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 CALIFORNIA INTEGRATED bcrate 14 i

elevatescience

Boston , Massachusetts Chandler, Ar izona

Glenview, Illinois New York, New York
Pearson
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ISBN-13: 978-1-418-31040-0
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Program Authors
ZIPPORAH MILLER, Ed.D.
Coordinator for K-12 Science Programs, Anne Arundel County Public Schools
Dr. Zipporah Miller currently serves as the Senior Manager for Organizational Learning with the Anne
Arundel County Public School System. Prior to that she served as the K-12 Coordinator for science in Anne
Arundel County. She conducts national training to science stakeholders on the Next Generation Science
Standards. Dr. Miller also served as the Associate Executive Director for Professional Development Programs
and conferences at the National Science Teachers Association (NSTA) and served as a reviewer during the
development of Next Generation Science Standards. Dr. Miller holds a doctoral degree from the University
of Maryland College Park, a master’s degree in school administration and supervision from Bowie State
University and a bachelor’s degree from Chadron State College.

MICHAEL J: PADILLA, Ph.D.

Professor Emeritus, Eugene P. Moore School of Education, Clemson University, Clemson, South Carolina
Michael J. Padilla taught science in middl® and secondary schools, has more than 30 years of experience
educating middle-school science teachers, and served as one of the writers of the 1996 U.S. National Science
Education Standards. In recent years Mike has focused on teaching science to English Language Learners.
His extensive experience as Principal Investigator on numerous National Science Foundation and U.S.
Department of Education grants resulted in more than $35 million in funding to improve science education.
He served as president of the National Science Teachers Association, the world’s largest science teaching
organization, in 2005-6.

MICHAEL E. WYSESSION, Ph.D

Professor of Earth and Planetary Sciences, Washington University, St. Louis, Missouri
Author of more than 100 science and science education publications, Dr. Wysession was awarded the
prestigious National Science Foundation Presidential Faculty Fellowship and Packard Foundation Fellowship
for his research in geophysics, primarily focused on using seismic tomography to determine the forces driving
plate tectonics. Dr. Wysession is also a leader in geoscience literacy and education; he is the chair of the Earth
Science Literacy Initiative, the author of several popular video lectures on geology in the Great Courses series,
and a lead writer of the Next Generation Science Standards*.

*Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states
and partners that developed the Next Generation Science Standards were involved in the production of this
product, and do not endorse it. NGSS Lead States. 2013. Next Generation Science Standards: For States, By States.
Washington, DC: The National Academies Press.

ts
=—
Program Consultants Content Reviewers
Carol Baker Alex Blom, Ph.D. Joseph McCullough, Ph.D.
Science Curriculum Associate Professor Cabrillo College
Dr. Carol K. Baker is superintendent for Department Of Physical Sciences Aptos, California
Lyons Elementary K-8 School District in Alverno College
Milwaukee, Wisconsin Katie M. Nemeth, Ph.D.
Lyons, Illinois. Prior to this, she was Director
Assistant Professor
of Curriculum for Science and Music in Oak
Joy Branlund, Ph.D. College of Science and Engineering
Lawn, Illinois. Before this she taught Physics
Department of Physical Science University of Minnesota Duluth
and Earth Science for 18 years. In the recent
Southwestern Illinois College Duluth, Minnesota
past, Dr. Baker also wrote assessment
Granite City, Illinois
questions for ACT (EXPLORE and PLAN),
Maik Pertermann
was elected president of the Illinois Science Judy Calhoun Department of Geology
Teachers Association from 2011-2013,
Associate Professor Western Wyoming Community College
and served as a member of the Museum Rock Springs, Wyoming
Physical Sciences
of Science and Industry (Chicago) advisory
Alverno College
board. She is a writer of the Next Generation Scott Rochette
Milwaukee, Wisconsin
Science Standards. Dr. Baker received Department of the Earth Sciences
her B.S. in Physics and a science teaching Stefan Debbert The College at Brockport
certification. She completed her master’s of Associate Professor of Chemistry State University of New York
Educational Administration (K-12) and earned Lawrence University Brockport, New York
her doctorate in Educational Leadership. Appleton, Wisconsin
David Schuster
Jim Cummins Diane Doser Washington University in St Louis
ELE Professor St. Louis, Missouri
Dr. Cummins’s research focuses on Department of Geological Sciences
literacy development in multilingual University of Texas at El Paso Shannon Stevenson
schools and the role technology plays El Paso, Texas Department of Biology
in learning across the curriculum. Elevate University of Minnesota Duluth
Science incorporates research-based Rick Duhrkopf, Ph.D. Duluth, Minnesota
principles for integrating language with the Department of Biology
Baylor University Paul Stoddard, Ph.D.
teaching of academic content based on Dr.
Waco, Texas Department of Geology and
Cummins’s work.
Environmental Geosciences
Jennifer Liang Northern Illinois University
Elfrieda Hiebert University of Minnesota Duluth DeKalb, Illinois
Literacy Duluth, Minnesota
Dr. Hiebert, a former primary-school teacher, Nancy Taylor
is President and CEO of TextProject, a Heather Mernitz, Ph.D. American Public University
non-profit aimed at providing open-access Associate Professor of Physical Charles Town, West Virginia
resources for instruction of beginning and Sciences
struggling readers, She is also a research Alverno College
associate at the University of California Milwaukee, Wisconsin
Santa Cruz. Her research addresses how
fluency, vocabulary, and knowledge can be
fostered through appropriate texts, and her
contributions have been recognized through
awards such as the Oscar Causey Award
for Outstanding Contributions to Reading
Research (Literacy Research Association,
2015), Research to Practice award (American
Educational Research Association, 2013),
and the William S. Gray Citation of Merit
Award for Outstanding Contributions to
Reading Research (International Reading
Association, 2008).
 Rita Armstrong Danielle King Cristina Ramos
Los Cerritos Middle School Barstow Unified School District Mentone Elementary School
Thousand Oaks, California Barstow, California Redlands Unified School District
Mentone, California
Tyler C. Britt, Ed.S. Kathryn Kooyman
Curriculum & Instructional Riverside Preparatory Elementary Mary Regis
Practice Coordinator Oro Grande, California Franklin Elementary School
Raytown Quality Schools Redlands, California
Raytown, Missouri ; Esther Leonard M.Ed. and L.M.T.
Gifted and Talented Implementation Specialist Bryna Selig
Holly Bowser San Antonio Independent School District Gaithersburg Middle School
Barstow High School San Antonio, Texas Gaithersburg, Maryland
Barstow, California
Diana M. Maiorca, M.Ed. Pat (Patricia) Shane, Ph.D.
David Budai Los Cerritos Middle School STEM & ELA Education Consultant
Coachella Valley Unified School District Thousand Oaks, California Chapel Hill, North Carolina
Coachella, California
Kevin J. Maser,Ed.D. Elena Valencia
A.Colleen Campos H. Frank Carey Jr/Sr High School Coral Mountain Academy
Grandview High School Franklin Square, New York Coachella, California
Aurora, Colorado
Corey Mayle Janelle Vecchio
Jodi DeRoos Brogden Middle School Mission Elementary School
Mojave River Academy Durham, Nerth Carolina Redlands, California
~ Colton, California
Keith McCarthy Brittney Wells
Colleen Duncan George Washington Middle School Riverside Preparatory Elementary
Moore Middle School Wayne, New Jersey Oro Grande, California
Redlands, California
Rudolph Patterson Kristina Williams
Nicole Hawke Cobalt Institute of Math and Science Sequoia Middle School
Westside Elementary Victorville, California Newbury Park, California
Thermal, California
Yolanda O. Pefia
Margaret Henry John F Kennedy Junior High School
Lebanon Junior High School West Valley City, Utah
Lebanon, Ohio Douglas Mandt, M.S.
Stacey Phelps Science Education Consultant
Ashley Humphrey Mojave River Academy Edgewood, Washington
Riverside Preparatory Elementary Oro Grande, California
Oro Grande, California Juliana Textley, Ph.D.
Susan Pierce Author, NSTA books on school science safety
Adrianne Kilzer Bryn Mawr Elementary Adjunct Professor
Riverside Preparatory Elementary Redlands Unified School District Lesley University
Oro Grande, California Redlands, California Cambridge, Massachusetts
California Spotlight ~

Gold Mining and California Ecosystems

Anchoring Phenomenon ...................00..0:cceeee
eeeeees1

Distribution of Natural
Resources 6) 4. 8
Investigative Phenomenon How can you explain the
uneven distributions of Earth's natural resources?

