

Goals■ Observe the effects of manufactured fertilizer on water plants.■ Predict the effects of fertilizers on pond and stream ecosystems.

Safety Precautions

Procedure1. Working in a group, label four jars A, B, C,

and D.2. Measure eight Elodea stalks to be certain

that they are all about equal in length.3. Fill the jars with equal volumes of pond

water and place two stalks of Elodea ineach jar.

4. Add 5 g of fertilizer to jar B, 10 g to jar C,and 30 g to jar D. Put no fertilizer in jar A.

5. Cover each jar with plastic wrap andsecure it with a rubber band. Use yourpencil to punch three small holes throughthe plastic wrap.

6. Place all jars in a well-lit area.7. Observe the jars daily for three weeks.

Record your observations in Table 1.8. Measure and record the length of each

Elodea stalk in the table.

Delicately Balanced Ecosystems

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Table 1

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Communicating Your Data

Compare your results with the results of other students. Research how fertilizer runofffrom farms and lawns has affected aquatic ecosystems in your area.

Conclude and Apply1. List the control and variables you used in this experiment.

2. Compare the growth of Elodea in each jar.

3. Predict what might happen to jar A if you added 5 g of fertilizer to it each week.

4. Infer what effects manufactured fertilizers might have on pond and stream ecosystems.

3-week ObservationsJar

Elodea Observations and Growth Data

Length of Plants atEnd of Period

1

2

3

4

(continued)

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What does the safety symbol showing a thermal mitt tell you?

2. What is the biotic factor that will remain constant in this experiment?

Organisms depend upon many biotic and abiotic factors in their environment tosurvive. When these factors are limited or are not available, it can affect an organ-ism’s survival.

Real-World QuestionHow do abiotic factors such as light, water, andtemperature affect the germination of seeds?

Form a HypothesisBased on what you have learned about limitingfactors, make a hypothesis about how one specific abiotic factor might affect the germi-nation of a bean seed. Be sure to consider fac-tors that you can change easily.

Possible Materialsbean seeds *spoonsmall planting aluminum foil

containers sunny windowsoil *other light sourcewater refrigerator or ovenlabel *Alternate materials

trowel

Goals■ Observe the effects of an abiotic factor on the

germination and growth of bean seedlings.■ Design an experiment that demonstrates

whether or not a specific abiotic factor limitsthe germination of bean seeds.

Safety Precautions

Test Your Hypothesis

Make a Plan1. As a group, agree upon and write out a

hypothesis statement.2. Decide on a way to test your group’s

hypothesis. Keep available materials inmind as you plan your procedure. List your materials.

3. Design a data table on a sheet of paper forrecording data.

4. Remember to test only one variable at atime and use suitable controls.

5. Read over your entire experiment to makesure that all steps are in logical order.

6. Identify any constants, variables, and controls in your experiment.

7. Be sure the factor that you will test is measurable.

Follow Your Plan1. Make sure your teacher approves your plan

before you start.2. Carry out your approved plan.3. While the experiment is going on, record any

observations that you make and completeyour data table.

Design Your Own

Identifying a Limiting Factor

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Communicating Your Data

Write a set of instructions that could be included on a packet of this type of seeds.Describe the best conditions for seed germination.

Analyze Your Data1. Compare the results of this experiment with those of other groups in your class.

2. Infer how the abiotic factor you tested affected the germination of bean seeds.

3. Graph your results in a bar graph that compares the number of bean seeds that germinated inthe experimental container with the number of seeds that germinated in the control container.

Conclude and Apply1. Identify which factor had the greatest effect on the germination of the seeds.

2. Determine whether or not you could change more than one factor in this experiment and stillhave germination of seeds.

(continued)

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Your School’s Ecosystem

One of the most important reasons that living things interact is to exchange energy. Your schoolfunctions in a way that is very similar to an ecosystem. It receives energy and distributes it through-out the school. It is composed of both biotic and abiotic factors. There are interactions occurringconstantly throughout the day. In this laboratory you will observe and identify some similaritiesbetween your school and a natural ecosystem.

StrategyYou will observe the biotic and abiotic factors of your school.You will describe and classify different kinds of interactions.

Materialspencils markers old magazines paperposter board glue scissors

Procedure1. Look around the classroom. Identify all the

abiotic factors you can find. For this study,you may consider as abiotic items any itemsmade from once-living products such aswood or cotton. Abiotic factors will includechairs, tables, building materials on walls,and anything else you can think of. Evenclothing will be important as you begin toidentify connections and interactionsbetween biotic and abiotic factors. Don’tforget the temperature and lighting of yourclassroom. Write these on a piece of paper,but don’t put them in your data table yet.

