Unit 2 Unit 2 Unit 2

Advance Planning
Ecology Ecology Chapter 2
■ Purchase seeds and gather
Unit Overview
A tropical rain forest ecosystem consists of materials for MiniLab 2-1.
This unit focuses on the relation-
■ Order bromothymol blue and
ships and interactions that exist interactions among organisms, and antacid for MiniLab 2-2.
among organisms and their envi- between organisms and their environment. ■ Set up or borrow a fish tank
ronments. In Chapter 2, students
For example, rain forest plants are adapted for a Quick Demo.
are introduced to ecology and the
■ Gather or purchase lichens for
biotic and abiotic factors that to use the ample water and sunlight in the
a Quick Demo.
exist in an ecosystem. Chapter 3 production of nutrients. The plants use ■ Order cultures of Paramecium
centers on the development of
these nutrients for their own growth and and Didinium for the BioLab.
communities and describes major
development, and, in turn, the nutrients ■ Gather materials for the Alter-
world biomes. In Chapter 4,
native Lab.
environmental factors that limit that make up the plants may then be passed
population growth are presented, to animals that feed on them. Scarlet Chapter 3
and students study the effects of ■ Gather lichen and other ma-
demographics. Chapter 5 brings macaws eat seeds and fruits from rain terials for MiniLab 3-1.
the unit to a close with a discus- forest trees, but they also eat clay soil that Unit Projects ■ Purchase or borrow plants for
sion of people’s impact on the helps to detoxify many of the poisonous a Quick Demo.
environment and threats to bio- ■ Purchase plankton and gather
plants that they eat. materials for Mini Lab 3-2.
diversity. Strategies of conserva-
tion biology are described. ■ Gather pond water and other
materials for the BioLab.
Introducing the Unit UNIT CONTENTS ■ Gather sod for a Quick Demo.
■ Gather materials for the Alter-
Ask students to look at the scarlet
2 Principles of Ecology native Lab.
macaws in the photograph and
describe how these birds are 3 Communities and Biomes Chapter 4
dependent on both living and ■ Purchase bananas and gather
4 Population Biology materials for MiniLab 4-1.
nonliving things in their environ-
ments. Explain that ecology 5 Biological Diversity and ■ Purchase radish seeds. Gather
focuses on the interactions that Conservation petri dishes and napkins for
take place in an environment. the Alternative Lab.
B IOD IGEST Ecology ■ Purchase materials for the
BioLab.
Chapter 5
UNIT PROJECT ■ Purchase or gather seeds and
other materials for the Alter-
Use the Glencoe Science native Lab.
Web Site for more project ■ Gather gingko leaves for a
activities that are connected to this unit.
www.glencoe.com/sec/science Quick Demo.
■ Gather soil, water, and con-
tainers for MinLab 5-2.
34

Unit Projects Unit Projects

Interview Display Make a Model Use the Library Final Report
Develop a Model of an Linguistic Students can interview Visual-Spatial Ask students to Kinesthetic Students can create a Intrapersonal Have students use Have students present their group’s
a pet shop owner to find out how make a bulletin board that describes working aquatic ecosystem that the library to find out why space findings in an oral report that could be
Ecosystem to keep fish in an aquarium. Students the experimental Biosphere II in Arizona contains both biotic and abiotic elements exploration may be dependent on the understood by students at your local
Have students do one of the projects for this can describe how to maintain a healthy and explains why it did not work. L1 in a healthy balance. L1 ELL quest for artificial closed ecosystems. middle school. L3
unit as described on the Glencoe Science Web environment for the fish. L1 ELL L2
Site. As an alternative, students can do one
of the projects listed on these two pages.
P
34 P 35
P
 Chapter 2 Organizer Principles of Ecology
Refer to pages 4T-5T of the Teacher Guide for an explanation of the National Science Education Standards correlations. Teacher Classroom Resources
Section Objectives Activities/Features Section Reproducible Masters Transparencies

1. Distinguish between the biotic and MiniLab 2-1: Salt Tolerance of Seeds, p. 38 Reinforcement and Study Guide, pp. 7-8 L2 Section Focus Transparency 4 L1 ELL
Section 2.1 Section 2.1
abiotic factors in the environment. Problem-Solving Lab 2-1: p. 39 Critical Thinking/Problem Solving, p. 2 L3
Organisms and Their 2. Compare the different levels of biologi- Careers in Biology: Science Reporter, p. 40 Organisms BioLab and MiniLab Worksheets, p. 9 L2
Environment cal organization and living relationships and Their Laboratory Manual, pp. 9-10 L2 P
National Science Education important in ecology. Environment Tech Prep Applications, pp. 3-4 L2
Standards UCP.1-3; A.2; 3. Explain the difference between a niche
Content Mastery, pp. 9-10, 12 L1
C.4, C.5, C.6; F.3; G.1-3 and a habitat. P
P
(2 sessions, 1 block) LS
Reinforcement and Study Guide, pp. 9-10 L2 Section Focus Transparency 5 L1 ELL
Section 2.2 P
P L2
BioLab and MiniLab Worksheets, pp. 10-12 Basic Concepts Transparency 1 L2 ELL
Section 2.2 4. Compare how organisms satisfy their Problem-Solving Lab 2-2. p. 52 Nutrition and Concept Mapping, p. 2 L3 ELL P LSLS Basic Concepts Transparency 2 L2 ELL
nutritional needs. MiniLab 2-2: Detecting Carbon Dioxide, p. 56 Energy Flow Content Mastery, pp. 9, 11-12 L1P Reteaching Skills Transparencies 1, 2,P3 L1
Nutrition and 5. Trace the path of energy and matter in Inside Story: The Carbon Cycle, p. 57
Laboratory Manual, pp. 11-14 L2 ELL LS P
Energy Flow an ecosystem. Design Your Own BioLab: How can one LS
Inside Story Poster ELL P P
National Science Education 6. Analyze how nutrients are cycled in the population affect another? p. 60 LSP
P
Standards UCP.1-3; A.1, abiotic and biotic parts of the biosphere. Biology & Society: The Florida Everglades— P LS LS
A.2; B.6; C.4, C.5, C.6; D.2; An Ecosystem at Risk, p. 62 Assessment Resources Additional
P Resources
P
P
P
LS
F.3-5; G.1, G.2 (3 sessions, P P
21/2 blocks) Chapter Assessment, pp. 7-12 LSLS Spanish Resources ELL LS
MindJogger Videoquizzes LS
English/Spanish Audiocassettes ELL
LS P LS in the Science Classroom COOP
LS
Performance Assessment in the Biology Classroom P Cooperative Learning
LSLS P
LEARN
Need Materials? Contact Carolina Biological Supply Company at 1-800-334-5551 Key to
to Teaching
Teaching Strategies
Strategies Alternate Assessment in the Science Classroom LS P
Lesson Plans/Block Scheduling LS
Key
or at http://www.carolina.com Computer Test Bank P
L1 Level 1 activities should be appropriate BDOL Interactive CD-ROM, Chapter 2 quiz LS
MATERIALS LIST for students with learning difficulties. LS LS
L2 Level 2 activities should be within the LS
BioLab Alternative Lab ability range of all students. LS LS
p. 60 microscope, microscope slides, p. 40 corn seeds (60), pinto bean seeds L3 Level 3 activities are designed for above-
coverslips, droppers, beakers or jars, (60), paper cups (6), plastic sandwich average students.
sterile pond water, culture of Didinium, bags (6), water, paper towels, gradu- ELL ELL activities should be within the ability
Teacher’s
culture of Paramecium ated cylinder, labels, pencil range of English Language Learners. Corner
COOP LEARN Cooperative Learning activities The following multimedia resources are available from Glencoe.
MiniLabs Quick Demos P Index to National Geographic Magazine
P
P are designed for small group work. Biology: The Dynamics of Life
p. 38 seeds (40), small beaker (2), p. 40 aquarium setup P
P The following articles may be used for
P These strategies represent student prod- CD-ROM ELL
paper towels, zipper-lock plastic p. 45 lichens ucts that can be placed into a best-work research relating to this chapter.
P portfolio. Video: How Organisms Interact
bags (2), labels, water, 10% salt water p. 55 glass bowl, soil, plants, water, “Rain Forest Canopy: The High Frontier,” Video: Symbiosis
solution plastic wrap LS
LS by Edward O. Wilson, December 1991.
p. 56 test tubes (2), bromthymol blue LS These
LS
strategies are useful in a block BioQuest:
P Antarctic Food Web
P
solution, antacid tablet, drinking straw
LS scheduling format. Exploration: Pyramid of Energy
LS Videodisc Program
How Organisms Interact
LS
Symbiosis LS
The Everglades
The Infinite Voyage
Secrets From a Fozen World

The Secret of Life Series

Niche
Predator–Prey
Mutualism

36A 36B
 Chapter 2 Chapter Section
SECTION PREVIEW
Section 2.1
Objectives

2
Distinguish between

Principles of Ecology 2.1 Organisms and the biotic and abiotic

factors in the environ-
GETTING STARTED DEMO
Their Environment
ment.
Compare the different
Prepare
Have students examine the levels of biological
chapter opener photographs. organization and living Key Concepts
relationships important

A
s shown in the photographs, Students are provided with an
Discuss the feeding relation- What You’ll Learn in ecology.
people can impact plant and overview of the history of ecol-
ships shown. The trout eats the ■ You will describe ecology and Explain the difference
the work of ecologists. animal communities in both between a niche and ogy, living and nonliving factors
mosquito. Human blood nour-
■ You will identify important positive and negative ways. Learning a habitat.
in an environment, and close
ishes the mosquito. Help stu- aspects of an organism’s how ecological principles explain Vocabulary relationships among organisms
dents realize that humans, like environment. interaction between organisms and ecology
the mosquito and trout, ■ You will trace the flow of biosphere that enhance survival.
energy and nutrients in the
their environment can help you abiotic factor
depend on other living things understand environmental issues biotic factor
living and nonliving worlds. Planning
for food. Have students choose and form your own opin- population
an animal product they eat and community ■ Gather seeds, salt, and other
Why It’s Important ions about them. In ecosystem
then show this feeding relation- To understand life, you need this section, you will habitat materials for MiniLab 2-1.
ship in a food chain—for exam- to know how organisms meet learn some of the niche Mustard seeds work very well.
P their needs in their natural symbiosis
ple, sun to grass to cow to history and the commensalism You can find them in the spice
human. L1 environments. To reduce the
impact of an expanding human focus of ecology. mutualism section of any supermarket.
parasitism ■ Set up or borrow a fish tank
population on the natural
LS world, it is important to under- for the Quick Demo.
stand how living things depend ■ Gather or purchase lichens for
Theme Development on their environments. Animals wander into cities
in search of food (above). the Quick Demo.
Systems and interactions is a A wildlife rehabilitator ■ Gather cups, bags, and seeds
theme of this chapter. Organisms GETTING STARTED releases an owl (inset). (pinto beans or corn) for the
have niches because of interac-
Make a Chain Alternative Lab.
tions among biotic and abiotic
Think of the things you eat.
factors. A critical
P aspect of niche Now consider how these food
is how organisms obtain nutrients items obtained their food when
and energy. Energy flow, a major
theme of Section 2, is traced
they were alive. Can you make
a food chain, starting with the
What Is Ecology? observations, discuss their results,
and note how patterns change from
1 Focus
sun and ending with one of
Do you know anyone who likes to year to year.
through theLS trophic levels of a your food items? observe nature? Perhaps it is a person Bellringer
food chain. who knows the names of many ani- Before presenting the lesson,
To find out mals, plants, or rocks. People have display Section Focus Trans-
more about enjoyed studying nature for thou- Figure 2.1
ecology, visit the Glencoe An amateur nature
parency 4 on the overhead pro-
sands of years. Birdwatchers know
Science Web Site. study log book from jector and have students answer
the names and behaviors of the birds
If time does not permit teach- www.glencoe.com/sec/science the 17th century. the accompanying questions.
in their area. Some people carefully
ing the entire chapter, use the L1 ELL
record observations of rainfall and
BioDigest at the end of the temperature. Others make it a hobby
unit as an overview. to study plants; they keep log books
You might think mosquitoes
with records of when plants pro- P Interactions Within SECTION FOCUS
are pests, but for trout and Transparency 4 Ecosystems Use with Chapter 2,

other animals, mosquitoes duced leaves, flowers, and fruit, as Section 2.1

and their larvae are a major shown in Figure 2.1. Some people
Resource food source. who are interested in nature record
Manager LS
36 PRINCIPLES OF ECOLOGY 37
Section Focus Transparency 4 P
and Master L1 ELL
Assessment Planner
Assessment Planner
Multiple Look for the following logos for strategies that emphasize different learning modalities.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Portfolio Assessment Knowledge Assessment
P Visual-Spatial Portfolio, pp. 39, Linguistic Biology Journal, Portfolio, TWE, pp. 39, 42, 53 Assessment, TWE, pp. 47, 55 LS
Learning 53; Quick Demo, p. 40; Enrich-
ment, p. 41; Reinforcement, p. 55
pp. 44, 50, 56; Project, p. 46;
Extension, p. 47; Portfolio, p. 58
Performance Assessment
MiniLab, TWE, p. 38
Section Assessment, SE, pp. 47, 59
Chapter Assessment, SE, pp. 63-65
Styles Interpersonal Project, p. 43;
Reteach, p. 47; Meeting
Logical-Mathematical
Discussion Question, p. 54
Alternative Lab, TWE, pp. 40-41 Skill Assessment
1

2
2
How do these organisms interact with one another and
with the nonliving parts of the environment?