T\) MS-ESS3-1, EP&Cic

LESSON 1 Nonrenewable Energy Resources .............. 10

Math Toolbox Analyze Relationships ....................2..55. 16
Literacy Connection Cite Textual Evidence ................... 17

mayday Micro-Hydro Power .............-.2+00000: 21

WiConnect
LESSON 2 Mineral Resources ................ ene nee 22 Wnvestigate
Literacy Connection Determine Meaning ..................... 24
Demonstrate

LESSON 3 Water Resources ...............0..00.00.0c

cece 30
Math Toolbox Draw Comparative Inferences .................. 32
Literacy Connection Support Author's Claim ................. 34
it’s All Connected Managing California’s Water Resources .. 37

Review and Assess

vi
 3 ‘ system
s Poor ns eee
44
y Investigative Phenomenon How can you model how
_ matter and energy cycle through an ecosystem?
ri,
Po F \

CITE ME Mystery at Pleasant Pond................ 46

ee

@ MS-LS2-1, MS-LS2-3, EP&Cilb, EP&Cilla

LESSON 1 Living Things and the Environment ............ 48

Literacy Connection Cite Textual Evidence ................... 51
Math Toolbox Represent Relationship ..................2...... 52
CYVGSAEEMY Suspicious Activities 0.0.0.2... eee 55

LESSON 2 Energy Flow in Ecosystems ..«.2................ 56

Literacy Connection Integrate with Visuals .................... 62
Math Toolbox Analyze Proportional Relationships ............ 63
CU
GSGEEEEY Nutrients and Aquatic Organisms ............... 64
Nan Eating Oil............ Mee ot Mel he 65
Qiconnect
LESSON 3 Cycles of Matter ...........0.0......0.0..c cee 66 Winvestigate
Literacy Connection Determine Central Ideas................. 70 @Demonstrate
Math Toolbox Analyze Relationships .....................2.... 73
CYGGAEEEEY Matter and Energy ina Pond .....................5. 74
Extraordinary Science An Appetite for Plastic?! .............. 75

Review and Assess

Evidence-Based Assessment .................00
5200 cece cece eens 76
Reflections:on a Pond ..5.5.2..0cs caevten acces: ee) -
Demonstrate Last Remains ........................00
cece eee 78

MEGS) STUCY Sate ate ha tac. 8: Re Sadun eae a - 82

ReaSS STUY fester hee Reh diay vos cat eR es 84

California Spotlight — 0)

Gold Mining and California Ecosystems

Conduct an Investigation .......................
cece eee es 87
Communicate a Solution .................0.
20. ccece eee 89

vii
California Elevate Science takes science to a whole
new level and lets you take ownership of your
learning. Explore science in the world around
you. Investigate how things work. Think critically
and solve problems! California Elevate Science
helps you think like a scientist, so you’re ready
for a world of discoveries.

Exploring California California Spotlight ~

California spotlights explore California phenomena.

Identify the Problem
Topic Quests help connect lesson concepts
together and reflect 3-dimensional learning. California
Science concepts organized around phenomena Flood Management
Topics weave together 3-D learning Phenomenon In February of 2017, workers
at the Orov
ern ca,
Engineering focused on solving problems
and improving designs
[Quest
«co
How can you usesolids, liquids,
and gases to lift a car?
Student Discourse STEM Phenomenon Auto mechanics often
need to go under cars to repair the parts
California Elevate Science promotes
active discussion, higher order thinking
in the under-carriage,
="
such as the shocks and exhaust
wadinw Fae at . eee
;
p
—

and analysis and prepares you for

high school through:
High-level write-in prompts Crystalline and Amorphous Solids READING CHECK
Figure 5 # A pat of butter is an amorphous solid. The In your own words, explain
particles that make up the butter are not arranged in a regular
Evidence-based arguments pattern. The sapphire gem stones are crystalline solids. Draw the main differences between
; y z ‘ what you think the particles look like in a crystalline solid. oft es solids and amorphous
Practice in peaking and writing
ih “we he oy

ot Quest CHECK-IN
y
In this lesson, you learned what happens to the particles of
% substances during melting, freezi:ing, boiling,
condensation,
and sublimation. You also thought
about how
thermal energy plays a role in these changes of state.
In orange juice, bits of pulp
Predict Why do you need to take the temperature of the
surroundings into consideration when designing a system with are suspended in liquid.
materials that can change state?
Explain what you think
nesetarereveroroves
suspended means.

ee
 Build Literacy Skills
The Freezi ng Point By connecting science to other disciplines like:
e Mathematics
e Reading and Writing
e STEM/Engineering

ae
roving
tly 7 ateSOU" nat answer.
3,identity 7 The following
409 emt? chic your
Which substance doesthe 78°C
Gold: 1064.18°C Silver: 961
Plotinur: 1768.3°C

Focus on Inquiry
Case studies put you in the shoes of a
scientist to solve real-world mysteries
using real data. You will be able to: =< Charles's Law in the Oven!
e Analyze data ave you ever baked bread or rolls?
lf so, you probably observed that
during baking, the bread rises, increasing
e Formulate claims in volume. What causes this to happen?
The answer lies in chemistry.
e Build evidence-based arguments
10 Sh
heat of an oven,
Chemistry in Baking
Chemistry and baking go together naturally. In fact,
sp bubbles in bread ila Bigsevery sped of Being root
te ctncmnenrnintans —~

Enter the Digital Classroom

Virtual labs, 3-D expeditions, and dynamic
videos take science beyond the classroom.
e Open-ended virtual labs
* Google Expeditions and field trips
NBC Learn videos
How does human consumption
of natural resources affect
ecosystems?

Look at the picture. What do you observe? What

questions do you have about the phenomenon? Write
your observations and questions in the space below.
California Spotlight ~ SiR

MS-LS2-1, MS-LS2-3, MS-ESS3-1,

EP&Clc, EP&CIIlb, EP&Cilla

Before the Topics

Inquiry
e How can we use interactions
Identify the Problem
between individual rocks

Gold Mining
or individual organisms to
understand systems as big
as the whole geosphere or

and California
whole ecosystem?
How can we use patterns
in geosphere interactions

Ecosystems
to predict the location of
resources?
How can we use patterns
in ecosystem interactions
to predict how organisms Phenomenon On January 24, 1848, a carpenter
SOMmpETS aNd suelo resources? named James W. Marshall came upon a nugget
Topics of gold in Sutter Creek in the Sierra Nevada
6 Distribution of Natural foothills. News of Marshall’s find spread quickly,
Resources
sparking what would come to be known as the
7 Ecosystems : :
California Gold Rush. The valuable metal has
been mined in the state ever since. Riches have
been made, but mining has also had serious
negative effects on the ecosystems of California.
Following the discovery of
gold, thousands of people
flocked to the “Gold
Country” of California
to seek their fortunes.
Gold fields were primarily
located around Coloma,
in the northeastern
part of the state, and
between Yreka and Shasta,
in the northern part
of the state.

wd Ya) eee te ee A La ae eee eee 5

 Geology of a Gold Rush
Gold is a mineral that can be found all over Earth. In most
places, it exists only as very small specks mixed in with
much larger amounts of rock and other minerals. For this
reason, looking for gold in most places is not worth
the effort. In some places, however, geological forces
concentrate gold in larger amounts and place it closer to
the surface. California happens to be one of those places.
Earth’s crust is broken up into pieces called plates. Large flecks of gold are visible
California sits at the meeting point of the Pacific Plate in this quartz rock.
and the North American Plate. These plates are sliding ssbiaenmunets
past each other, with parts of the Pacific Plate slowly sinking
under the North American Plate. This interaction is responsible
for volcanic activity and the formation of mountain ranges
parallel to the coast. As molten rock moves from Earth’s
interior toward the surface, it picks up particles of minerals
and metals, including gold. As the molten rock cools, minerals
in it crystalize into veins of rock, called quartz. The deposits
of gold remain trapped inside the quartz. Over time, some of
these rocks weather and erode. The gold gets carried away
by streams and rivers. Other gold deposits remain trapped in
rock. California gold miners eventually found ways to remove
these deposits.

Gold Mining in California 1.SEP Use Models # On the map,

circle two areas where gold mining
was most concentrated.
2.CCC Cause and Effect Why are
there more mining sites in these areas |
200 mi than in other parts of California?
200 km
Lambert Azimuthal
Equal-Area Projection

Gold was found throughout

California, with the greatest
concentrations in a few regions.