2. Look around your classroom again. Identifyall the biotic factors you can find. Biotic factors will include students, living animalsin the classroom, snacks in back packs, andanything else you can think of. Even plantswill be important as you begin to identifyconnections and interactions between bioticand abiotic factors. Write these on a piece of paper, but don’t put them in your datatable yet.

3. Make a second list of abiotic factors, thistime outside your classroom. If your teacherpermits, you may travel as a class to identifyfactors around your school. These are thelarger views of your school environmentand should include individual buildings,such as the gymnasium or cafeteria.

4. Now, make a second list of biotic factorsoutside your classroom. If your teacher permits, you may travel as a class to identifyfactors around your school. These are thelarger views of your school environmentand should include trees, grass, birds orother animals that live on your campus,food machines, food in the cafeteria, oranything else you can think of.

5. Make a list of populations within yourschool. There are many populations thatare grouped according to what they do.For example, the students in your science classroom and all the students in school.Think about the teachers. Are they dividedinto subpopulations such as English teach-ers and science teachers? How about theadministration, the people who run thebusiness of the school? Are there any clubsin your school? What about sports teams?List as many as you can think of.

6. Form small groups and share your information. Some people may have noticedthings that others did not. Using Table 1,make one large list of all the factors thatyou, as a group, identified. If you need moreroom, use a separate sheet of paper.

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Laboratory Activity 1 (continued)

Name Date Class

7. Think about energy. What types of energyare present at your school? Is it electrical,food, photosynthetic? Where does theenergy go? Who uses it?

8. Your group is now going to make a posterthat shows the exchange of energy in yourschool. You may draw or cut pictures fromold magazines that represent the abioticand biotic factors of your school. Makeyour poster show the flow of energythroughout your school. Even the trucksthat bring the food or the wires that bringelectricity can be part of the poster.

9. As a group, present your poster to the class.Identify the places where energy is vital tothe healthy functioning of that part of yourschool. How do the abiotic and biotic factors relate? Is energy produced that isnot used by people? Is there some factor,that if removed, would cause your schoolor one of your populations to stop func-tioning? You will not be able to put everything on your lists onto the poster.However, it is important that you show aflow of energy and a dependence on energyof at least one population in your poster.

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Table 1

Abiotic factors Abiotic factors Biotic factors Biotic factors

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Questions and Conclusions1. What did your group choose as the most important source of energy for the healthy running of

your school? Explain.

2. What did your group choose as the most important abiotic factor in your school? Explain.

3. Which of your small populations could still function if there was no immediate source ofenergy? Explain.

4. What might happen in a catastrophe, such as an earthquake, if the energy were cut off fromyour school? Assume no one is hurt and that your homes are safe.

5. What natural ecosystem would be affected in a similar way? Explain.

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6. How does this project relate to natural ecosystems? Where does energy come from? Who uses it?How do abiotic factors influence an ecosystem?

Strategy Check

Can you observe the biotic and abiotic factors of your school?

Can you describe and classify different kinds of interactions?

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Populations and Resources

Populations are always limited by the carrying capacity of their environment. Without enoughfood, shelter, or other vital resources the population will suffer. Sometimes a population willappear to be successful. However, time and natural selection will always determine whether or nota population will be successful. In this exercise you will play a game with your fellow classmates.The object of the game is to build the largest populations possible from random choices.

StrategyYou will observe the growth of populations over time.You will describe and classify limiting factors and carrying capacity.

Materialsmany small squares of colored paper (red, yellow, and blue) in a paper bagmany small squares of colored paper (pink, green, black) in a shoe box or some other box

Procedure1. Your teacher will divide your class into

three or four teams. One member of eachteam will go to the paper bag and, with eyesclosed, pick out six pieces of paper, one at atime, and return to the team’s space. Anydoubles of a color will be considered areproducing pair of organisms.

2. Use the rules of the game to determinehow many offspring the pair produces.Return to the bag, and, this time usingyour eyes, pick out the correct number ofoffspring for each colored pair. Forinstance, if you have two red pieces ofpaper you will get two more red pieces ofpaper. If you have a pair of yellow, you willget three yellow pieces of paper.

3. Decide how many of the food or resourcecolored papers you will need to feed yourpopulations.

4. Choose another team member to go to thebox of pink, green, and black papers andpick out the correct number of papers youneed. DO NOT take any more than yourpopulations need. This is the end of roundone.

5. Record your original populations and their offspring in Table 1 in the Data and Observations section. Include the amountof food resources your populations wouldhave consumed.

6. After the round is complete and every teamhas finished recording its data, startanother round.

7. Choose a team member to go to the bag ofyellow, red, and blue papers. With eyes closed,repeat the procedure described in step 1.

