Science 7 Unit 1 : Interactions within ecosystems What is Science? What does the word Science mean?
What have you studied in past science classes? Does Science relate to any other school subject? Math? Gym/Physical activity? Language Arts? Section 1.1 Levels of Life
Organism: living things Individual: one organism The first 3 levels of life are: individual --population --community Population vs. Community
Population : a group of individuals of the same species, living together in one place at one time. Community Community: is made up of all the populations that live in one area ( = not all the same). Members of a community interact with one another in different ways. Can you give me some examples? Examples Lets see if you understand
More Examples 8. Species: a group of organisms who can successfully reproduce among themselves.
Habitat: a particular place where a species lives. Living VS Non-living Biotic = all living things (ex: plants, humans, animals) Abiotic = lifeless things ( ex: soil, water, sun) Adaptation Adaptation: an inherited characteristic that helps an organism survive and reproduce in its environment. Section 1.2 Ecosystems Ecosystems The interactions between abiotic (non-living) features of an area and the biotic community that lives in that area. - Ecosystems contain individuals, populations, and communities. Posters In groups of 2 students, you are going to create a poster featuring an ecosystem. INSTRUCTIONS: Fill out the whole page (it must be colored). Include the name of the ecosystem you choose as the title. Make a list of 6 biotic items in your drawing, and a list of 6 abiotic items. *Put this list on the back of the drawing. Abiotic-Biotic Interactions in an ecosystem
1) The Sun why is it important? The Sun Provides light Provides heat / warmth Provides energy
Provides food for plants (photosynthesis) Abiotic-Biotic Interactions in an ecosystem
2) Water why is it important in an ecosystem? Water Plants need water to grow
Helps with digestion, breathing, and circulating food particles throughout the body Provides a habitat for certain species Water Most organisms are made up of 50% to 95% water
Humans are made up of 70% water Abiotic-Biotic Interactions in an ecosystem
3) Air what is its function in an ecosystem? Air Contains oxygen, which animals breathe
Provides carbon dioxide, which plants use to make their own food. Provides a habitat / way of travel for insects and animals Abiotic-Biotic Interactions in an ecosystem
4) Soil why is it important? Soil Provides a habitat for insects and animals
Provides a ground for humans to build houses and buildings on Contains minerals and other nutrients for plants Where we find roots for most plants Keeps plants and trees in place Finding ways to travel Are most plants, trees and flowers planted by humans? If they are not planted by humans, how do plants manage to start growing? Finding ways to travel Their seeds are transported by: Wind Water
Animals Many plants have special adaptations that help their seeds spead to new areas. To do P. 14# 1. Finish your drawings about the four abiotic factors (p. 12 in Sciencepower 7) 1.3 Sampling Ecosystem Populations
How can we count every type of species or organisms in an ecosystem? Is it harder to count organisms in a smaller ecosystem or in a larger ecosystem? Sampling Sampling = method used to estimate population size in ecosystems How is it calculated? Choose a small area that is representative of the ecosystem. Then count the features of that smaller area (plants, trees, animals, insects) Multiply the result by the size of the whole area. Example If there are 10 cows per square meter in a field.
The field is 20 meters square. Multiply 20 by 10 (200) to find out how many cows approximately should be in the field. Quadrat Biologists use many ways to sample ecosystems.
The most popular is the quadrat. Quadrat Is a square tool used to measure and observe a small and representative section of a larger area. Features inside the quadrat are counted and used to estimate the number of features in the whole ecosystem. Section 1.4 Climates and Biomes What is the weather like today?
Look outside, whats the weather like? What is the forecast calling for tomorrow? And what about the rest of the week? Whats the difference
between weather and climate? Give me some examples of weather and climates. Weather refers to the local conditions that change from day to day, or even from hour to hour. Example: rain in the morning, but sunny in the afternoon. Climate refers to the average weather pattern of a region.
Example: in northern Canada, it is very cold, the winters are long & harsh, and the summers are short & cool Climate To know the climate of a region, we take an average of the weather over a longer period of time, such as 30 or 40 years. We use temperature, precipitations, pressure, humidity, and the number of sunny days per year. Climate Earth can be divided into distinct regions based on climate.