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Te dicie comenadom wed tandiaieeaiciacna desde meeas dada
 The earliest California miners mostly found gold by panning
for it. They sifted through the sediment in the bottom of rivers,
using a pan that was shaped like a pie plate. They then used
the running water to help them separate any gold from the
rest of the small bits of rock. The water helped to clean away
dust from the sediment so miners could see what they had.
After rinsing and separating, miners sometimes found a few
small nuggets of gold. Often they found nothing. Panning
was physically difficult work, and it rarely yielded significant
amounts of gold.
To increase efficiency, some miners used sluice boxes to help
them sift through more sediment. The sluice box worked
using the same principles as panning. River water was poured
through the sluice. Gold settled to the bottom and the rest of
the sediment was washed away.
These processes left a great deal of environmental damage in
their wake. They disturbed riverbeds and stirred up sediment
in rivers. As a result, aquatic plants suffered from a lack of
sunlight, and so did the organisms in these ecosystems that
relied on these plants for food and shelter. However, the impact
of these methods on California ecosystems was minimal
compared to what miners would later do as gold became
more difficult to extract.

St»
Ray
aaa ae 9 = e, vr

These gold nuggets were

discovered in a river in
California. They have been
made smooth by
the running water.

Sluicing was a BeRLAE athe fat Sac arate gold from natn .
in California.
— a ee {rere 6 Sere

Inetriictinnal CGanqmant 2
 PA California Spotlight
Hydraulic Mining
Eventually, miners figured out that the source of the gold they
were finding in rivers was the steep cliffs of loose gravel along
the rivers. To get at this gold, mining companies began to use
a system called hydraulic mining, which used high-pressure
hoses to shoot water at the cliffs. The gravel broke up and
washed away. Then, the gravel and water moved through
sluices that separated the gold from other sediments.
Hydraulic mining was an efficient way to mine gold, but it also
caused significant damage to California ecosystems. Leftover
sediment was dumped into nearby rivers and streams, many
of which had already been damaged by people panning for
gold. Some rivers became so clogged with sediment that fish
could not swim in them anymore. As a result, many water
and wetland habitats were gravely harmed or disappeared
completely. The buildup of sediment and the resulting floods
affected farmers and towns downstream as well. In 1884, after
an outcry from farmers and other concerned citizens, the state
_ outlawed the dumping of mining debris in rivers.

Hydraulic mining relied on

pressurized water to break
up gravel so gold could be
separated from it.
Compare and Contrast a
Complete the Venn diagram
to compare and contrast
hydraulic mining with earlier
mining methods.

Hydraulic Mining Earlier Mining Methods

ST PI PET EN EE OE IT ERT TS EIT SIS OH

 Mercury Contamination
Miners were also eager to remove gold from hard veins
of quartz even farther up in the mountains. This type of
mining, which is called hard rock mining, was particularly
challenging. In these areas, gold was stuck inside solid rock.
To get at the gold, miners dynamited the rock and then
ground it into a fine powder. Then, they used mercury to help
separate the gold from the sediments. It was a groundbreaking
feat of engineering. However, mercury is toxic. It causes brain
and nerve damage in most living things. Mercury absorbed
by plants eventually finds it way into other organisms in an
ecosystem. Mercury hasn’t been used in mining since the
1960s. Yet, even today, many old mines in California and the
waterways near them are not safe to visit because of mercury
contamination.
In this segment, you will learn about the distribution of natural
resources on Earth and the factors that affect this distribution.
You will also learn how living things interact with each other
Mining companies relied on a in ecosystems. As you read the topics, think about how our use
process that used mercury to of natural resources impacts ecosystems and what we can do to
remove gold from rock. maintain healthy ecosystems.
PRs,
ee :
pore
Pu,
Gold stuck

SEP Develop Models @ Under the images, write a description

of what happens at each step.

_— ST RR Te Tre tT RE rE

6 California Spotlight Instructional Segment 3

 tohelp you make sense of this phenomena?
What questions can you ask.

a
 Distribution

Investigative Phenomenon
How can you explain the uneven
distributions of Earth’s natural
resources?

MS-ESS$3-1 Construct a scientific explanation

tions
based on evidence for how the uneven distribu
of Earth's mineral, energy, and groundwater
resources are the result of past and current
geoscience processes.
EP&Clc Students should be developing an
and
understanding that the quality, quantity,
reliability of the goods and ecosystem services
rovided by natural systems are directly affected
by the health of those systems.

8 Distribution of Natural Resources

 How did this gold
+ ies get in this rock?

wyaconnect Observe coal to draw

conclusions about its formation.
MS-ESS3-1 Construct a scientific explanation based
on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result
of past and current geoscience processes. (Also EP&Cic)

Connect It | i

a identify and label some the materials that are being used in this
construction project.

ssify Pick one of the materials you identified in the photo and explain whether
you think the resource is limited or unlimited.

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8 WEAR S88 CHE > ad

We all rely on natural resources to live and work (Figure 1).

A natural resource is anything occuring naturally in the
environment that humans use. We need air to breathe, water Classify resources that you
use in a typical day.
to drink, soil in which to grow plants to eat, sunlight to make
those plants grow, and other natural resources. Some of these
resources are essentially unlimited and renewable regardless
of what we do. For example, sunlight and wind are available = Reflect In your science
daily at most places on Earth. Other renewable resources notebook, describe how a
can be reused or replenished, but it may require some care natural resource could shift
or planning. For example, wood from trees is a renewable from being renewable to
resource as long as some trees are spared to reproduce and nonrenewable.
make the next generation of trees.
Other resources are nonrenewable resources, which cannot
be replaced. This may be because there is afinite amount of
the resource on Earth and we don’t have a way to make more
of it. The element silver, for example, cannot be made from
other substances. The amount of silver on Earth is set. Other Resource Use
resources are considered nonrenewable because it takes very Figure 1 This construction
long periods of time for them to form. project in Los Angeles,
California, relies on a number
Rf CHECK ge} Cite Evidence Why is wood considered to be a of natural resources.
renewable resource? .
 Fossil Fuels
The sources of energy commonly called fossil fuels include coal,
petroleum, and natural gas. Fossil fuelsare the energy-rich
substances made from the preserved remains of organisms.
The chemical energy in fossil fuels can be converted to other
forms by burning them.
The energy stored in these compounds originally arrived on
Earth as sunlight. Photosynthetic organisms such as algae,
Lignite moss, grasses, and trees converted sunlight into carbon-based
compounds. When animals ate the plants, they absorbed some
of those compounds. Under certain conditions involving high
temperatures and pressures, the remains of these organisms
were transformed into new materials, including solid coal,
liquid petroleum, and methane gas.

Coal Coal is formed from the remains of plants that died

long ago in and around swampy areas. There are different
grades, or types, of coal (Figure 2). Each grade forms under
different conditions, as shown in Figure 3. In addition to being
a source of energy, coal is used in a wide array of applications.
Coal is used in water and air purification systems, as well as
medical equipment such as kidney dialysis devices. Coal is
used to make steel from iron ore.

Anthracite
Burning coal in coal-fired power plants accounts for about
30 percent of the electricity produced in the United States.
Types of Coal Coal has long been used as a fuel because it has twice as much
Figure 2 Brittle, lustrous energy per unit of mass as wood. So, when coal can be mined
anthracite has more energy at a large scale, it can be an efficient source of energy.
than crumbly, dull lignite.
Unfortunately, burning coal produces pollutants and causes
Determine Differences
Why might one type of coal millions of deaths each year from health problems. Coal
contain more energy than mining also requires large mines to be dug into the ground,
another type of coal? or the removal of mountaintops or other surface layers to
access coal beds. Removing coal causes great damage to the
surrounding environment, threatening other types of natural
resources and the ecosystem services they provide.

[iv (ets) 6G 1e)l ae Determine Central Ideas What is the original

source of the energy contained in coal? Explain.

AD ae FS aie ae S oo
Coal Formation and Distribution
Figure 3 Coal only forms under the right
conditions. The map shows major deposits of
coal around the world.
1. SEP Use Models @ Circle the three
continents that have the most coal resources.
2.SEP Construct Explanations Why is coal
not evenly distributed around the world?

PEAT
(Partially altered ————————
plant material;
very smoky when
burned, low energy)

LIGNITE
(Soft, brown coal;
moderate energy)

BITUMINOUS COAL
(Soft, black coal;
major coal used in
power generation and
industry; high energy)

ANTHRACITE
(Hard, black coal; used
in industry; highest energy)
 Oil what we commonly refer to as oil is scientifically known
as petroleum, from the Latin terms petra (rock) and oleum (oil).
Explore the distribution of Petroleum is made of the remains of small animals, algae, and
different fossil fuels. other organisms that lived in marine environments hundreds
of millions of years ago. Oil deposits form when these remains
become trapped underground and are subject to high pressure
and temperature.
Because it is a liquid and can be processed into different fuels,
Learn more about how fossil
petroleum is especially useful for powering engines in auto-
fuels form underground. mobiles, ships, trains, and airplanes. Petroleum also has many
important industrial uses, such as making plastics, lubricants,
and fertilizers. Petroleum is also the basis for synthetic fibers,
such as rayon, carbon fiber, and nylon. Many cosmetic and
pharmaceutical products, such as petroleum jelly and tar
shampoos that treat dandruff, contain forms of petroleum.
As with coal, burning oil and natural gas emits carbon
dioxide. Oil can also be spilled, which can be disastrous
for wildlife and water quality (Figure 4). Natural gas leaks
contribute to global warming, and can result in explosions if
the concentration of gas is high and a spark ignites it.