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Rules of the Game

Yellow

Population Color

33 pink pieces

of paper

Consumption rateper Individual

Reproduction rateper Pair

Red 23 pink or greenpieces of paper

Blue 11 black piece

of paper


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Name Date Class

8. Repeat the entire cycle as you did in thefirst round. Continue playing until there areno more population and offspring papersleft in the bag. If you don’t have enoughresources for your populations, record theamount of resources you were able to findanyway. Remember that in each roundevery piece of paper still needs to consumethe required amount of resource papers.

Each generation adds more pressure on theamount of resources available.

9. Each team should post its results on theboard. A discussion will follow about the results. Some of the questions shouldbe “Which color was the most successfulpopulation?” “Was it ‘successful’ in the natural world?” “Who ran out ofresources first?”

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Questions and Conclusions1. How did you describe a successful population? Explain.

Table 1

1Yellow

RedBlue

2Yellow

RedBlue

3Yellow

RedBlue

Round Number of individuals

o

Number of offspring

TotalCumulative

total*Resources consumed **

*Add each round’s totals to those of the previous round.

** Refer to Rules of the Game for the number of resources consumed by each population.

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2. Is a population with a high reproduction rate very good for a limited resource environment?Explain.

3. Is a population that depends on only one type of food resource likely to have a high survivalrate? Explain.

4. Which one of your populations consumed the most energy in your game situation? If this werea real-life situation, what could this population do to survive if the available energy was usedup in the area?

5. Think of a bird in your area that is a good example of a successful population. Explain why youcall this bird successful.

6. If you were to describe a population of organisms that would be successful in its long term survival, what qualities would it have?

Strategy Check

Can you observe the growth of your populations over time?

Can you describe and classify different limiting factors and carrying capacity?

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Interactions of Living Things

Directions: Use this page to label your Foldable at the beginning of the chapter.

Biotic

Abioticinsects

plants

water

sunlight

air

soil

birds

fish

Name Date Class

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Meeting IndividualNeeds

Meetin

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OverviewInteractions of Living Things

Directions: Complete the concept map using the terms in the list below.

air biotic soil communities

water organisms populations

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Directed Reading for

Content Mastery

The part of Earth that supports life is the

6.

7.

and is composed of

abiotic

ecosystem

biosphere

such as

and

and

nonliving things

5.

4.

1.

2.

3.which, taken together,

form an

of individual species make up

which interact with other species to form

which include

living and once-livingthings

Name Date Class


Section 1 ■ The EnvironmentSection 2 ■ Interactions Among

Living Organisms

Directions: Write the letter of the term that correctly completes each sentence in the space at the left.

1. Water, sunlight, temperature, soil, and air are ______.

a. biotic factors b. abiotic factors

2. Organisms depend on other organisms for food, shelter, protection, andreproduction. These other organisms are ______.

a. biotic factors b. abiotic factors

3. All the mallard ducks living on a lake at the same time make up a ______.

a. population b. community

4. A population of squirrels and all the populations they interact withmake up a ______.

a. community b. biosphere

5. A coral reef is an example of an ______.

a. abiotic factor b. ecosystem

6. Scientists call tropical rain forests and mountains ______.

a. biomes b. ecosystems

7. Biomes, communities, and populations are part of the ______.

a. biosphere b. ecosystem

8. The number of individual organisms that occupy a definite area iscalled population ______.

a. size b. density

9. If the amount of food in an area can support only a certain number ofdeer in a population, the amount of food is called a ______.

a. carrying capacity b. limiting factor

10. A relationship that benefits one organism without affecting the other iscalled ______.

a. commensalism b. predation

11. A relationship that benefits both organisms is called ______.

a. parasitism b. mutualism

12. The pond a frog lives in is called its ______.

a. niche b. habitat

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Content Mastery

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Section 3 ■ Matter and Energy

Directions: Circle the terms that correctly complete each sentence below.

1. When one organism eats another, energy in the form of food is transferred from

the (eaten/eater) to the (eaten/eater).

2. In the carbon cycle, plants remove carbon from the air and use it to make

(carbohydrates/water).

3. At each level of a food chain, organisms lose energy as (sunlight/heat). Energy is

renewed constantly by (food/sunlight).

4. Organisms use (nitrogen/carbon) to make proteins.

5. The law of conservation of mass states that (energy/matter) is never lost orgained.

Directions: Complete the paragraphs using the terms listed below.

food chain decomposers consumers producers food web

Plants are 6. ____________________; they capture and use energy from the Sun

and use it to produce carbohydrates. Animals are 7. ____________________; they

obtain energy when they feed on producers or other animals. Mushrooms are

8. ____________________; they obtain energy as they break down the remains of

organisms. This movement of energy through a community is known as a

9. ____________________ which, in turn, combines with others like it to form

a 10. ____________________.