Example: regions around the equator are very warm, as regions up north are very cold Climate Similar climates have similar types of soil and get similar amounts of yearly precipitations. This encourages similar types of plants to grow in them. Biome A biome is a large area with characteristic climate, soil, plants, and animals. Each type of biome can be found in different parts of the world. Biome In an airplane if you flew over a region unknown to you, and you saw elephants, giraffes, and lions where do you think that would be? Africa (desert biome) Biomes In an airplane if you flew over a region unknown to you, and you saw deer, foxes, owls, moose, and seaguls... where do you think that would be? Canada (forest biome) Biomes In an airplane if you flew over a region unknown to you, and you saw an area with cactuses, camels, and sand where do you think that would be? The Australian Outback (desert biome) Biomes Biomes are the 5th level of living (or biological organization). Biomes contain many ecosystems. Biomes The land on Earth can be divided into 6 major biomes.
Unlike ecosystems, there are not many different types of biomes in the world. The Worlds Biomes Tundra Boreal forest Temperate forest
Tropical rain forest Grassland Desert Canadas Biomes Tundra Boreal forest Temperate forest Grassland In New-Brunswick Which biome(s) can we see in N.B.? Boreal forest
Temperate forest In Newfoundland Boreal forest In Newfoundland Boreal forest In Newfoundland Boreal forest What to do Complete p.26 #1, 3 in Sciencepower
We will correct it together in a few minutes. Complete Weather and Climate in Canada handout (using p. 21 in Sciencepower and the weather network website). The 6 types of biomes handout The Worlds Biomes Tundra Boreal forest Temperate forest
Tropical rain forest Grassland Desert The Desert Biome Deserts cover about 1/5 of the Earths surface
They occur where rainfall is less than 50 cm/year. Soil in the desert Most deserts have a specialized vegetation, and a specialized vertebrate and invertebrate animals. Soils often have abundant nutrients because they need only water to become very productive and have little or no organic matter. Weather in the desert Disturbances are common in the form of occasional fires or cold weather, and sudden, infrequent, but intense rains that cause flooding. Animals in the desert There are few large mammals in deserts because most are not capable of storing sufficient water and standing the heat. The dominant animals of warm deserts are nonmammalian vertebrates, such as reptiles. Mammals are usually small. Deserts often provide little shelter from the sun for large animals. Tropical Forest Biome Tropical forests are characterized by the greatest diversity of species. They occur near the equator. Tropical Forests One of the major characteristics of tropical forests is their distinct seasonality: winter is absent, and only two seasons are present (rainy and dry). The length of daylight is 12 hours. Soil in Tropical Forests
Soil is nutrient-poor and acidic. Decomposition is rapid and soils are subject to heavy leaching. Weather in Tropical Forests
Temperature is on average 20-25 C and varies little throughout the year. Precipitation is evenly distributed throughout the year, with annual rainfall exceeding 2000 mm. Animals in Tropical Forests
Animals include numerous birds, bats, small mammals, and insects. Flora is highly diverse. Trees are m tall, with big trunks and shallow roots, mostly evergreen, with large dark green leaves. Plants such as vines,ferns, mosses,and palms are present. Temperate Forest Biome
Temperate forests occur in eastern North America, northeastern Asia, and western and central Europe. Temperate Forests Well-defined seasons with a distinct winter characterize this biome. Moderate climate and a growing season of days during 4-6 frost-free months distinguish temperate forests. Soil in Temperate Forests
Soil is fertile, enriched with decaying litter. Weather in Temperate Forests
Temperature varies from -30 C to 30 C. Precipitation ( cm) is distributed evenly throughout the year. Animals in Temperate Forests
Animals include: squirrels, rabbits, skunks, birds, deer, mountain lion, bobcat, timber wolf, fox, and black bear. Flora in Temperate Forests
Flora is characterized by 3-4 tree species per square kilometer. Trees are distinguished by broad leaves that are lost every year and include such species as oak, maple, elm, willow, etc. Boreal Forest Biome Boreal forests, represent the largest biome. Boreal Forest Biome They can be found in Europe, Asia and North America (Alaska and Canada). Seasons are divided into short, moist, and moderately warm summers and long, cold, and dry winters. Soil & Weather in Boreal Forests
Soil is thin, nutrient-poor, and acidic. Temperatures are very low (colder). Precipitation is primarily in the form of snow, cm annually. Flora in Boreal Forests
Flora consist mostly of cold-tolerant evergreen conifers with needle-like leaves, such as pine, fir, and spruce. Animals in Boreal Forests
Animals include: hawks, moose, bear, lynx, fox, wolf, deer, hares, chipmunks, and bats. Boreal Forests Current extensive logging (cutting down trees) in boreal forests may soon cause their disappearance. Tundra Biome Tundra is the coldest of all the biomes. Tundra Tundra is a treeless plain.