Oil Impacts
Figure 4 Oil is often drilled from the ocean floor and transported
by ship. Major oil spills can harm or kill wildlife, as well as damage
habitats and water quality.
1. SEP Interpret Data What are the two major causes of
accidental oil spills?
ANURA enna eaNr esses eneneeeeeeeeereeeeseneeneseneeteSset EOD DEOEEEROREREERERESESESSEDOESEEREOAESSREDEEDESESHERSSEESSOSESOSEERELOEESREDENSSREESEROEESSERE ELE RES

2.SEP Use Mathematics About how much more oil was spilled
as a result of the Deepwater Horizon explosion than the Valdez
running aground?

Location and Date Amount Spilled | Cause

(gallons)
Santa Barbara, California, 1969 Blown-out offshore oil drilling platform
Trinidad and Tobago, 1979 90 million Collision of two oil tanker ships
Gulf of Mexico, 1979 140 million Blown-out Ixtoc 1 oil well on ocean floor, fire,
collapse of drilling platform
‘Persian Gulf, 1983 80 million Collision of ship with oil-drilling platform during
Iraq-lran war
Prince William Sound, Alaska, | 11 million Exxon Valdez oil tanker ship runs aground,
1989 puncturing hull
Gulf of Mexico, 2010 181 million Blown-out Deepwater Horizon oil well,
explosion of platform

14 Distribution of Natural Resources

Petroleum Formation and Distribution
Figure 5 Petroleum has been drilled for all over
the world. Wells or rigs are constructed to tap
“fields” of oil hundreds or thousands of meters
below Earth’s surface, both on land and water.
SEP Engage in Argument @ A large sea once
existed in the United States. Shade the area of
the country where you think the sea likely existed.
Then explain your choice.
(|) Onshore basins
Offshore basins

300 to 400 |
million years ago and natural g2
Son telat

=
50 to 100
million years ago

15
 Natural Gas Formed from the same processes that
produce oil and found in the same locations, natural gas is
trapped in pockets within layers of rock deep below Earth’s
surface. A drill can tap the trapped gas, and then pipelines
carry the gas for processing and transport. Burning petroleum
and coal releases more carbon dioxide than burning natural
gas. This is one reason many countries have encouraged more
use of natural gas and are surveying underground basins of
gas for further exploitation. On the other hand, the gas itself is
a powerful greenhouse gas that contributes to global warming.
This means any leaks of natural gas from wells, pipelines, and
other structures pose a significant pollution problem.
To meet the demand for natural gas, a process called fracking
has become popular. Fracking, which works for both oil and gas,
P is short for hydraulic fracturing. This involves using pressured
Fracking fluids to break layers of shale rock and force out the trapped
Figure 6 Groundwater natural gas, which can then be collected and transported.
ae hea aa‘ begin d There are concerns that the fracking fluids are contaminating
2 vital stores of groundwater that humans rely on (Figure 6) and
have tested positive ris ne
£58 ethane andthe natural systems whose health is important to human activities.
hydrocarbons.
Kj CHECK POINT] Cite Textual Evidence Natural gas burns
cleaner than coal, yet it is considered a pollutant. Why?

Math Toolb x
Natural Gas Consumption in the U.S.
In recent years, consumption patterns of natural gas U.S. Annual Natural Gas Consumption
have changed. are
1. SEP Use Mathematics What was the percent (Million Cubic Meters)
increase in gas usage from 1980 to 2015? Show
your work.

2. Analyze Relationships What trend is shown in 660,720

the data?
2005
O10 682,062
2015 773,228
3. CCC Cause and Effect What factors contributed Source: U.S. Energy Information Administration
to the trend shown in the data?

44 Da ee eT (eenee ee
Nuclear Energy Literacy Connection
Nuclear power is another nonrenewable energy resource used to Cite Textual Evidence As
generate much of the world’s electricity. Nuclear energy provides you read, underline text
20 percent of the electricity in the United States. Inside a nuclear that supports the idea that
ower plant, controlled nuclear fission reactions occur. uranium is a limited resource:
with finite amounts on Earth.
is the splitting of an atom’s nucleus into two nuclei.
Fission releases a great deal of energy. This energy is used to
heat water, turning it into steam. The steam is then used to turn
the blades of a turbine to produce electricity.
Uranium is the fuel used for nuclear fission inside nuclear reactors.
It is a heavy metal that occurs in most rocks and is usually
extracted through mining. The uranium found on Earth was part
of the original cloud of dust and gas from which our solar system
formed. Uranium is found throughout Earth’s crust. But large ores
of the material are formed from geological processes that only
occur in certain locations on Earth (Figure 7).

Source: World Nuclear Association

Distribution of Uranium
Figure 7 According to the World Nuclear Association, almost
70 percent of accessible uranium is found in only 5 countries.
1. SEP Use Models @ Circle the two countries with the greatest
percentage of uranium resources.

2.CCC Patterns What patterns do you observe in the distribution

of uranium?

17
 Using Energy Resources
Fossil fuels are among the most important nonrenewable
Learn more about the 5
progression of living matter resources for humans. As the human population has grown,
to petroleum. these resources have become less abundant. Geologists
estimate that we have already used about half the
petroleum that fossilization, pressure, heat, and time have
produced over hundreds of millions of years—and all in just
a few centuries.

Pollution Humans are burning fossil fuels at a faster

rate than the resulting carbon emissions can be absorbed
by natural processes, such as photosynthesis. This is why
the concentration of carbon dioxide in the atmosphere is
now 45 percent higher than it was just over 200 years ago.
Scientists have concluded that this is fueling global warming
and climate change.

Household Energy Use

SEP Plan an Investigation Use the space to describe how you
could determine how much fossil fuel is used in your home and then
make recommendations about how to reduce your usage.

18 _ Distribution of Natural Resources

 fuel
World Politics The uneven distribution of fossil
ms, includ ing war. In
resources has led to political proble
in part becaus e of
1990, Iraq invaded neighboring Kuwait
a shared border should
disagreements over how oil fields at
to
be used. When the United States and other nations came
forces, oil fields and
Kuwait’s defense and drove out the Iraqi
s of
wells were set on fire. This resulted in hundreds of million
ted emissi ons
gallons of oil being burned or spilled, and untrea
billowing into the atmosphere (Figure 8).

human
4 CHECK POINT| Determine Conclusions How have
activities affected the distribution of fossil fuels on Earth?

Gulf War Oil Fires

during the first Gulf
Figure 8 The oil fields that were set on fire
to the land and living things.
War in 1991 caused significant damage

19
(Y LESSON 1 Check
a MS-ESS3-1, EP&Cic

1. Identify Which fossil fuel is produced from 4.SEP Engage in Argument What advantage
the remains of peat? does coal have over wood as an energy
source? What is the major disadvantage of
using coal for energy?
2.CCC Cause and Effect A friend argues that
the location of a petroleum deposit is a sign
that marine organisms once lived there. Is your ANA nee e eee neneeeeeseeeeneeneeneneeneneseeeeeeEeneeeEeeee esas eneseeenee nese esse sss SSE Ae SSeEOEEESEEEEEE EEE ORE EEE

friend correct? Explain.

sea seeeceeceaeescesrenereeserensessesesenseseeeuseesesesabssceeesenrenseeeneneeaeseeneeenennenenessenessseensey 5. SEP Construct Explanations Why are

oil, coal, and natural gas not found evenly

3. Apply Scientific Reasoning How does the Aenabareda Eerie
abundance of a resource, and whether it is
renewable or nonrenewable, affect how much
it is used?

20 _ Distribution of Natural Resources

 littleBits

-Micro-Hydro
Examine how hydroelectric
power plants and wind farms
generate clean energy.

How can people without access to

electricity use moving water to generate power?
You engineer it! :
arness il
{ha Challenges To generate power peng
rom moving water.