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Key TermsInteractions of Living Things

Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term inthe blank at the left.

Column I

1. factors that are the living or once-living parts of the environment

2. where an organism lives

3. all communities in an area and the abiotic factors that affect them

4. any close interaction between two or more different species

5. role of an organism in the ecosystem

6. factors that are the nonliving parts of the environment

7. populations of different species that interact in some way

8. factor that affects the number of individuals in a population

9. all the members of one species that live in the same place at the same time

10. number of individuals in a population that occupy a definite area

11. study of the interactions among organisms and their environment

12. way of showing how energy in the form offood passes from one organism to another

13. part of Earth that supports life

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Column II

a. symbiosis

b. ecology

c. community

d. abiotic

e. population

f. food chain

g. niche

h. biotic

i. biosphere

j. ecosystem

k. habitat

l. population density

m. limiting factor


Content Mastery

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Nombre Fecha Clase

Interacciones entre los seres vivos 23

SinopsisInteracción entre los seres vivos

Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

aire bióticos suelo comunidades

agua organismos poblaciones

Lectura dirigida para

Dominio del contenido

La parte de la Tierra que sustenta la vida es la

6.

7.

y se compone de

abióticos

ecosistema

biosfera

como

y

y

cosas no vivasllamadas

5.

4.

1.

2.

3.que juntos forman un

de especies particu-lares que forman

que interaccionan con otrasespecies, formando

que incluyen

cosas vivas o que vivieron alguna vez llamadas

Sati

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24 Interacciones entre los seres vivos

Sección 1 ■ El ambienteSección 2 ■ Interacciones entre

organismos vivos

Instrucciones: En los espacios a la izquierda, escribe la letra del término que complete correctamente cada oración.

1. El agua, luz del Sol, la temperatura, el suelo y el aire son ______.

a. factores bióticos b. factores abióticos

2. Los organismos dependen de otros organismos para alimento, refugio,proteccción y reproducción. Estos otros organismos son ______.

a. factores bióticos b. factores abióticos

3. Todos los patos salvajes que viven en el mismo lago forman una______.

a. población b. comunidad

4. Una población de ardillas y todas las otras poblaciones que interaccio-nan forman una ______.

a. comunidad b. biosfera

5. Un arrecife de coral es un ejemplo de un ______.

a. factor abiótico b. ecosistema

6. Los científicos llaman los bosques y montañas tropicales ______.

a. biomas b. ecosistemas

7. Los biomas, comunidades y poblaciones son parte del(de la) ______.

a. biosfera b. ecosistema

8. El número de individuos de una especie que ocupa un área definida sellama el(la) ______ de la población.

a. tamaño b. densidad

9. Si la cantidad de alimento en un área puede mantener sólo a ciertonúmero de venados, la cantidad de alimento es un(a) ______.

a. capacidad de carga b. factor limitativo

10. La relación que beneficia a un organismo sin afectar a otro es ______.

a. comensalismo b. depredación

11. Una relación que beneficia a ambos organismos se llama ______.

a. parasitismo b. mutualismo

12. El estanque donde vive una rana es su ______.

a. nicho b. hábitat

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Interacciones entre los seres vivos 25

Sección 3 ■ Materia y energía

Instrucciones: Encierra en un círculo el término que complete correctamente cada oración.

1. Cuando un organismo consume otro organismo, la energía en forma de alimentose transfiere del que (fue consumido/consume) al que (fue consumido/consume).

2. En el ciclo del carbono, las plantas extraen carbono del aire y lo usan paraelaborar (carbohidratos/agua).

3. En cada nivel de una cadena alimenticia, los organismos pierden energía enforma de (luz solar/calor). El(La) (alimento/luz solar) renueva constantementela energía.

4. Los organismos usan (nitrógeno/carbono) para elaborar proteínas.

5. La ley de conservación de la masa establece que la (energía/materia) no se pierdeni se gana.

Instrucciones: Completa los párrafos usando los siguientes términos.

cadena alimenticia desintegradores consumidores

productores red alimenticia

Las plantas son 6. ____________________; capturan y usan energía solar y la

usan para producir carbohidratos. Los animales son 7. ____________________;

obtienen energía cuando se alimentan de productores o de otros animales. Los hon-

gos son 8. ____________________; obtienen energía al desintegrar los restos de

organismos. Este movimiento de energía a través de una comunidad se conoce

como un(a) 9. ____________________ la cual, a su vez, se combina con otras pare-

cidas y forman un(a) 10. ____________________.