What might happen if the zebras were removed?

LS Assessment, TWE, pp. 42, 58, 59 Problem-Solving Lab, TWE, pp. 39, 52
Individual Needs, pp. 51, 54 Naturalist Reinforcement, MiniLab, SE, pp. 38, 56 MiniLab, TWE, p. 56
P
BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

Intrapersonal Portfolio, p. 42; pp. 46, 49; Activity, p. 47; BioLab, SE, pp. 60-61 BioLab, TWE, pp. 60-61
Meeting Individual Needs, p. 42 Biology Journal, p. 52; Going
36 Further, p. 62 37
LS
2 Teach MiniLab 2-1 Experimenting
the world. Ecology combines infor-
mation and techniques from many
The nonliving environment:
Abiotic factors Problem-Solving Lab 2-1 Interpreting Data
Problem-Solving Lab 2-1
P
scientific fields, including mathemat- Ecology includes the study of fea-
ics, chemistry, physics, geology, and tures of the environment that are not
Purpose
Salt Tolerance of Seeds Salinity, or the amount of salt dis- How does an abiotic factor affect food production?
MiniLab P
2-1 other branches of biology. living because these features are an Green plants carry out the process of photosynthesis. Glucose, Students will determine how
solved in water, is an abiotic factor. Might salt water affect how
You have learned that scientific temperature
Purpose
certain seeds sprout or germinate? Experiment to find out.
research includes both descriptive
important part of an organism’s life. a sugar, is one of the products produced during this process.
Thus, glucose production can be used as a means for judging
LS influences the rate at
For example, a complete study of the which photosynthesis occurs for a
Students will experiment with the and quantitative methods. Most ecol- ecology of moles would include an the rate at which the process of photosynthesis is occurring. specific plant.
abiotic factor of salinity to deter- ogists use both types of research.
LS
mine if seed germination is They obtain descriptive information
examination of the types of soil in Analysis
Process Skills
which these animals dig their tunnels. Examine the following graph of a plant called salt bush
affected. by observing organisms in the field Similarly, a thorough investigation of (Atriplex). It shows how this plant’s glucose production is analyze information, draw a con-
and laboratory. They obtain quanti- the life cycle of trout would need to influenced by temperature. clusion, interpret data
Process Skills tative data by making measurements include whether these fish lay their
collect data, experiment, inter- and carrying out carefully controlled Food Production in Salt Bush Teaching Strategies
eggs on rocky or sandy stream bot-
pret data experiments. Using these methods, toms. The nonliving parts of an organ-

(mg of glucose formed/hr)

15 ■ You may wish to introduce the
ecologists learn a great deal about ism’s environment are the abiotic
Teaching Strategies process of photosynthesis by

Food production
relationships, such as what organisms factors (ay bi AHT ihk). Examples of
■ Prepare the 10% sodium chlo- 10 describing the raw materials
a coyote eats, how day length influ- abiotic factors include air currents,
ride (table salt) solution by dis- Salt marsh needed and the role the process
ences the behavior of migrating temperature, moisture, light, and soil. 5
solving 100 g of table salt in 900 Freshwater pond birds, how tiny shrimp help rid ocean plays in providing food for all life
mL of tap water. Procedure Abiotic factors have obvious effects
fishes of parasites, or how acid rain forms.
! Soak 20 seeds in freshwater and 20 seeds in salt water on living things and often determine
■ Allow students to form a threatens some of Earth’s forests. 10 20 30 40 50 ■ You might explain the term
overnight. which species survive in a particular Temperature °C
hypothesis prior to the experi- @ The next day, wrap the seeds in two different moist optimum as it relates to the opti-
environment. For example, lack of
ment. At the conclusion of the mum temperature at which pho-
activity, ask if their hypothesis
paper towels. Slide the towels into separate self-sealing
plastic bags.
Aspects of rainfall can cause drought in a grass-
Thinking Critically tosynthesis occurs for salt bush.
land, as shown in Figure 2.2. Can
was supported. # Label the bags “fresh” and “salt.” Ecological Study you think of changes in a grassland
1. Name the abiotic factor influencing photosynthesis and
describe the influence of this factor on photosynthesis. Thinking Critically
■ Ask students to identify the $ Examine all seeds two days later. Count the number of As far as we know, life exists only that might result from a drought?
seeds in each treatment that show signs of root growth or 2. Name the biotic factor being influenced.
control and the independent and on Earth. Living things can be found Grasses would grow more slowly, 1. Temperature. As temperature
sprouting, which is called germination. Record your data. 3. Based on the graph, describe the type of ecosystem this
dependent variables in the exper- in the air, on land, and in both fresh- wildflowers would produce fewer increases, the photosynthesis
CAUTION: Be sure to wash your hands after handling plant might live in. Explain your answer.
iment. seeds.
and salt water. The biosphere (BI uh seeds, and the animals that depend rate also increases until a
4. Does the graph tell you how the rate of photosynthesis
■ Have students work in small sfihr) is the portion of Earth that on plants for food would find it might vary for plants other than salt bushes? Explain your maximum of 30°C (optimum
groups. Analysis supports life. It extends from high in harder to survive. Examine other answer. temperature) is reached.
1. Did the germination rates differ between treatments? If the atmosphere to the bottom of the ways that abiotic factors affect living 5. Hypothesize why the formation of glucose drops quickly
Expected Results yes, how? Above 30°, the photosynthe-
oceans. This life-supporting layer things in the MiniLab and Problem- after reaching 30°C.
Seeds soaked in water will show 2. What abiotic factor was tested in this experiment? What may seem extensive to us, but if you
sis rate decreases.
biotic factor was influenced?
Solving Lab shown on these pages.
germination. Seeds in salt water could shrink Earth to the size of an 2. food production
3. Might all seeds respond to salt in a similar manner? How
will show little or no germina- apple, the biosphere would be thin- 3. Salt bush appears to benefit
could you find out? Figure 2.2
tion. ner than the apple’s peel. from warm temperatures
Droughts are common in
Although it is thin, the biosphere grasslands. As the grasses dry because it produces maxi-
Analysis is very diverse and supports a wide out, they turn yellow and mum food amounts at higher
1. Yes. Seeds soaked in tap water range of organisms. The climate, appear to be dead, but new temperatures. It may, there-
germinate. Seeds soaked in Ecology defined soils, plants, and animals in a desert shoots grow in the low-lying
fore, be found living in the
salt water do not. The branch of biology that devel- are very different from those in a areas soon after it rains.
Some animal species are desert.
2. salinity of water; germination oped from natural history is called tropical rain forest. Living things are
3. No, each seed type may ecology. Ecology is the scientific affected by both the physical envi-
adapted to living in grass- 4. The graph is specific for salt
lands by their ability to bur- bush. The responses of other
respond differently to salin- study of interactions among organ- ronment and by other living things. row underground and sleep
ity. Experimentation is isms and their environments. Ecologists study these interactions through the dry periods. plants to temperature would
needed. Ecological study reveals relationships among different organisms and their have to be determined exper-
among living and nonliving parts of environments. imentally.
5. High temperatures may dam-
Assessment 38 PRINCIPLES OF ECOLOGY 39 age or kill the cells responsi-
Performance Have stu- ble for photosynthesis.
dents design an experiment that Portfolio
Portfolio
would determine the minimum
MEETING INDIVIDUAL NEEDS
percentage of salinity that can be Assessment
Learning Disabled Studying the Local Environment Skill Have students write
tolerated by a specific seed type
and still allow germination to People and Habitats each has affected the abiotic environment. For Visual-Spatial Provide students who Visual-Spatial Ask students to ob- a lab report summarizing the
People may alter habitats, which changes example, a parking lot covered with asphalt may require reinforcement of the serve the natural environment of the results of the lab. Use the Per-
occur. Use the Performance Task
the abiotic factors. Have students survey the reduces the amount of water entering the concepts of biotic and abiotic factors with area in which they live on several different formance Task Assessment List
Assessment List for Assessing a P
school grounds and find five examples of ground. On sunny days the asphalt gets hotter photographs from old nature magazines. days. Tell them to prepare a table in which for Lab Report in PASC,
Whole Experiment and Planning
specific changes that people made and how than unpaved land. L1 ELL Ask students to identify all the biotic fac- they list the biotic and abiotic factors of p. 47. L2
the Next Experiment in PASC,
tors in each photograph. Ask them to the environment. Have students summarize
p. 33. L2 P P
explain why they identified these factors the importance of the abiotic factors listed
38 LS as biotic. L1 ELL in their tables. L2 ELL P 39
P
 Enrichment
Quick Demo The living environment: Figure 2.4
Figure 2.3 Biotic factors Ecology deals with several Visual-Spatial Have students
levels of biological organi- observe organisms in their
Visual-Spatial Show How might Look at the goldfish in Figure 2.3. zation, including organ-
students an aquarium other living Now consider its relationships with isms, populations, commu-
habitats, such as insects in a for-
things affect est. Ask students to list a few
with live fish and plants. Ask other organisms. It may depend on nities, ecosystems, biomes,
this goldfish?
what nonliving things influ- other living things for food, or and the biosphere. examples of how the organisms
ence the life of a fish. water it may be food for other life. The interact with other organisms and
quality, temperature, light, goldfish needs members of the same with their nonliving environ-
and presence of oxygen Ask species to reproduce. To meet its ment. Then have them choose an
what living things influence needs, the goldfish may compete illustration in Figure 2.4 and
the life of the fish. other fish, with organisms of the same or differ- describe its biotic and abiotic
P ent species. interactions. L2
plants, and bacteria L1
A key consideration of ecology is
that living organisms affect other Organism
Revealing Misconceptions
organisms. All the living organisms
LS that inhabit an environment are Students may think an ecologist
called biotic factors (by AHT ihk). is the same as an environmental-
CAREERS IN BIOLOGY Ecologists investigate how biotic fac- ist. Ask students how they are dif-
tors affect different species. To help ferent. Ecologists investigate ecology.
Career Path P
them understand the interactions of Environmentalists are proponents of
Courses in high school: the biotic and abiotic parts of the protecting the environment.
P
journalism, biology, phy- world, ecologists have organized the
sics, astronomy, geology, and Populations
living world into levels.
other sciences. CAREERS IN BIOLOGY LS
College: degree in journalism or
a scientific field LS Science Reporter Levels of Organization
Career Issue
Ask students if they think science
D oes science fascinate you?
Can you explain complex
ideas and issues in a clear and
in Ecology
The study of an individual organ-
CD-ROM
Biology: The Dynamics
reporters should focus primarily interesting way? If so, you ism, such as a male deer, known as a of Life
on the inventions, discoveries, should consider a career as a Video: How Organisms Interact
buck, might reveal what food items it Communities
science reporter. Disc 1
and issues that most readers will prefers, how often it eats, and how
be able to understand. Should Skills for the Job far it roams to search for food or
science reporters avoid highly As a science reporter, you shelter. Although it spends a large
are a writer first and a scientist part of its time alone, it does interact
technical topics?
second. A degree in journalism
For More Information and/or a scientific field is usually neces-
with other individuals of its species.
For example, it periodically goes in
Resource
For more information about
sary, but curiosity and good writing skills are also essential.
search of a mate, which may require
Manager
You might work for newspapers, national magazines, medical
becoming a science reporter, stu- or scientific publications, television networks, or Internet battling with other bucks. BioLab and MiniLab Work-
dents can write to: news services. You could work as a full-time employee or a All organisms depend on others Ecosystems
sheets, p. 9 L2
The National Association of freelance writer. You must read constantly to stay up-to-date. for food, shelter, reproduction, or
Many science reporters attend scientific conventions and Laboratory Manual, pp. 9-10
Science Writers protection. So you can see that the
events to find news of interest to the public. Then they care- Biosphere L2
P.O. Box 294 fully and accurately translate what’s new so nonscientists can
study of an individual would provide
Greenlawn, NY 11740 understand it. only part of the story of its life cycle.
To get a more complete picture
For more careers in related fields, be sure requires studying its relationships levels, as shown in Figure 2.4. They organisms of different species.
to check the Glencoe Science Web Site. with other organisms. study individual organisms, interac- Ecologists also study how abiotic fac-
www.glencoe.com/sec/science Ecologists study interactions tions among organisms of the same tors affect groups of interacting P
among organisms at several different species, and interactions among species.
P
40 PRINCIPLES OF ECOLOGY 2.1 ORGANISMS AND THEIR ENVIRONMENT 41
LS
Alternative Lab Materials 3. Remove the seeds from each cup when seeds. Look for signs of germination will depend on the seed type used. LS
Assessment
120 seeds (corn, pinto beans), six paper the time marked is reached. Wrap the (small roots growing from a seed), and 3. Will the seeds all germinate at the
Performance Have students
Moisture and Seed Germination cups, six plastic sandwich bags, water, seeds in a layer of paper toweling and record the number of seeds from each same time? Explain. No, each seed type
design and then perform an experiment
P paper toweling, graduated cylinder, labels place each batch of seeds into a sepa- container that are germinating each will have its own optimum soaking
to determine how the abiotic factor
Procedure rate, labeled plastic bag. day. time.
Purpose of light affects seed germination. Use the
Students will determine if the amount of Give students the following directions. 4. Seal the bags. Prepare a control bag Analysis Performance Task Assessment List for
1. Label each of six cups with your name, with 20 unsoaked seeds. Caution: 1. What abiotic factor is being investi-
time that seeds are soaked in water influ- Designing an Experiment in PASC,
LS
ences their future germination. the date, and one of the following Remind students to wash their hands gated? effect of water on seed germi- p. 23. L2
times: 1, 6, 12, 24, or 48 hours. after handling seeds. nation
2. Fill each cup with 10 mL of water. Add 5. Starting the next day and continuing 2. Which seems to be the optimum (best)
40 20 seeds to each cup. for five days, observe each group of time for seed germination? The time 41
Visual Learning tion. An example is the life cycle of a grows so large it begins affecting the
Visual Learning
Ask students to use Figure 2.6 to Figure 2.5 frog, shown in Figure 2.6. The juve- food supply for another species in the Ask students to use Figure 2.8 to
describe the adaptations of the These marsh nile stage of the frog, called the tad- community. describe adaptations that help
adult frog that enable it to swim marigolds represent pole, not only looks very different animals living in tide pools sur-
well. strong hind legs, webbed feet a population of from the adult but also has com- Interactions among living vive when the tide is low for sev-
organisms. What things and abiotic factors
Which adaptations allow it to pletely different food requirements. eral hours. Responses may include
characteristics are form ecosystems
hide or escape from its predators? shared by this group Many species of insects, including shells that help the animal retain
body coloration, strong hind legs of flowers that make dragonflies and moths, also produce In a healthy forest community, moisture or the ability to burrow
What adaptations in the tadpole them a population? juveniles that differ from the adult in interactions among populations might into moist sand. Then ask students
enable it to swim well? large tail body form and food requirements. include birds eating insects, squirrels how they think the abiotic factors
fin L1 eating nuts from trees, mushrooms in these environments affect the
Individuals interact within growing from decaying leaves or bark,
communities biotic factors. Responses may
and raccoons fishing in a stream. In
include that sunlight affects water
No species lives independently of addition to population interactions,
Assessment Interactions within populations other species. Just as a population is ecologists also study interactions
temperature and whether photosyn-
Performance Have stu- The marsh marigolds shown in made up of individuals, a community among populations and their physical include forests, meadows, and desert Figure 2.7
thesis will occur. Air dissolved in the
dents write two questions based Figure 2.5 form a population. A is made up of several populations. A surroundings in ecosystems. An scrub. Aquatic ecosystems occur in Beech and maple trees water affects the respiratory and
on what they have read so far. population is a group of organisms of community is a collection of inter- ecosystem is made up of the interac- both fresh- and saltwater. Freshwater dominate this forest photosynthetic processes of the pond
Organize the class into pairs and community; therefore, organisms, which, in turn, affect the
one species that interbreed and live acting populations. An example of a tions among the populations in a com- ecosystems include ponds, lakes, and it is called a beech-
have them use their questions to in the same place at the same time. community is shown in Figure 2.7. munity and the community’s physical streams. Saltwater ecosystems, also flow of energy.
P maple forest. Beech-
quiz each other. L2 Members of the same population A change in one population in a surroundings, or abiotic factors. called marine ecosystems, make up maple forests are
may compete with each other for community will cause changes in the There are three major kinds of approximately 75 percent of Earth’s found in the eastern
food, water, or other resources. Com- other populations. Some of these ecosystems. Terrestrial ecosystems surface. Figure 2.8 shows a marine United States, Europe,
petition occurs only if resources are changes can be minor, such as when a are those located on land. Examples and a freshwater ecosystem. and northeast China.
LS in short supply. How organisms in a small increase in the number of indi-
Figure 2.6 population share the resources of viduals of one population causes a Figure 2.8 VIDEODISC
Adult frogs and their their environment determines how small decrease in the size of another There may be hundreds of populations interacting in a
VIDEODISC young have different
The Infinite Voyage
far apart organisms live and how population. pond or tide pool. How do you think the abiotic factors B Organisms living in tide pools must survive
Biology:PThe Dynamics food requirements. Secrets from a Frozen
large the populations become. For example, if the population of in these environments affect the biotic factors? dramatic changes in abiotic factors. When
of Life This limits competition the tide is high, ocean waves replenish the World, The Southern Ocean—
for food resources for Some species have adaptations that mouse-eating hawks increases A Rich Marine Ecosystem (Ch. 1)
How Organisms Interact (Ch. 4) water in the pool. When the tide is low,
the species. reduce competition within a popula- slightly, the population of mice will, water in the pool evaporates.
Disc 1, Side 1, 5 min. 30 sec.
!7TÇ" LS
40 sec.
as a result, decrease slightly. Other
changes might be more extreme, as
!7-8J"
when the size of one population