Earth’s water system is an excellent source of Channel it! -

Wire tt!
power. Centuries ago, people realized that moving seg
water, properly channeled, can turn wheels that -
make machinery move. More recently, engineers “>
designed large-scale dams to harness the energy Spin itt _..3@
of moving water. Water power’s great advantage is A
that the water is always moving, so electricity can be
generated 24 hours a day. oe
Now engineers have developed hydropower on a
small scale, known as micro-hydro power. If there is
In this micro-hydro system, water
a small river or stream running through your property, from the river is channeled to the
then you need only a few basic things: a turbine, pipes to generator, which transforms the
channel the water to the turbine, and a generator that will energy of the moving water into
transform the energy into electricity. electrical energy.

Can you design a micro-hydro system?

Notebook
Go to the Engineering Design
to find out!

21
 Mineral
LESSON

Resources

Winve stigate Explore the

geological processes that form minerals.

MS-ESS3-1 Construct a scientific explanation based

on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result
of past and current geoscience processes. (Also EP&Clc)

@ Circle some of the objects in the photo that you think contain minerals.
SEP Construct Explanations How do you think these minerals formed?
Witte y EA

You may think that minerals are only found in rocks. It’s true HANDS-ON LAG
that rocks are made from minerals, but if you look around,
you will probably see many other things that are made Investigate Explore the
geological processes that
from minerals. Metals are made from one or more minerals.
form minerals.
The graphite in a pencil is a type of mineral. Computers,
smartphones, and other electronic devices are made with
4 eo
ad
= |
metals and other minerals, too. Even you contain minerals, = |] Reflect Throughout the
such as the calcium-bearing minerals that make up your day, list some of the things
bones and teeth. you see and use that are
made from minerals. Then,
But what is a mineral? A mineral is a solid substance that at the end of the day, write
is non-living and made from a particular combination of a paragraph explaining why
elements. There are over 5,000 named minerals on Earth. minerals are important and
Gold, quartz, and talc are just a few examples. When a describing some of their
mixture of a mineral and the surrounding tock is large most important uses.
enough and valuable enough for it to be extracted from
the ground, it is known as ore. People remove ore from the Stalactite Formation
ground and refine it, a process that separates the minerals Figure 1 These stalactites in
from the rock. They can then use or sell the minerals to make Carlsbad Caverns National
money. Park in New Mexico formed
as minerals deposited by
a dripping mineral-rich
solution built up over long
_ periods of time.
Literacy Connection How Minerals Form Minerals form in different ways.
: ? They can form fron organic materials, from mineral-rich
Determine Meaning solutions, and from cooling magma and lava.
As you read, circle or
underline an unknown word Organic Material Corals like the ones in Figure 2 create
ae ek ee papel a hard outer skeleton that provides the coral with shape and
;
clues to help you determine ‘ ; ‘ ‘
protection. This skeleton is made from thin layers of calcium
the meaning. Revisit the ‘ : ;
Unktevntward atehenena carbonate (also called the mineral calcite), a chemical
of the lesson and use a compound similar to the shells of other sea animals. Once the
resource if you still cannot coral is dead, the calcium carbonate skeleton is left behind. It
determine the meaning. may get buried and broken down into smaller fragments.

am I tusseaee
Vila’ ]i

Figure 2 These corals produce a hard outer skeleton made from

the mineral calcite. The skeleton will be around for a long time after
the coral dies.
Apply s Why wouldn’t other body parts of living things,
such as xt Phen minerals after an organism's death?

oA Petrik tian af Natiiral Racniircoc

Solutions When water contains dissolved
substances it is called a solution. In some cases,
the substances in these solutions will crystallize
to form a new mineral. This can happen within
bodies of water and underground. One way this
happens on Earth’s surface involves the process
of evaporation. When the water evaporates, the
elements and compounds that are left behind
crystallize into new minerals such as salts. This is
how the mineral formations in Figure 3 formed.

Another way that minerals form from solutions

is through a process in which a warm solution
flows through a crack in existing rock. Elements Minerals from Solutions
and compounds leave the solution as it cools Figure 3 These mineral deposits in
and crystallize as minerals in the crack. These Mammoth Hot Springs in Yellowstone
form veins of ores that are different from the National Park formed from a solution.
surrounding rock. SEP Analyze Data @ Draw an X
on the solution the minerals formed
Magma and Lava The moltenand | from. Circle some of the mineral
semi-molten rock mixture found beneath Earth’s deposits.
surface is known as magma. In its molten, or
melted state, magma is very hot. But when it
cools, it hardens into solid rock. This rock is made
from crystallized minerals. It may form beneath
Earth’s surface or above Earth’s surface when
magma (which is known as lava when it breaks
the surface) erupts from the ground and then
cools and hardens as is shown in Figure 4.

The types of minerals that form from magma

and lava vary based on the materials and gases
in the magma, as well as the rate at which it
cools.

(VEERING Analyze Text

Structure Examine the way the text on these
two pages has been organized. Describe how the
author has organized the text so that it supports the
reader’s comprehension. -
Minerals from Magma
Figure 4 As this lava cools, it will
harden and crystallize into minerals.
CCC Cause and Effect Where
would you expect to find minerals
that have formed in this way?
 Distribution of Minerals The distribution of mineral
resources on Earth depends on how and when the minerals
form. Common minerals, such as the ones that make up
most of the rocks in Earth’s crust, are found roughly evenly
distributed around the planet. Other minerals are rare because
they only form as a result of tremendous heat and pressure
near volcanic systems. Therefore, these minerals will only be
found near subduction zones or other regions associated with
volcanic activity. Other minerals may form from evaporation
in the ocean or on land, such as in basins called playas. The
map in Figure 6 shows how some minerals are dick iA
around the world.
Gold, for example, is a heavy metal that formed, along with all
Gold Rush other atoms other than hydrogen and helium, from stars that
Figure 5 California's went supernova preceding the formation of our solar system.
geological history produced
Gold is rare at the surface because most of it sank into the core
mineral-rich rock and soil.
The discovery of gold in the
when the early Earth was molten. Gold gets concentrated when
state resulted in the Gold hot fluids pass through the crust and pick up the gold, which
Rush of 1849. doesn’t fit well in the crystals of most rocks.

Kf CHECK POINT Determine Meaning Locate the term

concentrated in the second paragraph. Using context clues, what
Explain what distributed do you think this word means? Explain your thinking.
means and give one or two
examples of something that
is distributed.

Minerals for Dinner?

Minerals are used in many ways
in our everyday lives. We even
need minerals in our diets to
stay healthy. Humans need
minerals that contain calcium,
potassium, and magnesium to
grow, fight illness, and carry out
everyday functions.
Apply Scientific Reasoning
Write two or three questions
you would like to have answered
about the importance of
minerals in your diet.

26 _ Distribution of Natural Resources

 Diamond
Gold Mineral Distribution
lron Figure 6 Minerals are distributed unevenly on Earth.
Lead-Zinc
Silver 1. Claim Which part of the United States is the richest in gold and
Uranium
Paro
>
-
other mineral resources?

2. Evidence # Circle the area on the map that provides evidence

to support your claim.
3. Reasoning Suppose you were to draw the boundaries of
Find out more about tectonic plates and locations of volcanic activity on the map.
mineral resources and their What patterns would you notice among plate boundaries,
distributions.
volcanic activity, and the distribution of different mineral
resources? How do these patterns relate to California’s mineral
resources? Explain.

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Learn why some minerals are seneneavensererseneenseeeeseceessesnaeaseseanacsessssrarssnsnsenseesssesnsesseneasseeasseenseeess Oneness entesenseseseesen tases eESESEn EDS eE ees ee see en ses eeee
only found in certain places.

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pdceasncecsesenenseseueeseneaeseseeesasesessseseneeeaaenenssesensessanesessnssssnsecsesassnecsenensusansasenshaensenansrssssrnasusnanensnsesseaeessenuens
 Humans and Minerals
Humans rely on minerals in many ways. They are used in the
Explore the use of the
mineral limestone as a production of buildings, cars, electronics, and other materials
building material. we use every day. Jewelry, sculpture, and other works of art
are often made with minerals, such as marble, jade, and
emerald. Some minerals are easy and inexpensive to get.
For instance, bananas are high in potassium. They are also
plentiful, affordable, and easy to find in any grocery store.
Other minerals, such as diamonds or benitoite (Figure 7), are
rare and difficult to get. Many valuable minerals are removed
from the ground by the process of mining. As more minerals
are mined, there are fewer places to find them because they
are a nonrenewable resource. In other words, once they have
been removed from the ground, they will not grow back any
time soon.
The push to find deposits of valuable minerals often
encourages people to take big risks. Mining can not only
damage the environment, it can also be very dangerous work.
Mine collapses and explosions can result in injury or death.
Mining can also result in illnesses such as “black lung,” which
affects some coal miners. Additionally, some valuable minerals
are located in parts of the world that are politically unstable.
When companies attempt to mine for these minerals there, it
can cause problems and danger for everyone involved.