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26 Interacciones entre los seres vivos

Términos claves Interacciones entre los seres vivos

Instrucciones: Coordina los términos de la Columna II con las definiciones de la Columna I. Escribe la letra deltérmino correcto en el espacio en blanco de la izquierda.

Columna I

1. factores del ambiente vivos o que lo estuvieron alguna vez

2. donde un organismo vive

3. todas las comunidades de una área y los factores abióticos que los afectan

4. cualquier interacción estrecha entre dos o más especies

5. papel de un organismo en el ecosistema

6. factores no vivos del ambiente

7. poblaciones de diferentes especies que interaccionan

8. factor que afecta el número de individuos de una población

9. todos los miembros de una especie que viven en el mismo sitio al mismo tiempo

10. número de individuos de una población que ocupan un área definida

11. estudio de las interacciones entre los organismos y su ambiente

12. forma de mostrar cómo la energía,en forma de alimento pasa de un organismo a otro

13. parte de la Tierra que sustenta la vida

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Columna II

a. simbiosis

b. ecología

c. comunidad

d. abióticos

e. población

f. cadena alimenticia

g. nicho

h. bióticos

i. biosfera

j. ecosistema

k. hábitat

l. densidad

demográfica

m. factor limitativo



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Directions: Complete the concept map using the terms in the list below.

temperature soil water

biotic factors abiotic factors food chains

The Environment

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Directions: Answer the following questions on the lines provided.

7. Compare and contrast a biome and a biosphere.

8. List the major elements that are included in the biosphere.

whichdepends on

sunlight

6.

Environmentalfactors

2.

3.

1.

such as such as

are living organismswhich are a part of

climate

air

sunlight

are nonliving factorsincluding

which is thetop layer of

Earth’s crust

5.

4.

which isessential for

cell fluids

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Interactions Among Living Organisms

Directions: Select the term from the following list that matches each description.

spacing predation size

potential limiting density

1. number of individuals in a population

2. regulates a population when organisms feed on other organisms

3. maximum rate at which a population increases

4. a factor that limits the number of individuals in a population

5. the number of individuals that live in a defined space

6. the arrangement of organisms in a given area

Directions: In the table below, write the type of symbiosis practiced by the organisms in the left-hand columnand describe their relationships.

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Organisms Description of relationships

Type of symbiosis

9. Yucca and yucca moth

7. Mistletoe and tree

8. Flatworm andhorseshoe crab

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Directions: Find the mistakes in the statements below. Underline the incorrect word(s) and write the correctword on the line provided.

1. Consumers capture and use energy from the Sun.

2. A series of overlapping food chains is called a food niche.

3. A model of energy transfer is an ecological biome.

4. A model of energy available in a predator chain is an energy pyramid.

5. At the top of the energy pyramid, energy is slightly reduced.

6. Photosynthesis involves the production of food and oxygen by bacteria using chemical compounds.

7. Molecules of water that encounter colder air temperatures speed up.

8. The movement of carbon through Earth’s ecosystem is called the fixation cycle.

9. Nitrogen is used by organisms to make fats.

10. Nitrogen and carbon are used up by the processes of a biosphere.

11. Mushrooms are classified as producers.

12. When a carnivore eats a plant, it gains some of the plant’s energy.

13. Producers take in energy from nitrogen.

Matter and Energy

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Growing from the Ashes

At 8:32 A.M. on May 18, 1980, Mount St.Helens, a volcano in the state of Washington,erupted. First an earthquake collapsed the northside of the mountain, creating a landslide thatfilled 60 square km of a nearby river valley to adepth of 46 m. The landslide released a blast ofsuperheated gas and rock that traveled from 354to 1078 km per hour past the landslide. Treeswere knocked down for 24 km. The top 396 mof the mountain was blown away. A river offoaming gas and rock as hot as 704°C flowedout of the crater. It destroyed everything in itspath as it spread over a fan-shaped area 8 kmlong. Melted ice, boulders, and soil ran downthe sides of the mountain.

National Volcanic MonumentIn 1982, Congress set aside 445 km2 of the area

as the Mount St. Helens National Volcanic Mon-ument to provide a giant laboratory for scientiststo study how nature recovers without humaninterference. The lessons learned by these scien-tists have prompted them to reconsider long-heldideas about how nature renews itself.

In the past, it was thought that a large-scaledisturbance, such as the blast of a volcano,destroyed all life in the area. Scientists believedthat forests recovered after natural disasterswhen organisms came in from outside the dam-aged area. Recovery, they thought, took place asvarious species of plants returned to the area.

Research at the Mount St. Helens NationalVolcanic Monument has shown that it doesn’thave to happen that way.