It is frost-molded landscapes, extremely low temperatures, little precipitation, poor nutrients, and short growing seasons. Characteristics of Tundra
Extremely cold climate Low biotic diversity Simple vegetation structure Limitation of drainage (water) Short season of growth and reproduction Energy and nutrients in the form of dead organic material Animals of the Tundra Well adapted to handle long, cold winters and to breed & raise young quickly in the summer. Many animals hibernate or migrate during the winter because food is not abundant. Reptiles and amphibians are few or absent because of the extremely cold temperatures. Animals of the Tundra Mammals: mountain goats, sheep, elk, caribou, hares and squirrels Birds: ravens, falcons, loons, snow birds, and gulls Insects: beetles, grasshoppers, butterflies, mosquitoes, flies, moths, blackflies Fish: cod, flatfish, salmon, and trout Weather of the Tundra The average winter temperature is -34 C , but the average summer temperature is 3-12 C which allows this biome to sustain life. Rainfall may vary in different regions of the arctic. Yearly precipitation, including melting snow, is to 25 cm. Soil of the Tundra A layer of permanently frozen subsoil called permafrost exists, consisting mostly of gravel and finer material. When water saturates the upper surface, ponds may form, providing moisture for plants. There are no deep root systems, but still a wide variety of plants that can resist the cold climate. Grassland Biome Grasslands are characterized as lands dominated by grasses rather than large shrubs or trees. Grassland (Prairies) Which Biome is this? Grassland Which Biome is this? Temperate Forest Which Biome is this? Desert Which Biome is this? Boreal Forest Which Biome is this? Temperate Forest Which Biome is this? Desert Which Biome is this? Grassland Science 7D Section Biomes Review for this weeks quiz (Wednesday):
Answer question #1 on p. 32 Reviewing key terms p. 34 # 2 Understanding key ideas p. 34 # 4, 5, 6, 7, 9, 10 Critical Thinking p.35 # 23, 24 Section 1.5 questions The Worlds 6 Biomes We have learned that 6 different biomes exist.
Today, you will get to do research on them. You will have to find pictures to begin with, then add interesting facts about each one. Your assignment will be done in PowerPoint. You need to copy and paste the website link for each picture/fact you find. Todays assignment Individually, you research the 6 biomes.
1) Find one picture of each biome Tundra, Tropical Forest, Temperate Forest, Boreal Forest, Desert, Grassland (Prairies) 2) Put each picture on a separate slide in PowerPoint. 3) Add 1-2 interesting fact under each picture. Websites to use: www.pics4learning.com www.discovery.com
Levels of Life Crossword - ANSWERS
Across 1. biome 3. abiotic 6. biosphere 8. individual 9.species 11. sampling 12. adaptation 13. weather 14. ecosystem 15. biological population Down 2. ecologist 4. biotic 5. quadrat 6. biological community 7. habitat 10. climate Biomes & Biosphere Quiz
Science 7D Quiz Write your name and the date on your sheet.
Number your sheet 1-6. One Number per line. 1. 2. 3. 4. 5. 6. 1. Which Biome is this? 2. Which Biome is this? 3. Which Biome is this? 4. Which Biome is this? 5. Which Biome is this? 6. Which Biome is this? Which Biome is this? ANSWERS 1. Which Biome is this? Grassland 2. Which Biome is this? Temperate Forest 3. Which Biome is this? Desert 4. Which Biome is this? Boreal Forest 5. Which Biome is this? Tundra 6. Which Biome is this? Tropical Rain Forest Section 1.5 The biosphere Today 1) Read p. 27-28 together 2) Notes 3) Complete #1 (p. 32)
4) Correction of #1 or to finish for homework if it is not completed in class. The Biosphere The biosphere is all of the places on Earth where life can exist and interact with the physical environment. The 3 parts of the biosphere
The hydrosphere is all the water on Earth, including oceans, rivers, and lakes. The lithosphere is the solid mineral material that covers the Earth, including the soil. 3.The atmosphere is the air that surrounds both the hydrosphere and the lithosphere.