Rare Mineral Sy CHECK POINT] Summarize Text How do humans rely

Figure 7 Benitoite is a very on minerals?
rare blue mineral that forms
as a result of hydrothermal
processes in Earth’s crust.
It has been discovered in a
few locations on Earth. But
gemstone-quality benitoite
can be found in only one
place in California.
Connect to Society
Do you think a benitoite
ring would be costly or
inexpensive? Explain your
reasoning.

23 Distribution of Natural Resources

(¥LESSON 2 Check
1. Define What are minerals? List examples. 4.CCC Patterns # Use drawings to show one
of the ways that minerals can form.

2. SEP Construct Explanations Explain the

relationship between minerals and ores.

3. CCC Cause and Effect What causes miner-

als to be unevenly distributed on Earth?

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AeA eeeneeeeneeeenseeenseeeeeenaereesenenseesesseseeseasesnnsnsenaaasesensnasatessesensnsensaserenssesneensnnens

AAs ee eenenenseeeeueenssassueenensecsneasseeecsenenseasnsunsessncensnaeeseeseseeesseaseu ses es sense seees eae ns ees

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29
 . DWnvestigate model how an
artesian well accesses groundwater.

egy
-=

MS-ESS3-1 Construct a scientific explanation based

on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result
of past and current geoscience processes. (Also EP&Clc)

Connect It
# The drop of water on Earth represents all the water on the planet. Draw
a circle inside the drop of water to represent the amount of fresh water you
think exists on Earth.
; How does water's role in Earth systems make it an important natural
resource?

an Pitetetiu inn at Ala bel Deenieeshes

\f \j= ‘5 . =| f 4 HY awe
@ Be G Se Oo A}
ah
INTERACTIVITY
Although Earth is known as the water planet, the water that Predict how much water on
living things rely on represents only a fraction of the planet’s Earth is drinkable.
total water supply (Figure 1). Most water on Earth is salt water.
Fresh water is only found on the surface of our planet as
surface ice or water, or within Earth’s crust as groundwater.
Water is a limited resource, which means there is a finite
amount of it on Earth. In addition, it is not evenly distributed
around the planet as a result of meteorological and geological = Reflect How is
forces. The water cycle circulates water through Earth’s ocean water used in your local
and other bodies of water, on and below its surface, and in the environment? In your science
atmosphere. A very small amount of the water on the surface notebook, describe some
of the planet is immediately available for human use in lakes ways your local environment
would be affected if there
and rivers, but most fresh water is locked up as ice at the poles
were suddenly less water
and in glaciers. i
available.

A Drop to Drink
Figure 1 If all of the water
on Earth were collected,
it would form a sphere
about 1,380 kilometers
(860 miles) across.
 Surface Water Surface water is all the water at Earth’s
surface, including the salt water in the ocean, saline lakes,
and the acidic volcanic lake shown in Figure 2. Fresh water at
rr . Viti. LGA Earth’s surface is found as moisture on top of the soil. In colder
Figure 2 The Inyo craters regions, this water remains frozen as permafrost. Most fresh
are a series of volcanic water at the surface is found in lakes, rivers, and streams, as
craters in eastern California. well as swamps and marshes. These sources of water are not
Small lakes have formed in
evenly distributed across Earth. Precipitation, which depends
some of these craters.
on factors such as atmospheric patterns and temperature,
determines where surface water forms.
How do you think the water
ended up in the lake? Most of the fresh water at Earth’s surface is found in lakes.
Lakes form through various geological processes when water
fills in depressions in Earth’s surface. These can occur as a
result of erosion, the movement of tectonic plates, and retreat-
ing glaciers. Some lakes form when a river’s path erodes away
an area or a dam blocks a river’s flow. All rivers begin as a
small flow of water caused by gravity. Runoff from rain or melt-
ing ice collects and flows downhill following the least resistant
path. These small flows of water form streams, which combine
and grow to form larger rivers and river systems.
Math Toolb x
Distribution of Water Resources

While most of the planet is covered in water, All Water :

only a small amount of it is available to ) SRE :
humans for cooking, drinking, and bathing. {
at wll . ae : Oceans Fresh water
1. SEP Develop Models Use the data in 97% % ;
the graphs to complete the missing values. Fresh Water
2.Draw Comparative Inferences About {
how much more accessible surface
fresh water is found in lakes than in the Ice caps and glaciers Groundwater i
atmosphere as water vapor? T9% 2 %
i
Accessible surface water

Soil Water
moisture vapor
% 38% 8%
Water within living organisms 1%
Rivers 1%

Ce Distribution of Natural Resources

Groundwater As with fresh water at the surface,
groundwater is not evenly distributed across Earth (Figure 3).
The presence of groundwater depends on the type of rock Explore how groundwater
is distributed around Earth.
layers in Earth’s crust. Groundwater forms when gravity
causes water from precipitation and runoff to seep into the
ground and fill the empty spaces between these rocks. Some
rocks are more porous, or have more empty spaces in which
water can collect. The volume of porous rock that can contain
Ss MON NOE:
groundwater is called an aquifer. Wells are drilled into aquifers _
‘

to access the water. . Winvestigate Model how }

an artesian well accesses j
Deep groundwater reservoirs can take hundreds or thousands ' groundwater. {
of years to accumulate, especially in arid regions where there
is little rainfall or surface water to supply the aquifer. New
studies of Earth’s mantle reveal there may be many oceans’ [Distribution of
worth of water locked hundreds of kilometers below the surface Groundwater
in mineral formations. This groundwater may take millions of Figure 3 Groundwater is
years to exchange with surface water through the movement of especially important in areas
tectonic plates and mantle convection. that do not have immediate
access to rivers or lakes for
Kf CHECK POINT| Summarize How does the type of rock in sources of fresh water.
Earth's crust affect the distribution of groundwater? SEP Use Models #4
Indicate the areas on the
map with the greatest
groundwater resources with
a circle. Indicate the areas
with the least groundwater
resources with an X.

GB Major groundwater basins

| GR Complex hydrological structure
{__} Local and shallow aquifers

33
Literacy Connection Human Impacts
Support Author's Humans rely on water not only to live and grow, but also for
Claim Underline the text agriculture and industry. Water is needed to produce our
that supports the claim that food, manufacture products, and carry out many chemical
human activity can cause reactions. The distribution of water resources is a result of past
water shortages. and current geologic processes such as the water cycle, plate
tectonics, and the formation of rock. These processes take time,
and in some areas humans are depleting water resources faster
than they can be replenished. The human impact on water
Water Scarcity distribution is already a cause of social and economic conflict
Figure 4 Many people and in some areas.
regions will be affected by
water scarcity in the future. Using Water Humans use surface water, which often
CCC Cause and Effect involves changing its natural path, such as with dams. This
How might water scarcity affects the amount of water that continues to flow and the
affect economic development
ecology of the area. Humans access groundwater resources by
in an area?
digging wells in aquifers. But if more water is removed from
an aquifer or other groundwater source than is replenished
through the water cycle, water shortages can occur, such as the
drought that affected California from 2011 through 2016. As
with surface water, pollution can enter groundwater supplies
and impact the quality of the water. Study the effects of water
scarcity in Figure 4.

KEY
GB Little or no water scarcity GBB Water scarcity -
(9 Near water scarcity (_} No data available

24 i, Seeee ee eee
 aS ? :. ae ¢ *

Using Ocean
Resources. _
_ Figure 5 Iftoo many of
<a.* these fish are caught, then
o NSH . a =
- & >. fewer will survive to produce
~ aes.» new generations. ie

Desalination In the future, humans may look to

Examine the factors that
technology and the ocean to meet their water needs. The
affect water availability on
process of desalination removes salt and minerals from Earth.
saltwater to make fresh water. Today, desalination plants
around the world are costly and require a lot of energy to
distill saltwater. We may eventually use solar energy to convert 2 CHECK POINT
ocean water into fresh water. Identify What are some
other ocean resources
Other Water Resources Humans rely on the ocean ce anetiee: besideswaten?
to provide a number of other important resources besides
water, such as sea organisms for food and other products
(Figure 5). The ocean also provides salt, minerals, Sieve RUTES, | 8g opt dh SA Sa eae aes

Living resources such as fish are replenished through natural apeecucncyuacnsaveseedcessseceosouassheresbscescersapsucescssevenees

cycles. However, overfishing can result in severe reductions or

collapses of ocean ecosystems and the resources they provide.
In addition, pollution and global climate change can have
serious impacts on the biosphere resources we rely on from the “eens
ocean as well as freshwater ecosystems. -

Sustainable Fishing
Fish populations are replenished only if sufficient numbers
are allowed to live and reproduce in their ecosystems.