For example, soon after the explosion, one sci-entist discovered fungi still living under theash. Trees such as the Pacific silver fir that wereburied in snowdrifts or sheltered by slopesduring the blast survived. Seeds of plants, suchas the prairie lupine, also survived. Scientistsnow know that although species that comeinto the area are important to regeneration,those that are left behind are more important.

A New BeginningPlants like the prairie lupine, along with the

trunks and stems of fallen trees, were thestarting points of the next ecosystem. Theroots of the lupine contain bacteria that pullnitrogen out of the air, so they could grow inthe ash instead of in dirt. And since lupineshave tight roots that allow the plants to takeover an area, by the time a plant died, its rootshad gathered enough bodies of insects andbits of dirt to make humus for other plants togrow in. Dead trees provided perches forincoming birds. The birds’ droppings con-tained seeds. The seeds fell in the shadow ofthe trees, which protected the seedlings fromwind. Water dripped from the trunks into thesoil. Peeling bark provided nutrients forplants. The forest began anew.

Twenty years after the explosions, scientistsare studying how lessons learned at MountSt. Helens can be used to “jump start” areasdisturbed by floods, fires, landslides or othernatural disasters, or human activities such asmining and waste disposal.

1. What abiotic factors affected the recovery of the forest at Mt. St. Helens? What were the biotic factors?

2. What role could fungi have played in the mountain’s recovery?

3. Were the prairie lupines a population or a community? What role did they play in the forest’s recovery?

4. According to the selection, scientists are studying the lessons they learned at Mount St. Helens to“jump start” other areas that have been disturbed. How could these lessons help them do this?

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What in the world is Dillo Dirt?

1. What limiting factors might affect the size of the bird populations at Hornsby Bend? Whateffect might these factors have?

2. What is the habitat of the birds at Hornsby Bend? What is their niche?

3. Why is it important to separate as much water as possible from the wastewater that arrives atthe facility?

4. Which do you think is more beneficial to the environment, that Hornsby Bend provides a habitat for birds, or that by making Dillo Dirt, the facility uses yard and tree trimmings thatwould otherwise end up in Austin’s landfills?

The Hornsby Bend Biosolids ManagementFacility is on 4.9 km2 of land along the Col-orado River, 13 km southeast of Austin, Texas.The facility was set up in the 1950s as a seriesof stabilization ponds used to treat solid wastefrom Austin’s wastewater plants. Now its Ben-eficial Reuse Program is a nationally recog-nized, sludge-recycling facility that has twicewon the Environmental Protection Agency’sfirst-place award for Environmental Excel-lence. It’s also a great place for birdwatchers.

Biosolid TreatmentHornsby Bend processes all the solid waste,

known as biosolids, from Austin’s three waste-water plants. First, as much water as possible isseparated from the biosolids. Then this side-stream water flows through a one-km2 pond sys-tem. Organisms in the ponds eat the nutrients inthe water and provide food for birds. After furthertreatment in a 20,000-m2 aquatic greenhouse, thewater is used to irrigate a farm on the site.

The remaining biosolids, about 40 metric tonson an average day, are fed into ten 32-m hightanks called digesters. In the digesters, anaerobicbacteria break down the biosolids, generatingheat that kills harmful bacteria, and removingodors. The process also produces methane gas,which is burned to provide heat for the digesters.

The treated sludge then goes into 101,000 m2 ofdrying basins, where it is turned with specialequipment and air-dried.

Dillo DirtAbout 45 percent of the sludge is applied to

the on-site farm, providing nutrients for cropsgrown to feed animals. The rest is mixed withtree trimming and yard waste collected inAustin, then composted in piles calledwindrows. The windrows cook the material for about six weeks at 76°C. The high tempera-ture kills any remaining weed seeds and disease-carrying microbes. Not only does this processproduce a stable organic product that can beused as a soil conditioner and fertilizer—withthe tradename Dillo Dirt—but it diverts morethan 76,455 m3 of materials from Austin’s land-fills, saving taxpayers money and helping theenvironment.

Hornsby Bend also acts as a preserve forbirds. The facility is located on an importantflyway for North American bird migration. Theoriginal stabilization ponds were often crowdedwith birds. Now that the new treatment processprovides the birds with even more food andthree acres of habitat, Hornsby Bend is themost popular bird watching site in the Austinarea, with more than 350 species recorded.

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Of Mites and Maggots

MitesDust mites are arachnids that belong to the

same group as spiders. They live permanently inhouse dust.

A mite is basically a walking stomach andrespiratory system. In addition to eatinghuman skin scales, mites eat fungi growing onthe skin, molds, the bodies or fragments ofinsects (such as carpet beetles, silverfish,clothes moths, and cockroaches), pollengrains, bacteria, and plant material. One dustmite can eat about 50 million skin scales.