Resource
Manager
A Eggs that adult frogs lay in the Tech Prep Applications, p. 3
water hatch into tadpoles. Tadpoles L2
have gills, live in water, and eat
algae and small aquatic creatures.

B Adult frogs live both on land and A Dragonflies live near moist meadows
in the water. They breathe air and ponds. They feed on small insects they
and eat insects such as dragon- catch while flying. Dragonflies lay their eggs
flies, grasshoppers, and beetles. in the pond or on pond plants. P

42 PRINCIPLES OF ECOLOGY

LS
Portfolio
Portfolio MEETING INDIVIDUAL NEEDS PROJECT
Limits on Life Hearing Impaired A Miniature Ecosystem from the environment. Instruct each team to
Intrapersonal Ask students to find Intrapersonal Provide students with Interpersonal Have students work in keep a log of the interactions between pop-
the names of five organisms that pictures of an insect larval stage and cooperative groups to create aquari- ulations and the abiotic factors of their envi-
belong to tide pool or pond communities. adult stage, such as a caterpillar and but- ums or terrariums in large, wide-mouthed ronment. Caution students to handle live
Have them research how abiotic factors terfly. Have students research the insect’s jars, such as a peanut butter jar. For the animals with care. Remind them to wash
P P
limit or affect life and write a report for life cycle and determine how differences aquarium, students will need to purchase their hands after handling animals, soil, and
their portfolios. L2 P in the developmental stages help the materials from a pet store. For the terrarium, plants. L2 ELL COOP LEARN
insect survive in its community. L2 they can obtain soil, plants, and animals
42 P 43
LS LS
P
Concept Development
Organisms in change due to both natural and different materials, and at different inaccessible to most species, but the Quick Demo
The term niche is sometimes human causes are presented in Biology times. These differences lead to hummingbird, with its long beak,
described as an activity that a Ecosystems and Society at the end of this chapter. reduced competition. gets it. Unique strategies and struc- Bring in a stone or tree bark
person is good at but that others A prairie dog living in a grassland Each species is unique in satisfying tures are important to a species’ with lichens growing on it.
find difficult. Ask how this is sim- makes its home in burrows it digs Niche all its needs; each species occupies a niche and important for reducing Explain that lichens consist of
ilar to the biological definition. underground. Some species of birds Although several species may share niche. A niche (nich) is the role and competition with other species. two organisms—fungi and
Organisms in a niche frequently make their homes in the trees of a a habitat, the food, shelter, and other position a species has in its environ- P
algae. Have students hypothe-
have adaptations that give them an beech-maple forest. In these forests, essential resources of that habitat are ment—how it meets its needs for Living relationships
size why they coexist. L2
advantage in their environments. they find food, avoid enemies, and often used in different ways. For food and shelter, how it survives, and Some species enhance their
reproduce. The grassland and beech- example, if you turn over a log like how it reproduces. A species’ niche chances of survival by forming rela-
maple forests are examples of habi- the one shown in Figure 2.9, you includes all its interactions with the tionships with other species. LS
tats. A habitat ( HAB uh tat) is the will find millipedes, centipedes, biotic and abiotic parts of its habitat. Biologists once assumed that all Revealing Misconceptions
place where an organism lives out its insects, and worms living there. At It is an advantage for a species to organisms living in the same environ- Some people incorrectly assume
life. Organisms of different species first, it looks like this community of occupy a niche different from those ment are in a continuous battle for that symbiosis is equivalent to
use a variety of strategies to live and animals is competing for food of other species. Life may be harsh in survival. Some interactions are harm- mutualism. Ask students to
VIDEODISC P
reproduce in their habitats. Habitats because they all live in the same habi- the polar regions, but the polar bear, ful to one species, yet beneficial to
The Secret of Life explain the relationship between
can change, and even disappear, from tat. But close inspection reveals that with its thick coat, flourishes there. another. Predators are animals such
Niche (fundamental) the terms. Symbiosis includes sev-
an area. Examples of how habitats each feeds in different ways, on Nectar may be deep in the flower, as lions and insect-eating birds that
eral kinds of relationships, including
!7;TBI" Figure 2.9
mutualism, which is a relationship
LS
in which both species benefit.
This series of photographs shows
Niche (realized) how a habitat can be seen as a col-

!7;TLJ" lection of several niches. As you can

see, each species uses the available
resources in a different way.

CD-ROM
Biology: The Dynamics
of Life
Video: Symbiosis
Disc 1
VIDEODISC
D These ants eat dead insects. Biology: The Dynamics
of Life
Symbiosis (Ch. 5)
Disc 1, Side 1

A A worm obtains nourishment

!7^É" 37 sec.
from the organic material it eats
as it burrows through the soil.

B A centipede is a predator
that captures and eats
beetles and other
animals.
C A millipede eats decaying
leaves near the log.