The biosphere is a giant ecosystem. The biosphereis the 6th level of living. Quiz 1.4 1.5 Friday Chapter 2: How organisms interact 2.1 Food Chains What are food chains?
A food chain is a model which shows how energy is stored in food passes from organism to organism. In a food chain, arrows show the direction in which energy flows through the chain. Food Chains - examples Cheese MouseCat Food Chains - examples Sun Grass Grasshopper Bird Cat Food Chains - examples Sun Grass Cows Humans Your turn Its now your turn to make your own food chain examples.
In your scientific journal, draw 4-5 different food chains. Make sure to color, include a title (Food Chains), the date, and to have the words under the pictures. Energy Flow How does energy move through a food chain?
At each step along the chain, energy is taken in by an organism. Some of this energy fuels the organism, and it is burned up and released as heat. Energy Flow (continued)
Some energy is stored in the organisms body tissues, while some energy cannot be used and passes out of the animal as waste. Energy Flow For example:
A cow eats several kilograms of grass in one day. However, the cow does not gain mass equivalent of the grass it eats. Why not? Lets turn to page 39 in Sciencepower 7. Energy Flow: is the movement of energy, starting from the Sun, and passing from one organism to the next. In a food chain, very little energy that is stored in one organism is passed on to the next organism. The Role of Organisms in Food Chains
Producers: produce food for themselves and others, using the Suns energy and nutrients in soil and air. Producers make life possible for all other organisms. Examples: plants, algae Consumers: consume (eat) the food made by the producers.
Consumers come in all sizes and shapes. Examples: fish, animals that eat other animals. The organism next to the producer always feeds on plants or algae.
3) Herbivores: Plant-eating animals. Examples: cows, rabbits, deer 4) Carnivores: 5) Omnivores: Meat eating organisms.
Eat the producers, and other consumers. Examples : lynx, cod, dragonflies 5) Omnivores: Eat plants & meat. Examples : bear, human, raccoon 6) Predators: 7) Prey: Are animals that kill and eat other animals.
Usually only eat meat, but some will eat anything if food is in short supply. Examples: wolves, hawks, sharks 7) Prey: Is the animal being eaten by another. Identify: herbivores, carnivores, omnivores, producers and consumers Review for quiz 2.1 Answers p. 47 #1. a) Producer: make food for themselves and others, using the Suns energy and nutrients in soil and air. b) Consumer: consume (eat) the food made by the producers. c) Omnivore: organisms that eat plants & meat. d) Predator: animals that kill and eat other animals. Usually only eat meat, but some will eat anything if food is in short supply. The definitions are also in your notes, or on pages in the textbook. p. 47 #2. Grass insect small bird Grass hare (rabbit) snake
Grass hare eagle Grass deer lynx Grass mouse snake Grass mouse eagle Seeds small bird eagle Seeds mouse snake Answers will vary. If you are unsure, raise your hand, and I will come check. p. 60 #1. Producer: grass, plants, leaves, seeds,mushrooms, fruit, vegetables, algae, aquatic plants, Consumer - herbivore: hare, horse, cow, cetain insects, deer, Consumer - carnivore: lynx, lion, eagle, snake, wolf, frog, shark, Many different examples exist. p. 60 #4. If one (or more) organism (s) in an ecosystem are removed, there will be a shortage of food for the consumers. If the consumer cannot find food, it will die of hunger and may disappear himself. * Your answers will vary. If you need help, raise your hand and I will come over to verify your answer. 2.1 - Food Webs A Food Web is a combination of many different food chains, showing the relationships between and among many different producers and consumers in an ecosystem. Food Web- example Section 2.3 Energy Transfer and Pyramid of Numbers 2.3 Food Pyramid A Food Pyramid is a model representing the numbers of organisms consumed at each successive level of the pyramid. The size of the level indicates the number of organisms at that level. There are always more animals being eaten than are eating. To find out how much energy is being transferred from one level of the pyramid to the other, we look at the total of all the organisms in the ecosystem. As you move up the pyramid, there are less organisms. The most energy is found at the base, where the producers are. Food Pyramid- example 2.4 - Succession How Ecosystems Change over Time
The gradual process by which some species within an ecosystem replaces other species is called succession. Primary Succession Primary succession is the gradual growth of organisms in an area that was previously bare like a rocky slope. Organisms to first appear (called primary species) are those that can cling to the rock and grow, such as mosses and lichens. Other organisms use the nutrients to begin to grow. Examples of areas in which a community has never lived before would be:
new lava or rock from a volcano that makes a new island or a new landscape a sand bar that arises from shifting sands in the ocean exposure of igneous rock surfaces by a land slide a meteor makes a depression that fills with rainwater or fresh water from underground streams. Secondary Succession The gradual growth of organisms in an area after a disturbance, such as a fire, or when a large tree falls, is known as secondary succession. Examples of secondary succession include: A farmers field a vacant city lot a newly forested area a strip mine Section 3.1: Cycles of the biosphere
Chapter 3 Section 3.1: Cycles of the biosphere The Water Cycle The Water Cycle An apple is composed of what percentage of water?