SEP Design Solutions #

Develop a design for a sustainable
fishing net. Your net should
function to allow only some fish
to be caught, leaving others to
replenish populations each year.
Sketch your design in the space
provided and label your sketch
to explain how the net allows for
sustainable fishing.
(Y¥ LESSON 3 Check
e MS-ESS3-1, EP&Clc

1. ldentify What are the different sources of 4.CCC Cause and Effect Explain why some
fresh water on Earth? regions are more extremely affected by water
scarcity than others.

2.SEP Construct Explanations What factors

account for the uneven distribution of
groundwater on Earth?

5. Connect to Society In what way does water

scarcity harm the economic development of
an area?

3. Infer How could the release of human waste

above an aquifer affect the health of that obec ccecseccccecenceccecscecsecccecesccccnsscesssssncccccsncenccescecesensescsocsncessacccessecessccseseessosss

population?

36 Distribution of Natural Resources

 T" following excerpt is from the beginning of the Sustainable
Groundwater Management Act, passed by the California
legislature and signed by the governor in 2014. Find out more about
California’s water supply
(a) The Legislature finds and declares as follows: and the Sustainable
Groundwater
(1) The people of the state have a primary interest in the protection,
Management Act. As you
management, and reasonable beneficial use of the water research, consider these
resources of the state, both surface and underground, and that questions: How much
the integrated management of the state’s water resources is water do Californians use?
essential to meeting its water management goals. What are the sources for
the state’s water supply?
(2) Groundwater provides a significant portion of California’s water
What is the state doing to
supply. Groundwater accounts for more than one-third of the ensure that Californians
water used by Californians in an average year and more than have access to clean,
one-half of the water used by Californians in a drought year safe water?
when other sources are unavailable.
(3) Excessive groundwater extraction can cause overdraft, failed
wells, deteriorated water quality, environmental damage, and
irreversible land subsidence that damages infrastructure and
diminishes the capacity of aquifers to store water for the future.
(4) When properly managed, groundwater resources will help
protect communities, farms, and the environment against
prolonged dry periods and climate change, preserving water
supplies for existing and potential beneficial use.
(5) Failure to manage groundwater to prevent long-term overdraft
infringes on groundwater rights.
(6) Groundwater resources are most effectively managed at the
local or regional level.

During California’s multi- year”—

drought, water levels in lakes, rivers, ®
and reservoirs dropped-dramatically.
These images of Lake Oroville were
taken before the drought in’
2011 (inset) and during the
drought in 2014. E
 (Y¥ TOPIC 6 Review and Assess
@ MS-ESS3-1 Evidence-Based Assessment
Van is researching information about the mineral copper and its
distribution on Earth. Copper is used in electrical systems and
even found in very small amounts in living things. Here is some
of the other information Van finds, along with two maps that he
finds during his research:
® copper ore can form from different geological processes
® one type of copper, called porphyry copper, is found in large
deposits in certain types of rock
e most porphyry copper deposits are 340 million years old or
younger
® porphyry copper forms at relatively shallow depths of about
4,500 to 9,000 meters (15,000 to 30,000 feet) in Earth’s crust

Pes
———Plate boundary Volcanic center 2
:
f.

38 Distribution of Natural Resources

1. SEP Analyze Data Which of these regions 4.SEP Construct Explanations Use evidence
seems to have the greatest concentration of from the maps to explain why porphyry copper
porphyry copper mining? is generally found near areas where volcanic
A. Africa B. Australia activity, often associated with plate collisions,
C. Europe D. South America has occurred in the past.

2.CCC Cause and Effect Why are there so

many volcanoes around the Pacific Ocean?
Select the correct answers to complete the
following sentences.
Most volcanic activity occurs along
A. faults
B. plate boundaries
C. mountains
This usually happens when .................
A. two plates meet and one slides under
the other
B. two plates meet and crash into each other
C. two continents meet underwater

3.CCC Patterns Based on the map of porphyry

copper mining, which of the following
statements about the distribution of copper is
correct? Select all that apply.
[_] Porphyry copper is distributed relatively
~ evenly across most of the continents.
[_]Very little porphyry copper is found in
Africa.
| A concentration of porphyry copper runs
from Europe eastward through Asia and
then south into Australia.
[_] Porphyry copper is widely distributed
across South America.
[_]A majority of porphyry copper is found on
continents that border the Pacific Ocean.
[_] There are fewer sources of porphyry
copper in North America than in Asia.

ch)
 uDemonsirate Lab

To Drill or
Not to Dril
How can you use a ound
model to contirm Phenomenon An energy company wants to drill for
the location of a oil on the outskirts of a small town. The owners of the
petroleum deposit? energy company have provided evidence that the town is
. located near an area that was a large sea millions of years
ago. Based on that evidence, they believe there is a large
deposit of petroleum under the town. Town officials have
WS hired you as an expert to look for evidence of oil under
xz the town.
) In this investigation, you will develop a model that you can
a _ aaa use to predict whether or not the company will locate any
j (per group) oil below the town.
® aquarium gravel
e glass baking
= dish
® wax crayons or
candles
® plastic knife
® small weight or
heavy book
« hot plate

HH / Be sure to follow all

\V/7 safety guidelines
WW provided by your
5 teacher. The Safety
) Appendix of your
ier textbook provides
more details about
the safety icons.

Ee Distrib . “e
of Natural Resources
“Develop Your Model
ft. Using the available materials, your group must develop a
model that meets the following criteria:
e It must show how oil forms from ancient marine
organisms.
e It must demonstrate the geological forces involved
in the formation of oil.
e |t must indicate whether or not oil can form below
the town.
. Work with your group to develop ideas for a model
that meets the criteria. Consider the following
questions as you develop and design your model:
e¢ What materials can you use to represent the buried
organic material that eventually forms oil?
e How can your model demonstrate the geological
forces that form oil?
e What observations will you make?
po) 3. After agreeing on a plan, write out the steps that your
group will follow to develop and use the model. Include
a sketch of the model that labels the materials you will be
using and what they represent.
ms After getting your teacher's approval,
a
AC construct your model and use it to
demonstrate how oil forms. Record your
observations and data in the space provided.

41
 uDemonstrate Lab
My WN 2 .
© ° a
————

ePlamand Sketch
Co a
Clb
CN | rai"

vations

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“Analyze and Interpret Data
1. SEP Use Models Use your model to explain why oil is a
nonrenewable resource.

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2.CCC Cause and Effect What geological forces are involved in

the formation of oil? How did you incorporate these forces into
your model?
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3. SEP Construct Explanations Explain whether or not oil will be

found under the town. Use evidence from your model to support
your explanation.

Bey
\

4. \dentify Limitations In what ways is your model not reflective

of the actual conditions that lead to the formation of oil? How
Vad
\
—ee
could your group improve the model?

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 ‘Ecosystems
Investigative Phenomenon
How can you model how matter and
energy cycle through an ecosystem?

x MS-LS2-1 Analyze and interpret data to provide

evidence for the effects of resource availability
on organisms and populations of organisms in an

are these manatees

ecosystem.
MS-L$2-3 Develop a model to describe the cycling
of matter and flow of energy among living and
nonliving parts of an ecosystem.
EP&Clilb Students should be developing an
well suited to their
understanding that direct and indirect changes
to natural systems due to the growth of human
populations and their consumption rates influence
environment?
the geographic extent, composition, biological
diversity, and viability of natural systems. woe
oa
EP&Clilla Students should be developing an Rat
understanding that natural systems proceed ? *
ms
through cycles and processes that are required for “ie
‘ . =
their functioning.
% :

, ;

4.5%
L
MConnect Explore how you are part,
\
of a cycle on Earth.
What do
d you think is causing Paratytn (@)VIDEO
Pleasant Pond to turn green? After watching the above Quest Kickoff
Video, which explores the effects of
: In 2016, algal blooms turned bodies of a toxic algal bloom in Lake Erie, think
water green and slimy in California,Florida, Utah,and —_ about the impact that shutting down
many other states. These blooms put people and the water supply might have on your
ecosystems in danger. Scientists that study lakes and community. Record your ideas below.
other inland bodies of water, known as limnologists, are
Aeseeveeasaeseeesaeeeneeneanseecessseeanesneeenecnsesermessnensasensususenensneensnsenanesens
working to predict and prevent future algal blooms. In
this problem-based Quest activity, you will investigate susevuseeeasese soveaasesoyaensvaseissunencnoyotnsqsseressasa¥esevenatentsrdnns uasess<aeuanes

an algal bloom at a lake and.determine its:cause. Err) 7 igi ctr assoc alps octane
labs and digital activities, you will apply what you learn AOneeeennaneneheesreneceneneenenensea Das eeeasneheDSsme seen erPEn en ere anansee et eneneeeeeseren ee

in each lesson to help you gather evidence to solve the

mystery. With enough evidence, you will be able to
identify what you believe is the cause Of the Algal DOOM _ ~erresssssssneinestsneeeneesntinennnnnnnesnenannennentinnstrnenntn
and present a solution in the Findings activity. AOeesneeneeeeenearsneneansnsensasereasareeeneneenanenannesseeenseentanensessntaneaensanensnee