44 PRINCIPLES OF ECOLOGY 2.1 ORGANISMS AND THEIR ENVIRONMENT 45

BIOLOGY JOURNAL Internet Address Book

Connecting the Disciplines Note Internet addresses that you find useful in the space
Linguistic Have students list in their below for quick reference.
journals specific areas of chemistry,
physics, and geology that might be stud-
ied as part of ecology. Also,ask them to
describe the types of quantitative data
that would be used in the specific areas
they have listed. L2
44 45
Reinforcement Figure 2.10 which there is a close and permanent for the ants. In an experiment, ecolo- Figure 2.12 Reteach
Naturalist Describe the fol- Red-breasted geese (a) and peregrine association among organisms of dif- gists removed the ants from some aca- These ants and acacia trees both benefit from living in close Interpersonal Ask students
lowing situations to stu- falcons (b) both nest in the Siberian arctic ferent species is called symbiosis cia trees. Results showed that the association. This mutualistic relationship is so strong that in to work in groups to provide
in the spring. They share a nature the trees and ants are never found apart.
dents: A bird builds its nest in the symbiotic relationship. (sihm by OH sus). Symbiosis means trees with ants grew faster and sur- examples of biotic and abiotic
P
crook of a tree branch. Algae living together. vived longer than trees without ants. factors within the classroom or
grow on the shell of a marine tur- There are several kinds of symbio- Sometimes, one organism harms school. L2 COOP LEARN
tle. Ask why each situation illus- sis. A symbiotic relationship between another. Have you ever owned a dog
b the peregrine falcon and red-breasted or cat that was attacked by ticks or P
trates commensalism. Nests at tree Extension LS
height are protected from some goose has evolved in the cold arctic fleas? Ticks and fleas, shown in
region of Siberia in Russia, as shown Figure 2.13, are examples of para-
Linguistic Ask students to
predators, and the tree is neither a research how abiotic factors
helped nor harmed. Algae benefit by in Figure 2.10. Normally, the pere- sites. A symbiotic relationship in
grine falcon preys upon the red- which one organism derives benefit limit life in the Arctic
LS tundra or
receiving light as the turtle swims in a desert environment. Have
breasted goose, but the falcon hunts at the expense of the other is called P
near the water’s surface. The turtle them include a written summary
away from its nesting area. During parasitism ( PER uh suh tihz um). P
is not harmed nor helped. Both of the information they gather in
the nesting season, the falcon fiercely Parasites have evolved in such a way
examples show relationships between defends its territory from predators. that they harm, but usually do not their portfolios. L3 P
different species. L1 The geese take advantage of this, kill, the host. If the host dies, the
choosing nesting areas close to those parasite also will die unless it can LS
of the falcons, and are thereby pro- quickly find another host. Some par- Assessment LS
tected from predators. The geese asites, such as tapeworms and round- Knowledge Ask LS students
benefit from the relationship, and the worms, live inside other organisms. to consider the school
P grounds an
kill and eat other animals. The ani- falcon is neither benefited nor ecosystem. Have them explain
VIDEODISC mals that predators eat are called harmed. This is called a commensal
WORD Origin and give examples of populations
The Secret of Life prey. Predator-prey relationships relationship. Commensalism (kuh Figure 2.13
ecology
and communities that live in this
Predator-Prey such as the one between lions and MEN suh lihz um) is a symbiotic rela- Ticks cause harm to
P the animals they live From the Greek “ecosystem.” L2LS
wildebeests involve a fight for sur- tionship in which one species benefits
!<<UX9LJ" Figure 2.11
Spanish moss grows
vival. Use the BioLab at the end of
this chapter to more closely examine
and the other species is neither
harmed nor benefited.
on when they obtain
nutrients from their
host animal. This
words oikos, mean-
ing “homestead,”
and logos, meaning
on and hangs from
Mutualism
LS
the limbs of trees but
a predator-prey relationship. But
there are other relationships among
Commensal relationships also
occur among plant species. Spanish
relationship is called
parasitism.
“the study of.”
Ecology is the study
4 Close
!<DOXUtG" does not obtain any
nutrients or cause any
harm to the trees.
organisms that help maintain survival
in many species. The relationship in
moss, a kind of flowering plant that
grows on the branch of a tree, is
of how organisms
interact with their Activity
environments. NaturalistP Have students
shown in Figure 2.11. Orchids,
ferns, mosses, and other plants some- work in groups to invent
times grow on the branches of larger four pairs of organisms that dis-
plants. The larger plants are not Section Assessment play all four symbiotic relation-
3 Assess harmed, but the smaller plants bene-
fit from the additional habitat. Understanding Main Ideas usually found swimming among the stinging
LSshould name the
ships. Students
1. List several different biotic and abiotic factors tentacles of sea anemones. What type of symbi- organisms, describe the interac-
Check for Understanding Sometimes, two species of organ- in an ecosystem. otic relationship do these animals have if the tions, and identify the symbiotic
isms benefit from living in close asso- P
Have students explain the rela- 2. Compare and contrast populations and clownfish are protected by the sea anemone, relationships. L1 COOP LEARN
ciation. A symbiotic relationship in communities. but the anemone does not benefit from the
tionship between the words in which both species benefit is called 3. Give examples that would demonstrate the dif- clownfish?
P P
each of the following pairs. L1 mutualism ( MYEW chuh lihz um). ferences between the terms niche and habitat.
SKILL
KILL REVIEW
EVIEW
ELL Ants and acacia trees living in the sub- 4. A leaf-eating caterpillar turns into a nectar-
eating butterfly. How is this feeding behavior 6. Designing an Experiment Design an experi-
LS Resource
a. biology—ecology tropical regions of the world illustrate
b. population—ecosystem
LS mutualism, as shown in Figure 2.12.
an advantage for this species? ment to test the hypothesis that clownfish and
sea anemones have a mutualistic relationship.
Manager LS
c. habitat—niche
P The ants protect the tree by attacking Thinking Critically For more help, refer to Practicing Scientific
Reinforcement and Study
d. symbiosis—mutualism any animal that tries to feed on it. 5. Clownfish are small, tropical marine fish Methods in the Skill Handbook.
Guide, pp. 7-8 L2
The tree provides nectar and a home
P
Content Mastery, p. 10 L1

LS Resource 2.1 ORGANISMS AND THEIR ENVIRONMENT 47

P
Manager
Critical Thinking/Problem LS
Solving, p. 2 L3
PROJECT Section Assessment
LS Living With a Legume make diagrams of their observations. Have 1. Responses may include the following: 3. Responses may be similar to the follow- 5. Commensalism. The clownfish bene-
P
Linguistic A mutualistic symbiotic rela- students use caution when working with Biotic—tree, grass, human, dog, ant ing: Squirrel—habitat: forest; niche: fits, but the sea anemone is not
tionship exists between clover root prepared slides. Ask them to research the Abiotic—daylight hours, amount of gathers, eats, and stores nuts. helped nor hurt. P
nodules and bacteria. This relationship is name of the bacterium that lives in the rainfall, humidity, air, soil. Mushroom—habitat: moist forest soil; 6. The experiment would compare
P commonly found in leguminous plants. nodules. Students should write a report of
LS
2. A population consists of a single species niche: digests and absorbs organic mat- the growth and health of a sea ane-
Prepared slides are available of root nodules their observations and explain how the that can interbreed and is present in ter. Bat—habitat: cave; niche: fertilizes mone and clownfish when they live
P
that show this relationship. Have students relationship benefits both plant and bac- the same place at the same time. A flowers, eats insects. together and when they live sepa-LS
observe these slides under a microscope and terium. L2 community consists of several popula- 4. The caterpillar and the butterfly do not rately.
46 LS tions that interact with one another. compete with each other for food. 47
LS
Section 2.2
SECTION PREVIEW
Section
Figure 2.14
Many kinds of 2 Teach
Objectives organisms live in
Compare how the savanna of East Using Scientific Terms
Prepare
organisms satisfy their
nutritional needs. 2.2 Nutrition and Energy Africa. Identify the
autotrophs and the Call students’ attention to the

Key Concepts
Trace the path of
energy and matter in
an ecosystem.
Flow heterotrophs. derivations of the terms herbivore,
carnivore, and omnivore, presented
Analyze how nutrients in the margins of these pages.
Energy is needed for survival. Ask students to explain the

W
are cycled in the abiotic hat eats what? The oriole
The ways that organisms obtain and biotic parts of the
eats the grasshopper. The appropriateness of each term to
biosphere.
and pass energy are depicted with grasshopper eats the grass. the feeding habits of the organ-
food chains and food webs. This Vocabulary
autotroph
Organisms, such as the oriole, W ORD Origin isms it describes. Herbivores are
section also addresses trophic lev- heterotroph grasshopper, and grass, need nutri- herbivore organisms that feed upon grasses and
els and the nitrogen, carbon, and scavenger tion for growth, repair, and energy. From the Latin plants; carnivores feed on the flesh of
water cycles. decomposer words herba, mean-
food chain How they satisfy their nutritional animals; omnivores feed on both
ing “grass,” and
trophic level needs is an important vorare, meaning “to plant and animal products. L2
Planning food web part of their niche, devour.” Herbivores ELL
■ Set up a terrarium to help and an important feed on grass and
focus of ecology. other plants.
show the water cycle. Reinforcement
■ Gather bromothymol blue and organisms are called heterotrophs on the African plains, no buzzards to carnivore
P Naturalist Have students list
From the Latin
antacid for MiniLab 2-2. ( HET uh ruh trohfs). Heterotrophs clean up dead animals along roads, common pets. Ask them to
Orioles (above) and words caro, meaning
■ Bring in a fertilizer label for include organisms that feed only on and no ants and beetles to remove “flesh,” and vorare, identify the foods that are typi-
grasshoppers (inset) P
the Enrichment. form part of a food
autotrophs, organisms that feed only dead insects and small animals from meaning “to cally provided to each pet on
■ Purchase duckweed for the chain. on other heterotrophs, and organ- sidewalks and basements. devour.” Carnivores
LS list. Challenge students to
their
Project on plant growth. isms that feed on both autotrophs Humans are an example of a third eat animals.
classify each pet as an omnivore,
■ Prepare sterile pond water or and heterotrophs. type of heterotroph. The teenagers omnivore
carnivore, or herbivore based
follow the directions in the Some heterotrophs, such as graz- in Figure 2.15 are eating a variety of From the Latin
upon the foods it eats. L1 LS
ing, seed-eating, and algae-eating foods that include both animal and words omnis, mean-
BioLab for substitutions. ing “all,” and vorare,
How Organisms in chemical compounds to manufac- animals, feed directly on autotrophs. plant materials. They are omnivores.
meaning “to
W ORD Origin ture their own nutrients are called The wildebeests in Figure 2.14 Raccoons, opossums, and bears are
Obtain Energy autotrophs ( AWT uh trohfs). The depend on plants for their food. A other examples of omnivores.
devour.” Carnivores
Resource
eat both plants and
1 Focus autotroph
From the Greek A roadrunner sprints, a cactus grass in Figure 2.14 is an autotroph. heterotroph that feeds only on plants animals. Manager
words auto, meaning flowers, an aphid reproduces. Energy Although plants are the most familiar is called a herbivore. Herbivores Figure 2.15
“self,” and trophe, drives all these events. One of the terrestrial autotrophs, some unicellu- include rabbits, grasshoppers, People are omnivores because they eat Concept Mapping, p. 2 L3
Bellringer meaning “nourish- both autotrophs and heterotrophs. ELL
most important characteristics of a lar organisms also make their own beavers, squirrels, bees, elephants,
Before presenting the lesson, ment.” Autotrophs species’ niche is how the species nutrients. Most other organisms and fruit-eating bats.
display Section Focus Trans- are self-nourishing;
obtains its energy. Ecologists trace depend on autotrophs for nutrients Some heterotrophs eat other het- P
parency 5 on the overhead pro- they make their
own food. the flow of energy through commu- and energy. erotrophs. Animals such as lions that
jector and have students answer P
nities to discover nutritional relation- kill and eat only other animals are P
the accompanying questions. heterotroph The consumers: Heterotrophs
ships. The ultimate source of the called carnivores. Some animals do
From the Greek
L1 ELL words hetero, mean- energy is the sun, which supplies the A deer nibbles the leaves of a not kill for food; instead, they eat LS
ing “other,” and energy that fuels life. clover plant, a bison munches grass, animals that have already died.
trophe, meaning an owl swallows a mouse. The deer, Scavengers such as black vultures LS
“nourishment.” The producers: Autotrophs buffalo, and owl are incapable of pro- feed on carrion and refuse, and play a
LS
P
Transparency 5 Energy Pathways SECTION FOCUS Heterotrophs Plants use the sun’s energy to man- ducing their own food. They obtain beneficial role in the ecosystem.
Use with Chapter 2,
Section 2.2
consume other
ufacture food in a process called pho- nutrients by eating other organisms. Imagine for a moment what the envi-
organisms for their
nutrition. tosynthesis. Organisms that use Organisms that cannot make their ronment would be like if there were
energy from the sun or energy stored own food and must feed on other no vultures to devour animals killed
LS
P 48 PRINCIPLES OF ECOLOGY