A carrot is composed of how much water? 88%. What about a tomato? 94% The human body is about 70% water. The Water Cycle All living things require water.
Water is used for life processes such as supplying food throughout an organisms body in a form it can use in its cells, and carrying away wastes from those cells. The Water Cycle THINK - PAIR - SHARE Group 1 Evaporation p. 64
Group 2 Condensationp. 65 Group 3 Transpiration, Precipitation and the water cyclep Group 4 Ground water and Run-offp. 65 Group 5 Respirationp. 67 What you must do Give the definition of your concept Give examples
Draw a picture Any additional info Goal: Everyone will understand your concept from your mini-presentation. The Water Cycle Water cycle: is the continuous movement of water through the biosphere. There are 4 main processes in the cycle: Evaporation Transpiration Condensation Precipitation The Water Cycle 1. Evaporation:
Is the process of changing a liquid into a vapour. Liquid water evaporates to form invisible water vapour. Example: when laundry in hung in the sunlight, the water evaporates until the laundry is dry. The Water Cycle As well, solid water (ice) can change directly into water vapour without going through the liquid stage (=sublimation). Example: Ice cubes will shrink in size if the ice-cube tray is left in the freezer for too long. The solid ice cube shrinks as it sublimates into invisible water vapour. The Water Cycle 2. Transpiration:
Is the process in which water that is taken in through a plants roots evaporates from the plants leaves, stem, and flowers. The Water Cycle 3. Condensation:
Is the process of changing a vapour into liquid. Warm air contains water vapour. As air cools, it is able to hold less and less water. Condensation happens when air becomes so cool that it can no longer hold as much vapour, and liquid water is released. The Water Cycle The liquid forms clouds, fog, or dew. The Water Cycle 4. Precipitation:
Is the process in which liquid water forms from condensation occurring inside clouds, and then falls as rain, freezing rain (sleet), snow, and hail. The Water Cycle The first two processes evaporation and transpiration move water up from the Earth into the atmosphere. The second two condensation and precipitation return water to Earth. The Water Cycle Ground water: is water in the soil.
Plant roots can grow down to reach ground water. People can reach ground water by digging wells. Run-off water: is water that runs off the ground into lakes, rivers, or streams. The Carbon Dioxide and Oxygen Cycle
Another major cycle constantly occurs on Earth. The carbon dioxide and oxygen cycle: is the process by which carbon dioxide and oxygen are cycled and recycled in the biosphere. Respiration Respiration: is the oxygen-using process that takes place in the cells of living things to get the energy out of food. When you breathe, you take in oxygen. Your body cells use this oxygen, to release energy from food. Respiration All living things both animals and plants must respire (breathe) all the time. Fish, algae, and plants in the water also breathe. So do decomposers bacteria, fungi, and moulds. Respiration In addition to energy, respiration has two other products: carbon dioxide and water. Carbon dioxide is a gas made up of carbon dioxideand oxygen. Plants need carbon dioxide, along with other substances, to make their own food (=photosynthesis). The Cycle of life The water cycle and the carbon dioxide and oxygen cycle are continuous processesin our environment. Without them, there would be no life on Earth. But humans can break or interrupt these cycles. Technology can be used to recreate or fix these damaged cycles that are necessary for so many organisms. What you must do Answer to questions #1, 2 and 5 on page 70.