Humans shed about 6 g of dead skin eachweek, so it is not surprising that about 80 percent of the material you see floating in asunbeam is actually skin flakes. Beds, and bedrooms, are a prime habitat for the mite,and the average bedroom contains an amazingnumber of mites. There may be as many as500 mites in 1 g of dust, and as many as13,500 in 30 g. Mites prefer warm, moist surroundings such as the inside of a mattresswhen someone is on it. A typical used mattress may contain anywhere from 100,000to 10 million mites. As much as 10 percent ofthe weight of a two-year-old pillow can becomposed of dead mites and their droppings.

The dust mite population increases veryrapidly. Each egg-laying female can increasethe population by 25 to 30 mites every threeweeks. Also, each mite produces between 10and 20 waste pellets each day. The life span ofa mite is two to three months.

The mites themselves are harmless. Their drop-pings, however, are a common cause of discom-fort to people with asthma and certain allergies.

MaggotsMaggots are the larval form of flies and

are found in many habitats. They can live inany kind of water, in plant tissue and soil,underneath bark or stones, in decaying plantand animal matter, even in pools of crude oil.

The flies lay their eggs in decaying materialsor in living tissues. The living or rotting material furnishes heat to hatch the eggs andprovides food for the newly hatched maggots.

Maggots play an important role in breakingdown and redistributing organic matter. Thewaste products of the larvae provide nutrients formolds, fungi, and plants. In addition, their bodiesare an important food source for higher animals.Maggots also have a role in food chains. Since ablowfly can lay up to two thousand eggs, wewould soon be overrun by blowflies if more thana few survived. The population is maintained at aconstant level because most maggots die of mal-nutrition, drying out, drowning, or are consumedby birds. The adult flies are eaten by birds, smallmammals, frogs, and toads. Swallows, swifts, andmartins devour large numbers of flies.

Maggots of the green blowfly have been usedfor centuries to remove bacteria and injured tissue in deep wounds. The practice is becomingmore common as doctors discover the benefits.There are even “maggot farms” —companiesthat grow and sell maggots to doctors.

1. Other than by breaking down organic material, how do dust mites benefit the ecosystem?

2. Other than by breaking down organic material, how do maggots benefit the ecosystem?

3. How do the actions of decomposers such as dust mites and maggots contribute to cycles ofmatter?

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Section 1 The Environment

A. The study of interactions among organisms and their environment is called ______________.

B. ________________ factors—nonliving parts of the environment

1. ______________ is needed by all organisms for cell and life processes.

2. ______________ and ____________________ determine where plants and animals can live.

3. ____________ gases such as oxygen, nitrogen, and carbon dioxide are needed by most species.

4. _____________ types determine what plants and animals can live in an area.

C. _______________ factors—living or once-living parts of the environment

1. All members of one species living together form a ___________________.

2. ____________________ are groups of populations that interact with each other in a given area.

3. The biotic community and its abiotic factors make up an __________________.

4. _______________ are large areas containing several ecosystems.

5. The __________________ includes the top layer of Earth’s crust, all waters, and the atmosphere.

Section 2 Interactions Among Living Organisms

A. Characteristics of ____________________

1. _____________—number of individuals in a population

2. Number of individuals in a particular area is the ___________________________.

3. Population ________________—how organisms are arranged in an area

a. _______________ spaced—consistent distance between organisms

b. _________________ spaced—individual location is independent of other individuals’locations

c. ________________ spacing—organisms group together

4. A biotic or abiotic factor that restricts the size of a population is called

a ________________________.

5. __________________________—the maximum population size that can live in an environment over time

6. _________________________—the size a population could reach if no limiting factorsstopped its growth

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Note-takingWorksheet


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B. __________________—close interactions between species

1. When both species benefit, the relationship is termed __________________.

2. _____________________ is a form of symbiosis that helps one species but has no effect onthe other.

3. When one species is harmed and the other benefits, the symbiosis is

termed ___________________.

4. __________________—occurs when one species hunts, kills, and eats another

5. ________________—where an organism lives

6. ______________—an organism’s function in its ecosystem

Section 3 Matter and Energy

A. _______________—moves through a community as producers and consumers interact

1. ___________________—how food energy moves from one organism to another

2. __________________—overlapping food chains to better show the way energy movesthrough an ecosystem

3. ____________________________—bottom layer of pyramid represents ecosystem producers; top layers represent consumers

4. _______________________—compares the energy available at each level of a food chain;bottom levels have more energy than top levels

B. Cycles of matter—matter that makes up living organisms, such as water, carbon, and nitrogen,

are _________________ through the environment

1. Processes of evaporation, condensation, and precipitation make up

the ____________________.