MEETING INDIVIDUAL NEEDS Cultural Diversity

Resource Manager
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

LS
Learning Disabled Cultural Adaptations to the adapted to their environments. Ask students
Linguistic Have students who under- Section Focus Transparency 5 and Environment to describe some examples of using available
stand the concept of producer and Master L1 ELL Humans occupy all types of habitats, adapt- materials to meet needs created by the envi-
1 What is the source of all energy in this ecosystem? consumer work with students who are ing to Earth’s varying environments in many ronment. Inuit groups in North America built
2 What path does this energy take to get to the hawk?
having difficulty. Group the terms pro- ways. For example, people have designed homes from snow and ice to conserve heat.
ducer, plant, and autotroph and consumer,
BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

P clothing suited to a wide range of climate Groups living in the southwestern United
heterotroph, and animal. Have students conditions, from heavy rainfall to sub-zero States built homes using a mud and clay mix-
P
analyze the meanings of the groups. L1 temperatures. People around the world use ture called adobe.
48 ELL COOP LEARN available materials to create shelters 49
LS
Discussion Questions Some organisms, such as fungi,
Reinforcement
Ask students to explain what the
Matter and Energy Food chains: Pathways more than five links. This is because
Ask students to describe possible
break down and absorb nutrients for matter and energy the amount of energy remaining in
arrow in all food chains repre- from dead organisms. These organ- Flow in Ecosystems The wetlands community pictured the fifth link is only a small portion food chains, other than the one
sents. The arrow shows in which isms are called decomposers. When you pick an apple from a in Figure 2.16 illustrates examples of of what was available at the first link. shown in Figure 2.16. They are
direction matter and energy are Decomposers break down the com- tree and eat it, you are consuming food chains. A food chain is a simple A portion of the energy is lost as heat likely to substitute different organ-
moving through the food chain. plex compounds of dead and decay- carbon, nitrogen, and other elements model that scientists use to show how at each link. It makes sense, then, isms in place of those shown or men-
Why must all second-level ing plants and animals into simpler the tree has used to produce the fruit. matter and energy move through an that typical food chains are three or tioned in the text. Accept all logical
organisms be consumers? By defi- molecules that can be more easily That apple also contains energy from ecosystem. Nutrients and energy four links long. responses.
nition, these organisms feed on or absorbed by the decomposers, and by the sunlight trapped by the tree’s proceed from autotrophs to het-
consume other organisms. Why other organisms. Some protozoans, leaves while the apple was growing erotrophs and, eventually, to decom- Visual Learning
must all third-level organisms be many bacteria, and most fungi carry and ripening. posers.
out this essential process of decom- Matter and energy flow through A food chain is typically drawn using
Ask students to use Figure 2.16
carnivores and not herbivores? By to identify other animals that
position. organisms in ecosystems. You have arrows to indicate the direction in
definition, these organisms feed on might occupy the third trophic
already learned that feeding relation- which energy is transferred from one
other animals and are therefore level. Responses may include other
ships and symbiotic relationships organism to the next. One food chain
meat or flesh eaters. L2 describe ways in which organisms birds of prey such as owls or eagles or
in Figure 2.16 could be shown as
Figure 2.16
In order for a wetland ecosystem to function, its
interact. Ecologists study these inter- land animals such as lions, bears, or
algae ➜ fish ➜ heron
organisms must depend on each other for a supply actions to make models that trace the cats. Accept all logical responses.
of energy. Follow the steps in the wetland food flow of matter and energy through Food chains can consist of three
chain shown here. ecosystems. links, or steps, but most have no

P
C Second-order heterotrophs, which are carni-
vores, make up the third trophic level. They VIDEODISC
B First-order heterotrophs, or herbi-
vores, compose the second trophic
feed on first-order heterotrophs. The heron The Infinite Voyage:
is a carnivorous bird that feeds on fishes, Secrets from a Frozen
level of a food chain. For example,
LS in this wetland, small fishes and
frogs, and other small animals of the wet-
World
land habitat.
crustaceans feed on algae. Krill: The Vital Link of a Food
Chain (Ch. 2)
5 min. 30 sec.

!77BB"

Resource
Manager
Basic Concepts Trans-
A The first trophic level in all food parency 1 and Master
chains is made up of photosynthetic D Third-order heterotrophs, carnivores
autotrophs—the producers. In this
L2 ELL
that feed on second-order heterotrophs,
wetland community, grasses, make up the fourth trophic level. An alli-
mangrove and cypress trees, and gator eating a shorebird is one example
aquatic phytoplankton of a third-order heterotroph. Bacteria
are autotrophs. P
and fungi decompose all the links of the
food chain when organisms die.

P
50 2.2 NUTRITION AND ENERGY FLOW 51
LS

BIOLOGY JOURNAL MEETING INDIVIDUAL NEEDS BIOLOGY JOURNAL LS

Living as a Decomposer English Language Learners Human Diets
Linguistic Have students assume Interpersonal Have students work Have students write out a restaurant
they are decomposers. Ask them to in pairs to list some of the foods menu that incorporates several food
write a short paragraph that describes: they have consumed in the past 24 hours. items that would illustrate humans acting
P
a) what they look like, b) where they live, Then have each pair determine if they as first-order, second-order, and third-order
P
c) what they are going to eat. L2 were a first-order, second-order, or third- consumers. L1
order consumer of each food. L2

50
LS 51
LS
 Figure 2.16 indicates, many different
Chalkboard Example
Problem-Solving Lab 2-2 Write the word human at the top
P Problem-Solving Lab 2-2 Applying Concepts species occupy each trophic level in a
wetlands ecosystem. In addition, of the chalkboard. Ask students
Purpose many different kinds of organisms eat Red tail hawk to complete a food web that
How can you organize trophic level information?
Students use their knowledge of Diagrams or charts may help to summarize information or a variety of foods, so a single species includes the two trophic levels
trophic levels
LS to organize and concepts in a more logical and simpler manner. This is the may feed at several trophic levels. below humans, using as many dif-
summarize information. case with information that shows relationships among For example, the great blue heron Grizzly bear ferent organisms for each level as
trophic levels. eats largemouth black bass, but it also possible. Examples of first-order
Process Skills eats minnows, bluegills, and frogs. consumers may include chickens,
think critically, classify, sequence The alligator may feed on the heron, cows, sheep, and pigs; examples of
fish, or even a deer that comes too producers may include grass, shrubs,
Teaching Strategies close. Can you think of other possi- lettuce, pears, and corn. Ask stu-
■ You may wish to provide the ble food chains in this ecosystem?
dents to explain why this repre-
Marmot
outline diagrams to students. Food webs sents a food web rather than a
■ Allow students to work in food chain. A food chain involves
Simple food chains are easy to
small groups to complete the lab. only one organism for each trophic
study, but they cannot indicate the
■ Remind students that there is complex relationships that exist level.
only one correct placement for among organisms that feed on more
each label. than one species. Ecologists who are Tying to Previous
■ Review and/or define any term particularly interested in energy flow Knowledge
that is still not clear to students. Analysis in an ecosystem set up experiments Grouse
Copy the diagram above. It will show, when completed Have students review the mean-
with as many organisms in the com-
Thinking Critically correctly, the various relationships in a food chain. ings of the terms scavenger and
munity as they can. The model they
Thinking Critically decomposer. Ask them to describe
1. Starting at the lowest level: create, a food web, expresses all the Insects
1. Each box represents a trophic level. Write the name for possible feeding relationships at each the role of each type of organism
autotroph;
each trophic level in the proper box. Use these choices: 1st trophic level in a community. A food in a food chain or food web. L1
1st-order heterotroph;
order heterotroph, autotroph; 3rd order heterotroph; 2nd web is a more realistic model than a ELL
2nd-order heterotroph; order heterotroph.
3rd-order heterotroph. food chain because most organisms
2. Each bracket identifies one or more traits of the trophic
levels. Use the following labels to identify them in their
depend on more than one other
2. Starting at the lowest level on
proper order: herbivore, autotroph, carnivore, het- species for food. Notice how the food P
the left: producer, herbivore, web of the forest ecosystem shown in Berries
erotroph, producer.
carnivore (top two levels). On 3. What is being represented by the small arrows connecting Figure 2.17 represents a network of
Chipmunk
the right, the lowest level is trophic levels? interconnected food chains. In an Deer
CD-ROM
autotroph and the top three actual ecosystem, many more plants Grasses
LS Biology: The Dynamics
levels are heterotrophs. and animals would be involved in the P
of Life
3. Small arrows show direction food web. Exploration: Pyramid of Energy
of energy from one trophic Trophic levels represent
links in the chain Energy and trophic levels: Disc 1
level to next. Seeds
Each organism in a food chain rep- Ecological pyramids LS
resents a feeding step, or trophic How can you show how energy is
Assessment level (TROHF ihk), in the passage of used in an ecosystem? Ecologists use
Skill Ask students to pre-
energy and materials. Examine how food chains and food webs to model base of the ecological pyramid repre- about an ecosystem. Observe that Figure 2.17 Resource
pare a concept map of the ideas
energy flows through trophic levels the distribution of matter and sents the autotrophs, or first trophic each pyramid summarizes interac- A forest community
food web includes
Manager
in the Problem-Solving Lab shown energy within an ecosystem. They level. Higher trophic levels are lay- tions of matter and energy at each
covered in this lab. Their maps here. A food chain represents only also use another kind of model, ered on top of one another. Examine trophic level. Notice that the initial
many organisms at Basic Concepts Trans-
must include all terms used on each trophic level.
one possible route for the transfer of called an ecological pyramid. An eco- each type of ecological pyramid in source of energy for all three of these Arrows indicate the parency 2 and Master
the diagram. Use the Perfor- matter and energy in an ecosystem. logical pyramid shows how energy Figures 2.18, 2.19 and 2.20. Each ecological pyramids is energy from flow of materials and L2 ELL
mance Task Assessment List for Many other routes may exist. As flows through an ecosystem. The pyramid gives different information the sun. energy.
Concept Map in PASC, p. 89.
L3 ELL 52 PRINCIPLES OF ECOLOGY 2.2 NUTRITION AND ENERGY FLOW 53
P