Use your notes and your book to answer these questions. Work is to be done on the laptop (WORD only, no other program). Activity on zebra mussels: - Musselling In! -
What are zebra mussels? Where did they come from? How do they affect: Plants Animals Humans (d) How are they being controlled? (e) Can you think of any benefits produced by zebra mussels? References ANSWERS Activity on zebra mussels: - Musselling In! -
The zebra mussel has traveled the world. It now makes the Canadian Great Lakes one of its homes. (a) What are zebra mussels?
A type of mussel native to freshwater lakes of southeast Russia. They are an invasive species and filter-feeding organisms. They are relatively small in size (1-2 inches). They have tiny stripes down their shells, giving them the name Zebra Mussels. They attach to things with strings coming out of their the dorsal surface (side with the hinge). (b) Where did they come from?
Zebra mussels are native to freshwater rivers and lakes in Eastern Europe and western Asia. In 1769, Pallas first described populations of this species from the Caspian Sea and Ural River in Russia. They were brought to the US in the mid 1980s when ballast water was taken in a freshwater European port and released into Lake St. Clair, near Detroit. The zebra mussels are now found in the US and parts of Canada Great Lakes. (c) How do they affect plants, animals, and humans?
Because zebra mussels filter water, the water is clearer. Then the sunlight can get lower and lets more plants live. These plants provide shelter to some fish. (c) How do they affect plants, animals, and humans?
Lots of birds eat them, get sick, and have trouble reproducing. Zebra mussels may dominate and end the diversity of species, especially native species, because of their rapid reproduction. When zebra mussels have come in contact with some species, they have practically killed them. (c) How do they affect plants, animals, and humans?
Good impact: Zebra mussels are excellent filters of water. Negative impacts: They cling to things. Some navigation buoys have been sunk by the weight of so many of these creatures. Fishing gear, if left submerged for too long, has been found with zebra mussels attached to it. Humans: Negative impacts: They also cause boat owners to be frustrated. They make motors heat up by clinging to them. Zebra mussels can also make the efficiency of fuel decrease in boat motors. Some zebra mussels go inside pipes and clogged passageways, thus creating plumbing and municipal problems. This causes more problems with water treatment, power plants, nuclear plants, heat exchangers, fire fighting equipment, and air conditioning/cooling. (d) How are they being controlled?
The spread is preventable if boaters take time to thoroughly clean and dry their boats and associated equipment before transporting these to new water bodies. Leave a boat out of water for three days in hot, dry weather to kill mussels. Do not transport water from live wells and bait buckets from one water body to another. (e) Can you think of any benefits produced by zebra mussels?
They are excellent filters of water (eating primarily algae). Zebra mussels also release a bit of phosphorus into the water. Phosphorus is a commonly used fertilizer that helps plants grow. When it gets into a freshwater ecosystem the plants grow rapidly. More interesting facts
Life span: 4 to 5 years. They start by crawling on the bottom of their habitat, but as they mature, zebra mussels find a more permanent habitat. When they turn two, zebra mussels begin to reproduce. Reproduction: A mature female usually produces 30,000 to 40,000 eggs a year. Females can lay up to 1,000,000 eggs a year when the stable water temperature extends the length of the breeding season. More interesting facts
Most experts advise against eating any found in polluted waters since the mussels accumulate contaminants and toxins from the water as they filter. As long as they come from a clean body of water, zebra mussels can be eaten. However, they are quite small (1-2 inches is the most common). More interesting facts:
Only about 2 percent of all zebra mussels survive to adulthood. When a zebra mussel attaches onto a hard surface, it is transformed into the juvenile stage. Then it develops the double shell which is typical of zebra mussels. More interesting facts
All the foods they eat are rich in calcium. Because there is no shortage of algae, zebra mussels can't be hurt by starvation. Zebra mussels use calcium for many things, including repairing a damaged shell. More interesting facts
Zebra mussels, do not have many predators here because they do not naturally exist in the North American. Many things that eat the zebra mussel such as carp, some diving ducks, the birds, some crayfish, and other creatures. All of these predators are still not enough to make a dent in the zebra mussel population. Section 3.3 Ecosystems Regulate Themselves What to do now In the Team Shared Folder, there is a document called Column Note taking Save it to your documents Answer the questions, using the textbook pages You can do this in groups of 2. Section 3.5 Making a Difference