2. Carbon, nitrogen, phosphorus, sulfur, and other elements needed by living organisms move

through Earth’s __________________.

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Assessment

Assessm

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Part A. Vocabulary Review

Directions: Write the correct term in the spaces beside each definition. Unscramble the boxed letters to answerquestion 9.

1. environmental factors that include soil, sunlight, and air ___ ___ ___ ___ ___ ___

2. made of overlapping food chains ___ ___ ___ ___ ___ ___

3. study of interactions among organisms and their environment ___ ___ ___ ___ ___ ___

4. includes Earth’s crust, water on Earth’s surface, and atmosphere ___ ___ ___ ___ ___ ___ ___ ___

5. number of one species in an area ___ ___ ___ ___ ___ ___ ___ ___ ___

6. Sometimes environments reach a carrying ______. ___ ___ ___ ___ ___ ___ ___

7. a relationship in which one species benefits at the expense of another ___ ___ ___ ___ ___ ___ ___ ___ ___

8. role of an organism in an ecosystem ___ ___ ___ ___

9. What has happened to energy in the environment? ___ ___ ___ ___ ___ ___ ___ ___

Part B. Concept Review

Directions: Number these levels of organization from the lowest level of biological organization to the highest.

1. population ______ 4. biome

2. ecosystem ______ 5. community

3. organism ______ 6. biosphere

Directions: Correctly complete each sentence by underlining the best of the two choices in the parentheses.

7. Groups of populations that interact with each other in a given area form a (niche, community).

8. The struggle among organisms to obtain resources for reproduction and survival is

called (competition, capacity).

9. A symbiotic relationship that benefits both species is called (commensalism, mutualism).

10. The physical location where an organism lives is its (habitat, population).

Ass

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Chapter Review

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Chapter Review (continued)


Directions: Answer the following questions using complete sentences.11. What types of organisms are found in soil? Give examples.

12. Describe how Earth’s biosphere cycles materials over and over.

13. What is the difference between population density and population spacing?

14. Define a food chain and compare it with a food web.

Assessm

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Transparency Activities


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The Way of the VineSection FocusTransparency Activity11

Transparen

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Kudzu is a vine that was introduced to the United States from Japanin 1876. In the 1930s and 1940s, kudzu was planted throughout thesoutheastern states as a means to control soil erosion. It turns out,however, that kudzu likes the southeast a little too much. The climateis ideal for the vine, and its natural insect pests stayed in Japan.

1. What do plants need to be healthy?

2. How is excessive kudzu growth harmful?

3. Could the original kudzu-eating insects from Japan be importedto solve this problem? Why or why not?

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Night Lights

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Section FocusTransparency Activity22

This photograph shows Earth at night as it is seen from space. It’snot night everywhere at once, of course; the image was made speciallyso you could see night over all of Earth at the same time. Even thoughit’s dark, you can still identify many places because of all the electriclights.

1. What parts of Earth can you identify in this image?

2. What do you think the amount of electric lights indicates aboutthe number of people living in an area?

3. Why are some areas more populated than others?

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Lunch, Anyone?Section FocusTransparency Activity33

Transparen

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Tigers are the largest cats in the world. Tiger habitats are verydiverse and include cold regions in northern Asia and steamy junglesin southeast Asia. All tigers are carnivores, dining on a variety ofanimals.

1. Generally, what do tigers eat?

2. What do the animals that tigers eat tend to eat?

3. What are the main threats to tigers?

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Water Cycle/CarbonCycle

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Teaching TransparencyActivity33


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Teaching Transparency Activity (continued)

1. What is the law of conservation of mass?

2. Name four processes involved in the water cycle.

3. What element do you have in common with all living things?

4. What does evaporate mean?

5. What do plants remove from the air to make carbohydrates?

6. Carbon from carbohydrates is returned to the atmosphere through what three processes?

Transparen

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Interactions of LivingThings

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AssessmentTransparency Activity

Directions: Carefully review the diagrams and answer the following questions.

1. According to the information given above, which energy level isdirectly used only by the cow?A The Sun C CowB Grass D Human

2. Each level of the energy pyramid only receives 10% of the energyfrom the level below. Based on this information, if the grass startswith 100% of the energy, how much will the human receive?F 100% H 1%G 10% J 0.1%

3. The ultimate source of energy for this system is ___.A grass C the SunB fertilizer D water

Energy Flow in a Simple Ecosystem

The Sun Grass HumanCow

Energy Pyramid

Human

Cow

Grass

interactions of living things - mrslynchscience7 -...

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