P BIOLOGY JOURNAL Portfolio

Portfolio
P
P It’s a Jungle Making a Food Web LS
CD-ROM Naturalist Have students compare Visual-Spatial Ask students to design
LS Biology: The Dynamics trophic levels to the organization of a food web using the following
of Life a business. Ask them to diagram a specific organisms: wheat, rat, fox, human, cow, LS
LSBioQuest: Antarctic Food Web business to show how each level of corn, rabbit, hawk, grass. Have them use
Disc 1 employee supports the next level. L2 a colored pencil or marker to outline one
food chain in this web. Ask them to
indicate tropic levels as well as omnivores,
52 herbivores, and carnivores. L1 53
Concept Development
Cycles in Nature Quick Demo
Have students imagine a roped-
Food chains, food webs, and eco- Second order
off patch of forest. All the consumers A terrarium, such as a large
producers, herbivores, and con- logical pyramids all show how energy
Top carnivores glass bowl containing soil and
sumers are put into piles. Ask moves in only one direction through
the trophic levels of an ecosystem. plants and capped with plastic
which pile would be largest. the wrap, can be used to show the
Carnivores Ecological pyramids also show how
producer pile Explain that a bio- water cycle. Through evapora-
energy is lost from one trophic level Herbivores
mass pyramid is made after to the next. This energy is lost to the tion and transpiration, water
weighing the piles. Burning the Herbivores environment as heat generated by leaves the soil. The water vapor
piles and measuring the energy the body processes of organisms. Producers condenses on the plastic wrap
leads to a pyramid of energy. Producers
Sunlight is the primary source of all and drops accumulate, simulat-
Counting organisms leads to a this energy, so energy is always being ing cloud formation. When the
pyramid of numbers. replenished. drops are large enough, they
Matter, in the form of nutrients,
P
fall back to the soil, simulating
Discussion Question Figure 2.18 The pyramid of energy shown in Ecologists construct a pyramid of also moves through the organisms at precipitation.
each trophic level. But matter cannot The water cycle Figure 2.20
Logical-Mathematical Have Pyramid of Figure 2.18 illustrates that energy numbers based on the population Pyramid of
energy Each bar in be replenished like the energy from Life on Earth depends on water.
students analyze the error in decreases at each succeeding trophic sizes of organisms in each trophic biomass Each bar LS
the pyramid repre-
level. The total energy transfer from level. The pyramid of numbers in sunlight. The atoms of carbon, nitro- Even before there was life on Earth,
logic for the following scenario. sents energy avail- in the pyramid repre- Reinforcement
one trophic level to the next is only Figure 2.19 shows that population gen, and other elements that make up water cycled through stages, as sents the amount of
Humans are not at the mercy of able within a trophic the bodies of organisms alive today Visual-Spatial Have students
about ten percent because organisms sizes decrease at each higher trophic shown in Figure 2.21. Have you ever biomass within a
producers for their food because level. Notice that
are the same atoms that have been on diagram the water cycle for
energy decreases as fail to capture and eat all the food level. This is not always true. For left a glass of water out and a few trophic level. Notice
they eat animals as a food source. Earth since life began. Matter is con- that biomass inclusion in their portfolios.
the trophic level available at the trophic level below example, one tree can be food for 50 days later observed there was less
Thus, people would not suffer if increases. stantly recycled. water in the glass? This is the result decreases as the Encourage them to label the
all autotrophs were suddenly to them. When an organism consumes 000 insects. In this case, the pyramid trophic level
food, it uses some of the energy in would be inverted. of evaporation. Just as the water increases. major processes involved in the
die out. Students should recognize water cycle, such as evaporation,
the food for metabolism, some for A pyramid of biomass, such as the Figure 2.21
that the animals humans eat are condensation, precipitation, res-
building body tissues, and some is one shown in Figure 2.20, expresses In the water cycle,
themselves dependent on producers given off as waste. When the organ- the weight of living material at each water is constantly piration, transpiration, excretion,
for their food. L3 ism is eaten, the energy that was used trophic level. Ecologists calculate the moving between and decomposition. Students may
Precipitation P
the atmosphere
to build body tissue is available as biomass at each trophic level by find-
and Earth.
use library reference materials if
energy to be used by the organism ing the average weight of each Evaporation
necessary. L2 ELL P
that consumed it. The energy lost at species at that trophic level and mul-
Evaporation
each successive trophic level enters tiplying by the estimated number of
P the environment as heat. organisms in each population. Assessment LS
Transpiration P
VIDEODISC
The Secret of Life
Knowledge Have LS students
Figure 2.19 explain how the movement of
Pyramid of Biomass Pyramid of Runoff
water through its cycle differs
LS numbers Each bar
!7;TtD" in the pyramid repre-
sents population size Hawks 1
P
from the movement
LS of energy
through the trophic levels. L2
within a trophic level.
Notice that popula- Oceans
tion size decreases as
the trophic level Partridges
Lakes LS
Resource increases. 25

Manager Grasshoppers
VIDEODISC
260
Reteaching Skills Trans- STV: Water P
Grass
parency 3 and Master 3000
Water Quality
L1 ELL Groundwater
Unit 1, Side 1, 1 min. 37 sec.
Hydrologic Cycle
LS
!8)60Y83"
54 PRINCIPLES OF ECOLOGY 55

P
MEETING INDIVIDUAL NEEDS BIOLOGY JOURNAL
English Language Learners/ Follow the Light Energy
LS Learning Disabled Visual-Spatial Have students assume
P Interpersonal Have students work they are a “packet” of light energy
in pairs to count the number of grass from the sun with a value of 100 energy
plants, ants, earthworms, or beetles in a units. Have them trace their path through
ten-centimeter-square area on the school a simple food chain and indicate their
LS grounds. Students should then use this value at each level. Have them assume
P
small sample to estimate the biomass for a that only ten percent of the energy is
54 ten-square meter area. L1 ELL passed from one level to the next. L2 55
 MiniLab P
2-2
MiniLab 2-2 Observing and Inferring
Plants and animals need water to
live. Plants pull water from the INSIDE INSIDE
Purpose
Students will use bromothymol Detecting Carbon Dioxide
ground and lose water from their
leaves through transpiration. This
TORY
TORYS TOR
P
S
TORY
Y
blue to test for the presence of puts water vapor into the air. Animals
LS Carbon dioxide is given off
carbon dioxide gas. during respiration. When car-
bon dioxide is dissolved in
breathe out water vapor in every
breath; when they urinate, water is
The Carbon Cycle Purpose
Students study the cycling of car-
Process Skills water, an acid is formed. returned to the environment. Natural
acquire information, draw a con-
clusion, observe and infer, recog-
Certain chemicals called indi-
cators can be used to detect
processes constantly recycle water
throughout the environment.
F rom proteins to sugars, carbon is the building block of
the molecules of life. Linked carbon atoms form the frame
for molecules produced by plants and other living things.
bon in theLS
environment.
Teaching Strategies
acids. One indicator, called
nize cause and effect Organisms use these carbon molecules for growth and energy.
bromothymol blue, will
The carbon cycle ■ Help students understand that
Safety Precautions change from its normal blue plants remove carbon dioxide
color to green or yellow if All life on Earth is based on carbon Critical Thinking How is carbon released from the bodies of
Caution students not to inhale or an acid is present. molecules. Atoms of carbon form the organisms? from the atmosphere and use it
Forests use carbon dioxide. to create nutrients. When plants
drink the bromothymol solution. framework for proteins, carbohy-
Have them wear goggles and a Procedure drates, fats, and other important mol- and animals use the nutrients for
lab apron. ! Half fill a test tube with bromothymol blue solution. Carbon dioxide energy, carbon dioxide is
ecules. More than any other element, 1 Atmosphere Carbon 7 Pollution Combustion
@ Add a quarter of an effervescent antacid tablet to the returned to the atmosphere.
Teaching Strategies carbon is the molecule of life. dioxide gas is one form of of fossil fuels and wood
tube and note any color change. ■ Help students understand
The carbon cycle starts with the carbon in the air. releases carbon dioxide.
■ Prepare bromothymol blue # Half fill a test tube with bromothymol blue solution.
autotrophs. During photosynthesis, other ways carbon dioxide enters
solution as follows: Stock solu- Using a straw, exhale into the bromothymol blue at least
30 times. CAUTION: Do not inhale the bromothymol blue. energy from the sun is used to con- the atmosphere.
tion—add 0.5 g bromothymol vert carbon dioxide gas into energy- 2 Photosynthesis
Record any color change in the test tube. Autotrophs use car-
blue powder to 500 mL distilled rich carbon molecules. Autotrophs 3 Wastes Auto- Visual Learning
bon dioxide in photo-
water. Dilute 10 mL stock solu- Analysis use these molecules for growth and synthesis. In photo-
trophs and hetero-
■ Have students trace a carbon
tion with 500 mL of distilled 1. Describe the color change that occurs when carbon trophs break down
energy. Heterotrophs, which feed synthesis, the sun’s molecule from the atmos-
the high-energy
water. (If solution is green, add dioxide is added to bromothymol blue. either directly or indirectly on the energy is used to phere, through two trophic
carbon molecules
one or more drops of NH 4OH 2. What was the chemical composition of the bubbles seen autotrophs, also use the carbon mole- make high-energy
for energy. Carbon levels, and back into the
in the tube with the antacid tablet? carbon molecules.
until a blue color appears. If solu- cules for growth and energy. When dioxide is released atmosphere. L1
3. Does exhaled air contain carbon dioxide? Explain.
tion is deep blue, add one or the autotrophs and heterotrophs use as a waste.
more drops of HCl until a light the carbon molecules for energy, car- Critical Thinking
blue color appears.) bon dioxide is released and returned
The carbon is released in the
■ An effervescent antacid must evaporated from the glass, water to the atmosphere. Learn how to
form of carbon dioxide through
be used. Check the label to be evaporates from lakes and oceans and detect the presence of carbon dioxide
respiration, decay, or burning.
sure the ingredients include a becomes water vapor in the air. in the MiniLab shown here. The car-
carbonate or bicarbonate and a Have you ever noticed the drops of bon cycle is described in the Inside
weak acid such as citric acid. water that form on a cold can of Story on the next page.
soda? The water vapor in the air con-
■ Bromothymol blue does not The nitrogen cycle P
denses on the surface of the can
actually indicate the presence of
because the can is colder than the If you add nitrogen fertilizer to a
carbon dioxide. It changes color surrounding air. Just as water vapor lawn, houseplants, or garden, you VIDEODISC
in the presence of any acid solu- condenses on cans, it also condenses may see that it makes them greener, The Secret of Life
5 Soil When organisms
tion, such as the carbonic acid on dust in the air and forms clouds. bushier, and taller. Even though the 4 Organisms use high-energy carbon
die and decay, the
CarbonLS
Cycle
formed by carbon dioxide and Further condensation makes small air is 78 percent nitrogen, plants molecules for growth. A large amount
water. drops that build in size until they fall
from the clouds as precipitation in
seem to do better when they receive
nitrogen fertilizer. This is because
of the world’s carbon is contained in
living things.
carbon molecules in
them enter the soil.
Microorganisms break
!7;U8J"
Expected Results down the molecules,
the form of rain, ice, or snow. The plants cannot use the nitrogen in the
Bromothymol blue will change to releasing carbon
water falls on Earth and accumulates air. They use nitrogen in the soil that
green or yellow when an antacid dioxide.
in oceans and lakes where evapora- has been converted into more usable
tablet is added or exhaled air is
bubbled through the indicator.
tion continues. forms.
6 Fuel Over millions of years, the remains of dead Assessment
organisms are converted into fossil fuels, such as coal, Portfolio Have students
The color change shows that car- gas, and oil. These fuels contain carbon molecules.
56 PRINCIPLES OF ECOLOGY 57 summarize the carbon cycle and
bon dioxide is present.
draw their own diagrams. Ask
Analysis them to label the parts of the
1. Bromothymol blue changes Assessment BIOLOGY JOURNAL MEETING INDIVIDUAL NEEDS cycle and use arrows to show the
to green or yellow when car- Skill Have students make a hypothe- Resource Manager direction of movement.
bon dioxide gas is added. sis for an experiment using bromothymol A Wet Life Cycle English Language Learners
2. carbon dioxide blue and a decomposer. Use the Perform- Linguistic Have students write a Visual-Spatial Have students work BioLab and MiniLab Worksheets,
3. Yes, the color change in the ance Task Assessment List for Formulating a description of what it would be like in groups to prepare a concept map p. 10 L2
bromothymol blue indicated Hypothesis in PASC, p. 21. L2 to be a molecule of water that is cycled describing the carbon cycle. Included in Laboratory Manual, pp. 11-14 L2
the presence of carbon diox- through an ecosystem. Where would they this map should be terms such as con- Reteaching Skills Transparency 1 and
ide. spend most of their time, what sites sumers, photosynthesis, respiration, decay, Master L1
would they visit, and how many changes and producers. Group students who are
in phase (gas, liquid, solid) might they learning English with those who are flu-
56 experience? L2 ent in the language. L2 57
P
Reinforcement As Figure 2.22 shows, lightning also act on these molecules and put Figure 2.23 Reteach
Ask students to trace the roles of and certain bacteria convert the nitrogen back into the air. In the phosphorus cycle, phosphorus Have students identify the trophic
producers, consumers, and moves between the living and non- level of each organism in a food
nitrogen in the air into these more P
The phosphorus cycle living parts of the environment.
decomposers in the cycling of usable forms. Chemical fertilizers chain and indicate the direction
nitrogen. Producers take in nitro- also give plants nitrogen in a form Materials other than water, carbon, of energy flow. L1
gen compounds in soil and pass these they can use. and nitrogen cycle through ecosys-
compounds to consumers that eat the Plants use the nitrogen to make tems. Substances such as sulfur, cal- Extension
producers. Decomposers break down important molecules such as pro- cium, and phosphorus, as well as oth- LS
Naturalist Have students
the nitrogen compounds and release teins. Herbivores eat plants and con- ers, must also cycle through an
ecosystem. One essential element,
speculate about the conse-
nitrogen gas to the air. vert nitrogen-containing plant pro-
teins into nitrogen-containing animal phosphorus, cycles in two ways. Death Phosphates washed quences to a food web if an
proteins. After you eat your food, All organisms require phosphorus
into ocean organism at the second trophic
Enrichment you convert the proteins in your food for growth and development. Plants level were to be eliminated. This
Limestone
Show students plant fertilizer into human proteins. Urine, an ani- obtain phosphorus from the soil. would eliminate Pa food source for
labels. These fertilizers add mal waste, contains excess nitrogen. Animals get phosphorus by eating some organisms at the third trophic
nitrogen and phosphorous to the Figure 2.22 When an animal urinates, nitrogen plants, as shown in Figure 2.23. level. L2
Phosphorus
In the nitrogen cycle, Ocean
soil because these substances are returns to the water or soil. When When these animals die, they in soil
nitrogen is converted Phosphorus incorporated
frequently in short supply. from a gas to com- organisms die, their nitrogen mole- decompose and the phosphorus is into limestone LS
Explain the numbers on the label. pounds important cules return to the soil. Plants reuse returned to the soil to be used again. Assessment
For example, a plant fertilizer for life and back to these nitrogen molecules. Bacteria This is the short-term phosphorus Performance Have stu-
that is labeled 20-20-10 contains a gas.
Short-term phosphorus cycle Long-term phosphorus cycle dents diagram, label, and explain
20 percent nitrogen, 20 percent one of the following: a food web,
phosphorous, and 10 percent P
water cycle, energy or biomass
potassium compounds. pyramid, or carbon cycle. L2
Storm clouds
and lightning Nitrogen in
Assessment atmosphere LS
Performance Assessment cycle. Phosphorus also has a long- ronment changes, the rock contain- 4 Close
in the Biology Classroom, p. 59, term cycle, where phosphates washed ing phosphorus is exposed. As the
First-Level Biological Magnifi- into the sea are incorporated into rock erodes and disintegrates, the Activity
cation. Have students complete rock as insoluble compounds. phosphorus again becomes part of Visual-Spatial List on
P the
this activity to expand upon their Millions of years later, as the envi- the local ecological system. chalkboard 20 different
knowledge of environmental organisms. Have students use
Amino acid P
problems that can harm organ- these organisms to create a food
synthesis
isms. L2 P Section Assessment web. L1 ELL LS
Understanding Main Ideas people. Should you encourage the people to
Death
Animal wastes
Runoff 1. What is the difference between an autotroph
and a heterotroph?
grow crops such as vegetables, wheat, and corn,
or is it better to encourage them to use the land
LS
3 Assess
LS 2. Why do autotrophs always occupy the lowest to raise cattle for beef?
P
level of ecological pyramids?
3. Give two examples of how nitrogen cycles SKILL
KILL REVIEW
EVIEW
Check for Understanding from the abiotic portion of the environment 6. Designing an Experiment Suppose there
Have students
P explain the rela- Decay bacteria Ammonia, into living things and back. is a fertilizer called GrowFast. It contains LS
ammonium, and
tionship between the words in Bacteria in soil Nitrates 4. Describe a food chain that was not presented extra nitrogen and phosphorus. Design an
and root nodules nitrate fertilizers in this section. experiment to see if GrowFast increases the P
each of the following pairs.
growth rate of plants. For more help, refer
a. autotroph—producer Thinking Critically to the Practicing Scientific Methods in the
LS
b. heterotroph—consumer Infiltration of 5. The country of Avorare has many starving Skill Handbook.
c. recycling—carbon ground water
P
d. lightning—nitrogen cycle LS
L1 ELL 58 2.2 NUTRITION AND ENERGY FLOW 59

LS Portfolio
Portfolio
P Section Assessment
Resource Manager
Cycles and Gardening 1. An autotroph makes its own nutrients. nitrogen to air. (2) Nitrogen in air them takes less land than raising cattle.
VIDEODISC Linguistic Ask students to write a Reteaching Skills Transparency 2 and A heterotroph must consume another passes to bacteria and again moves to Crops provide more energy for people
Master L1
LSThe Secret of Life report for local gardeners, explain-
Reinforcement and Study Guide,
organism to meet its nutritional needs. plants. Plants are eaten by consumers, than cattle, at a higher trophic level.
Nitrogen Cycle ing how the water and nitrogen cycles 2. Autotrophs capture light energy and passing along nitrogen. Decay of dead 6. Designs should include control and
P pp. 9-10 L2
affect their success in growing flowers create nutrients. When eaten, they consumers returns nitrogen to air. experimental groups. Sample size
!7;U.I" and vegetables. Have students include
P
diagrams showing both cycles. L2
Content Mastery, pp. 9, 11-12 L1 provide nutrients for other organisms. 4. Any realistic food chain is acceptable. should be greater than one plant.
3. (1) Nitrogen in the air passes to Arrows should show the correct flow Students should define growth, as the
ELL P bacteria, which form compounds used of energy. increase in plant height.
58
LS 59
by plants. Decay of dead plants returns 5. Crops are better because growing
LS
 DESIGN DESIGN
YOUR OWN DESIGN YOUR OWN
YOUR OWN
How can one population PLAN THE EXPERIMENT
LAN THE XPERIMENT

P affect another? 1. Review the discussion of feed-

ing relationships in this chapter.
scope at a certain power? Will
you have multiple trials? If so,
2. Decide which materials you how many?
Time Allotment
ANALYZE AND CONCLUDE
NALYZE AND ONCLUDE
Initial preparation: one class ses-
sion; ten-minute sessions
LS for one
to two weeks every other day.
W hy don’t prey populations disappear when predators are present?
Prey organisms have evolved a variety of defenses to avoid being
eaten. For example, some caterpillars are distasteful to birds, and some
will use in your investigation.
Record your list.
3. Be sure that your experimental
2. What single factor will you
vary? For example, will you put
no Didinium in one culture of 1. Only cultures containing
plan contains a control, tests a Paramecium and 5 mL of both Didinium and Parame-
fishes confuse predators by appearing to have eyes at both ends of their single variable such as popula- Didinium culture in another cium showed a decline in
Process Skills bodies. Just as prey have evolved defenses to avoid predators, tion size, and allows for the culture of Paramecium? numbers after a period of
observe, record and analyze data, predators have evolved mechanisms to overcome those defenses. collection of quantitative data. 3. How long will you observe the time. This difference was due
design an experiment, separate 4. Prepare a list of numbered populations? to the presence of Didinium
Even single-celled protists such as Paramecium have
and control variables directions. Explain how you 4. How will you estimate the because they preyed upon the
predators. Didinium is another unicellular protist that attacks will use each of your materials. changes in the populations of
Safety Precautions and devours Paramecium larger than itself. Do populations Paramecium.
Paramecium and Didinium dur-
Use oven mitts when handling of Paramecium change when a population of Didinium is Check the Plan ing the experiment? 2. Paramecium died out in the
hot, sterile pond water. Have stu- Discuss the following points 5. Your teacher must approve mixed culture. They were
present? In this investigation, you will use various methods to preyed upon by Didinium.
dents wash their hands after the with other group members to your plan before you proceed.
determine how both of these species interact. decide final procedures. Make any 6. Carry out your experiment. 3. In most cases, hypotheses will
lab. Didinium
needed changes to your plan. 7. Make a data table that has be supported.
PREPARATION
REPARATION PREPARATION
REPARATION 1. What will you measure to Date, Number of Paramecium, A Didinium captures 4. The list may include: count-
determine the effect of the and Number of Didinium a Paramecium.
ing errors, too few samples,
Problem ■ Use appropriate variables, con- Didinium on Paramecium? If across the top. Place the data or cultures becoming con-
Alternative Materials How does a population of stants, and controls in experimental you count Paramecia, will you obtained for each culture in
taminated or being affected
Paramecium react to a population of design. count all you can see in the rows. Design and complete a
■ Artificial pond water, called by temperature.
Didinium? field of vision of the micro- graph of your data.
Chalkey’s solution, may be Possible Materials
prepared as follows. Dissolve 1 Error Analysis
Hypotheses microscope
g sodium chloride, with 0.04 g Have your group agree on an microscope slides The amount of initial culture of
potassium chloride, and 0.06 g coverslips the two species should be equal
calcium chloride in 1 L of dis-
hypothesis to be tested. Record your ANALYZE AND CONCLUDE
NALYZE AND ONCLUDE
and can be quantified by premea-
hypothesis. culture of Didinium
tilled water. Dilute the pre- culture of Paramecium 1. Analyzing Data What differ- affected the outcome of the suring the volume in the pipettes.
pared solution by adding 100 Objectives beakers or jars ences did you observe among the experiment.
mL of solution to 900 mL of In this BioLab, you will: eyedroppers experimental groups? Were these
distilled water. ■ Design an experiment to establish sterile pond water differences due to the presence of Going Further Assessment
■ To prepare sterile pond water, the relationships between Didinium? Explain. Skill Ask students to pre-
Paramecium and Didinium. Safety Precautions Project Based on this lab experience, design
filter the water and place it in Take care when using electrical 2. Drawing Conclusions Did the another experiment that would help you pare a summary of this experi-
flat pans. Boil for 15 minutes. equipment. Always use goggles in the Paramecium die out in any cul- answer any questions that arose from your ment in their journals. Use the
Allow to cool before using. lab. Handle slides and coverslips ture? Why or why not? work. What factors might you allow to vary if Performance Task Assessment
Paramecium you kept the number of Didinium constant?
3. Checking Your Hypothesis Was List for Writing in Science in
carefully. Dispose of broken glass in a
Possible Hypotheses container provided by your teacher. your hypothesis supported by To find out more about PASC, p. 87. L2
In general, if a predator popula- your data? If not, suggest a new population biology, visit
tion is added to a prey popula- Skill Handbook hypothesis. the Glencoe Science Web Site.
Use the Skill Handbook if you need 4. Thinking Critically List several www.glencoe.com/sec/science Going Further
tion, the size of the predator
population will increase while the additional help with this lab. ways that your methods may have
Have students alter the type
prey population decreases. of protozoans used or change
However, if a small predator 60 PRINCIPLES OF ECOLOGY 2.2 NUTRITION AND ENERGY FLOW 61
the initial volume of predator
population is added to a large culture. L2 P
prey population, no observable
difference will occur in the sizes PLAN THE EXPERIMENT
LAN THE XPERIMENT
of the populations.
Teaching Strategies ■ Have students examine unmixed cultures with no predators added. Food will have to Data and Observations LS
■ A lower magnification provides a wider first so they can later distinguish between be added to these cultures. Use one alfalfa Depending on the experiment, data and Resource
field of view, making counting easier. Paramecium and Didinium. pill (available from pharmacies) per liter of observations will vary. Typically, when the Manager
■ Methyl cellulose, available from supply ■ Suggest that several low-power field water. Note: If one culture receives food, all populations are mixed together, both will
BioLabPand MiniLab Work-
houses, may be used to slow the protozoans. counts be made and an average of these cultures must receive food to maintain con- initially increase in number. A decrease in
sheets, p. 11 L2
counts be used in the data tables. trol conditions. prey will then be detected as the predator
Troubleshooting population feeds upon them, with a final
■ Cover or stack culture dishes to prevent Possible Procedures drop in the population of predators as their
60 drying out. Controls will consist of Paramecium cultures food supply runs out. LS 61
 Chapter 2 Assessment Chapter 2 Assessment

The Florida Everglades—

SUMMARY
UMMARY Main Ideas
An Ecosystem at Risk Main Ideas Vocabulary Summary statements can be used by
Section 2.1
The Florida Everglades ecosystem covers the southern portion of the ■ Natural history, the observation of how organ- abiotic factor (p. 39) students to review the major con-
P
Florida peninsula. As with any wetlands, water is the critical factor Organisms isms live out their lives in nature, led to the biosphere (p. 38)
biotic factor (p. 40)
cepts of the chapter.
Purpose that defines the ecology of the area. and Their development of the science of ecology—the
commensalism (p. 46)
Students gain an understanding study of the interactions of organisms with one
Environment another and with their environments.
community (p. 42) Using the Vocabulary
of the complexity of ecosystems ecology (p. 38)
LS ■ Ecologists classify and study the biological levels ecosystem (p. 43) To reinforce chapter vocabulary, use
and learn some ways in which
human activities can affect the T his subtropical region receives between 100
and 165 cm (40-65 inches) of rain each year,
but only during the rainy season, which lasts
stored behind levees to supply water for cities. As
a result, half the acreage of the original Everglades
has been drained. Habitats have disappeared.
of organization from the individual up to the
ecosystem. Ecologists study the abiotic and biotic
habitat (p. 44)
mutualism (p. 46)
the Content Mastery Booklet and
the activities in the Interactive Tutor
environment. factors that are a part of an organism’s habitat.
niche (p. 45)
for Biology: The Dynamics of Life on
from May to October. The heavy rainfall causes parasitism (p. 47)
shallow Lake Okeechobee to overflow. A wide, Different Viewpoints They investigate the strategies an organism uses population (p. 42) the Glencoe Science Web Site.
Background to exist in its niche. An aspect of its niche may
thin sheet of water spreads out from the lake, Everglades National Park was established to symbiosis (p. 46) www.glencoe.com/sec/science
Everglades water that flows all creating an extensive marshy area. preserve a portion of the Everglades. But the land involve symbiosis with other organisms.
the way to the Gulf coast carries Early in the twentieth century, the slow-mov- that forms the park is an island surrounded by
with it nutrients that support the ing river that flows out of Lake Okeechobee was farms and towns and cut off from the waters of All Chapter
80 km (50 miles) wide in some places, and only Section 2.2 ■ Autotrophs, such as plants, make nutrients that Vocabulary
growth of mangrove swamps and Lake Okeechobee. Human needs determine how Assessment
15-90 cm (six inches to three feet) deep. This much water comes into the park. When reserves can be used by the plants and by heterotrophs. autotroph (p. 48)
sea grass beds. These two estuar- Nutrition and Heterotrophs include herbivores, carnivores, decomposer (p. 50) questions and answers have been
wetland teemed with fishes, amphibians, and are low, water is held back for people to use,
ine communities feed and shelter omnivores, and decomposers. food chain (p. 51) validated for accuracy and suitabil-
young fish, shellfish, and other
other animals that fed millions of wading birds. depriving Everglades habitats of the moisture they Energy Flow food web (p. 52) ity by The Princeton Review.
Healthy populations of crocodiles, alligators, and need. If floods threaten, large amounts of water ■ Food chains are simple models that show one
heterotroph (p. 49)
important links in the marine other large animals also lived here. During the are released quickly. These sudden flows destroy way that materials move from autotrophs to scavenger (p. 49)
food chain. Changes in the water dry season, from December to April, water levels the nests of wading birds and other animals. heterotrophs and eventually to decomposers. trophic level (p. 52)
flow of the area sometimes result in the marshes gradually dropped. Fishes and ■ Food webs represent many interconnected food UNDERSTANDING
NDERSTANDING MAIN
AIN IDEAS
DEAS
in the discharge of large amounts other water dwellers moved into deeper pools Restoring the Everglades In 1993, Florida chains and illustrate possible ways materials are
of freshwater into Florida Bay, that held water all year long. developed a restoration plan for rescuing the transferred within an ecosystem. Energy from 1. a
changing the salinity of the water Changing the Everglades Water from Lake Everglades. The goals of the plan are to restore, the sun fuels life in the ecosystems. Although 2. c
Okeechobee is no longer allowed to flood the as much as possible, the natural flow of unpol- the sun adds new energy, the materials of life, 3. d
and endangering the health of
countryside. Instead, it is diverted into channels luted water through the area, recover native such as carbon and nitrogen, do not increase.
mangroves and sea grass. habitats and species, and create a sustainable These materials are used and reused as they
Pollutants and excessive amounts to create dry land for agriculture and homes, and
ecosystem that permits both humans and native cycle through the ecosystem.
of fresh water may also be endan- species to flourish.
gering the coral reefs off the
ATLANTIC
Florida coast. OCEAN INVESTIGATING THE ISSUE 3. In the food web below, which of the organ- VIDEODISC
Teaching Strategies Analyzing the Issue When Everglades UNDERSTANDING
NDERSTANDING MAIN
AIN IDEAS
DEAS
isms, X, Y, or Z, is a herbivore? Biology: The Dynamics
After students have completed National Park was established, scientists and a. Z c. both X and Y of Life
1. Which of the following would be abiotic fac-
Florida government officials believed a portion of the b. Y d. X The Everglades (Ch. 6)
the reading, invite them to dis- tors for a polar bear?
Everglades ecosystem could be preserved by
cuss issues involved in balancing a. extreme cold, floating ice Disc 1, Side 1,
the needs of both human and Lake
Okeechobee
drawing boundaries around it and declaring
it off limits to development. Why did this b. eating only live prey
c. large body size
Y Z
!7hÑ" 29 sec.
wildlife populations. Point out approach fail to preserve the Everglades?
d. paws with thick hair
that one of the main reasons why Big Cypress X Grasshopper
south Florida’s human population National Parks To find out more about the 2. Organisms that use the sun’s energy to make
has increased over the past 100 Everglades Everglades, visit the Glencoe food are called ________.
National Park Science Web Site. a. herbivores c. autotrophs
years is the strong attraction of Grass
www.glencoe.com/sec/science b. animals d. heterotrophs
the Everglades. Also, many
Florida residents work in the The map (above) shows the loca-
tion of the Everglades (inset). CHAPTER 2 ASSESSMENT 63
tourism industry, and the
Everglades brings large numbers
of tourists to the state. L2
Going Further
Investigating the Issue
Resource Manager
Naturalist Everglades habitats include
The park was cut off from its VIDEOTAPE Chapter Assessment, pp. 7-12
sea grass beds, coastal prairies, man-
water source. Even though land VIDEODISC MindJogger Videoquizzes MindJogger Videoquizzes
grove swamps, freshwater sloughs, marl
and wildlife inside the park were STV: Water, Water Management Chapter 2: Principles of Ecology Computer Test Bank
prairies, hammocks, and pinelands. Invite
protected from development, not Unit 3, Side 1, 3 min. 9 sec. Have students work in groups as they play BDOL Interactive CD-ROM, Chapter
students to find out what kinds of environ-
enough clean water was P provided Everglades the videoquiz game to review key chapter 2 quiz
mental conditions characterize one or more
to keep the park healthy.
!;XRV'86" of these habitats and what kinds
of organisms live there. L3
concepts.

62 63
LS
Chapter 2 Assessment Chapter 2 Assessment Chapter 2 Assessment Chapter 2 Assessment

4. c 4. Which organism is a carnivore? 10. Cowbirds get their name 19. Plants absorb ________ from the air, and with
a. human c. lion because they follow the sun’s light energy they make high-energy
ASSESSING
SSESSING KNOWLEDGE
NOWLEDGE & SKILLS
KILLS THINKING
HINKING CRITICALLY
RITICALLY
5. b
6. a b. rabbit d. opossum cows and eat the insects carbon molecules.
5. Biotic factors in a wetland community might disturbed by the walk- 20. Lightning and bacteria act to move and con-
The graph below compares the growth rates 23. wheat ⇒ mouse ⇒ snake ⇒
7. d of two organisms when grown together and
include ________. ing cows. Cowbirds vert ________ from the air into compounds in hawk
8. d when grown separately.
a. water c. temperature have an unusual method the soil that can be readily used by plants. 24. There are a variety of accept-
9. b for reproducing. The
b. crayfishes d. soil type able answers such as the follow-
10. c brown-headed cowbird goes
Growth Rates of Two Organisms
6. Which of the following would decrease the ing. Plants provide nitrogen to
11. commensalism, parasitic to the nest of a different bird APPLYING
PPLYING MAIN
AIN IDEAS
DEAS
amount of carbon dioxide in the air? animals that eat the plants.

Number present in hundreds

12. biotic species, such as the red-wing blackbird. The 5
a. a maple tree growing 21. Explain how pesticides sprayed on the water Organism #1 alone Bacteria and other decomposers
13. symbiosis, mutualism b. a dog running
cowbird rolls one of the blackbird’s eggs out
in a wetland ecosystem could affect a differ- 4 release nitrogen and carbon
14. population, community c. a person driving a car to work
of the nest and lays its own egg in place. The
blackbird protects the cowbird egg and feeds ent ecosystem. dioxide when they feed upon
15. omnivore, herbivore d. a forest burning
3
Organism
the chick when it hatches. This description 22. Sloths are slow-moving herbivores that have decaying organisms. Animals
16. food, trophic 7. As energy flows through an ecosystem,
#1 and #2
best describes part of the cowbird’s ________. algae growing in their fur. Caterpillars of cer- 2 grown together obtain carbon when eating
17. Ecology energy ________ at each trophic level. a. community c. niche tain kinds of moths eat the algae. Birds eat the other organisms.
18. pyramid of energy, pyramid of a. remains the same moths. Using this example, draw a food chain
1 Organism #2 alone
b. habitat d. tropic level 25. 1. food webs 2. autotrophs 3.
numbers b. increases and describe one symbiotic relationship. 1 2 3 4 5 6 7
11. For the cowbird description in question 10, heterotrophs 4. decomposers
19. carbon dioxide c. decreases then increases Time in weeks
the symbiotic relationship between the cow
20. nitrogen d. decreases
and the cowbird is ________. The association THINKING
HINKING CRITICALLY
RITICALLY
8. An elk eats grass. A grizzly bear eats the elk. Interpreting Data Use the graph and infor-
between the cowbird and the blackbird is a(n)
This is an example of a ________. mation to answer the following questions.
________ relationship. 23. Sequencing Place the following organisms
APPLYING
PPLYING MAIN
AIN IDEAS
DEAS a. pyramid of numbers
12. The presence of predators, prey, and para- in correct order in a food chain: mouse, 1. When grown separately, approximately
1. c
b. commensal relationship how long after the extinction of
sites are examples of ________ factors in an hawk, wheat, snake.
21. The pesticide may be carried in c. food web Organism 2 did it take the population of 2. a
organism’s habitat. 24. Sequencing Describe one example of feed-
the water to other bodies of d. food chain Organism 1 to reach its highest point? 3. b
13. A close and permanent relationship between ing relationships that cycle matter through an
water or may be carried from 9. Which of the following is true concerning the a. 3 days c. 3 weeks 4. Organism #2 most likely
two organisms is called ________. If both ecosystem. b. 1 week d. 5 weeks
one organism to another. flow of energy and matter in an ecosystem? benefits by obtaining
organisms benefit it is ________. 25. Concept Mapping Complete the concept
a. Both energy and matter are recycled and 2. When the organisms were grown nutrients from Organism
22. Algae ⇒ Caterpillar/Moth ⇒ 14. A group of organisms of the same species map by using the following vocabulary terms:
used again. together, what was the approximate rate #1. Other possible bene-
Bird. The symbiotic relationship b. Matter is recycled and used again, energy living in the same area is called a(n) ________. autotrophs, decomposers, food webs, of growth between weeks 2 and 6?
between the algae and the heterotrophs. fits include anything that
is lost. When the group includes different species, a. 75 per week c. 50 per week
sloth is commensal because the it is called a ________. helps Organism #2 satisfy
c. Energy is recycled and used again, matter 1. b. 100 per month d. 25 per day
algae have a place to grow its needs. The population
is lost. 15. A(n) ________ eats both plants and animals. 3. Observing and Inferring From the
undisturbed, while the sloth is d. Neither energy nor matter are recycled A(n) ________ eats only plants. show interactions between size of Organism #1 is
data, it is clear that the association probably lowered because
neither helped nor harmed. and used again. 16. A(n) ________ chain is a model of how matter 2. 3. between the organisms is ________.
Organism #1 is weakened
and energy pass through organisms. Each a. commensalism c. mutualism
organism is at a different ________ level. such as
b. parasitism d. socialism
and cannot grow or
reproduce as quickly. The
TEST
EST –TAKING
AKING TIP
IP 17. ________ is a branch of biology that studies 4. 4. Hypothesizing Describe one possible
interactions of the species
the interactions of organisms and their envi- benefit that Organism 2 gets from its
Quiet Zone ronment. CD-ROM association with Organism 1. Explain may also cause more
It’s best to study in an environment similar to the
18. An ecological pyramid that shows the amount For additional review, use the assessment a possible reason why the association deaths in the population
one in which you’ll be tested. Blaring stereos, options for this chapter found on the Biology: The lowers the population of Organism 1. of Organism #1.
video game machines, chatty friends, and beepers of energy for different trophic levels is called
Dynamics of Life Interactive CD-ROM and on the
are NOT allowed in the classroom during test a(n) ________. If it shows how many organ-
Glencoe Science Web Site.
time. So why get used to them? isms are at each tropic level, it is called a(n) www.glencoe.com/sec/science
________.

64 CHAPTER 2 ASSESSMENT CHAPTER 2 ASSESSMENT 65

64 65