Oza oreMS-LS2-1, MS-LS2-3, EP&Cllb, EP&Cilla

Seenenneneeeecesseaecseeseaseeenesesenerecsnsssenssseneessseseseseseneseansnsanensaseaseneas
Mystery at Pleasant Pond

IN LESSON 1 eee IN LESSON 2

What are some
possible causes of F asitos are 7 How do nutrients affect
the algal bloom in the —_.. organisms in an aquatic
pond? Evaluate data Fae environment? Investigate
to identify possible mei a. = how the nonliving factors
explanations for the can affect the organisms
problems at the pond. aris. das oan EI in a pond.

INTERACTIVITY INTERACTIVITY
Nutrients and Aquatic
Suspicious Activities Organisme
 Ani algal bloom can seridusly:
: disrupt an ecosystem by interfering
with an organism: 5;sagesto find
-!

IN LESSON 3 Complete the

ve Quest!
|
How are cycles of matter oe
Pa
and energy affected by
change? Write a news story explainingof the
environmentalcyclin g of Le gone what you think is the cause
Explore the
matter and the flow of % 4 algal bloom in the pond. Tell how
| | it has impacted the ecosystem and
energy among organisms
a include a proposal for restoring
in a pond.
. the pond.

Matter and Energy in a Pond

Reflections on a Pond
HANDS-ON LAS
Winvestigate Model how space
can be a limiting factor.

MS-LS2-1 Analyze and interpret data to provide evidence

for the effects of resource availability on organisms and
populations of organisms in an ecosystem. (Also EP&CIIb)

hi. Ta

Connect It //i
8

@ Circle and label some of the nonliving things at the beach.

£ SEP Construct Explanations Why are these things considered nonliving, and
= . why do organisms need them?
 HANDS-ON >
At the beach shown in Figure 1, animals such as California
sea lions stop to molt, breed, and give birth. A sea lion is Explore the relationships
among living and nonliving
an organism, or living thing. Different types of organisms
things in a local area.
live in different types of surroundings, or environments. All
organisms are dependent on their environmental interactions
with both living things and nonliving factors. An organism
interacts with its environment to get the resources—food, Academic Vocabulary
water, shelter, and other things—that it needs to live, grow, Have you heard the term
and reproduce. An environment that provides the things a resources in other contexts?
specific organism needs to live, grow, and reproduce is called List some examples.
a habitat.
In nature, every organism you see in a particular habitat is
there because that habitat meets the organism’s needs. Some
organisms have the ability to move from one habitat to another
as conditions change or as different needs arise, but many
organisms stay in the same habitat for their entire lives. The
living and nonliving things in a particular environment and
the interactions among them define the habitat and
its conditions.

A Hangout in the Habitat

Figure 1 In any environment,
like La Jolla Beach located north
of San Diego in California, living
and nonliving things interact with
each other.

TMDee
 Biotic Factors what types of living things are in the
Pacific Gopher snake's forest habitat below (Figure 2)? The
Explore the factors in a parts of a habitat that are or were once alive and that interact
habitat. with an organism are called . These biological
components include the trees and plants. Animals that the
gopher snake eats are biotic factors, as are the other snakes
it encounters. Waste products made by these organisms
Explore biotic and abiotic and others are also considered biotic factors. Bacteria,
factors in everyday life.
mushrooms, and other small organisms are other types of
biotic factors that play important roles in the habitat.
= Reflect What are some
of the biotic and abiotic Abiotic Factors Organisms also interact with nonliving
factors in the ecosystem in things in the environment. [i are the nonliving
which you live? parts of an organism's habitat. These physical components
include water, oxygen, space, rocks, light, temperature, and
soil. The quality and condition of the abiotic factors can have
a major effect on living things. For example, water in a habitat
may contain pollutants. The poor quality of the water may
result in sickness or death for the organisms that live there.

Sj CHECK POINT |Cite Textual Evidence Why do you think

Gopher Snake Habitat snakes do not live in the Arctic tundra? Use evidence from the
Figure 2 This Pacific gopher text to support your answer.
snake, native to California,
interacts with many biotic and
abiotic factors in its habitat.

There are different biotic and abiotic factors in a habitat.

SEP Develop Models @ Using common materials to model
biotic and abiotic factors, draw a model of a local habitat. Include a
key to identify what the different materials represent.
 Population Community
Ecosystem
Organism
Levels of Organization
Figure 3 A single individual
in an ecosystem is the
organism, which forms

Ecosystem Organization . a population with other

members of its species.
An organism rarely lives alone in its habitat. Instead, Different species form
organisms live together in populations and communities that communities in a single
interact with abiotic factors in their ecosystems. Interactions ecosystem.

can also occur among the various populations. Figure 3 CCC Systems Make a
summarizes the levels of organization in an ecosystem. prediction about how a lack
of resources in an ecosystem
Organisms All of the Sandhill cranes that live in Central might impact the levels of
California are members of one species. A species (SPEE sheez) organization.
is a group of organisms that can mate with each other and
produce offspring that can also mate and reproduce.

Populations All the members of one species living ina

particular area are referred to asa aaa The Sandhill
cranes that live in the San Joaquin Valley, for example, are
one example of a population.

Communities a particular area usually contains more

than one species of organism. The San Joaquin Valley is home
to hundreds of bird species, as well as mammals, plants, and
other varieties of organisms. All the different populations
that live together in an area make up a SAGA,
Literacy Connection
The community of organisms that lives in a particular area,
along with the nonliving environment, make up an Cite Textual Evidence
Suppose farmers in an area
Baden. The study of how organisms interact with each
spray insecticides on their
other and with their environment is called ecology. crops. A population of birds
that feeds on insects begins
Kj CHECK POINT| Determine Meaning What makes up a com- to decline. Underline the
munity in an ecosystem? text that supports the idea
that the insecticide may be
responsible for the decline in
the bird population.

51
 Populations
Remember from your reading that a population consists of all
Analyze data to determine
why a population has of the organisms of the same species living in the same area
declined. at the same time. For example, all of the gopher snakes living
in the same forest would be a distinct population. There are
several things that can change a population’s size.

Births and Deaths New individuals generally join a

population by being born into it. A population grows when
more individuals are born into it than die in any period of
time. So when the birth rate (the number of births per 1,000
individuals for a given time period) is greater than the death
rate (the number of deaths per 1,000 individuals for a given
time period) a population may increase. When the birth rate
is the same as the death rate, then the population usually
remains stable. In situations where the death rate is greater
than the birth rate, the population will decrease.

Math Toolb x
Graphing Population Changes

Deer Population Trends, 2000-2010

Year Population Year Population
(estimated) (estimated)

oS Se ee
700,000
1. Represent Relationship @ Use the data
table to complete a graph of the changes
in the deer population. Then describe the
600,000
trend in the graph.
& 550,000
> 500,000
Fries bualtthashcge haatiata aaa
450,000
2000 2002 2004 2006 2008 2010
Year
SOURCE: California Department of Fish and Wildlife
2. SEP Interpret Data What factors do
you think might be responsible for spikes
and drops in the deer population?
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52 Ecosvstems ‘
Immigration and Emigration a population's size
also can increase or decrease when individuals move into or
out of the population. Immigration (im ih GRAY shun) means
moving into a population. Emigration (em ih GRAY shun) . Gnvestigate Model how
space can be a limiting
means leaving a population. For instance, if food is scarce,
| factor. ein,
Sy
some members of the antelope herd in Figure 4 may wander
off in search of a better habitat. If they become permanently
separated from the original herd, they will no longer be part

et popsiaton. Academic Vocabulary

Popu lation Density If you are a scientist studying pay Ree bore
een Henalasuh vo": h density before? What did it
an ecosystem or population, it can be elpfu to know the Fican it ato thereon
population the number of individuals in an area
of a specific size. Population density can be represented as aaveusvenconesessecsevengsansssaeasserennevessssedascostbavessssnscee

an equation: “Py gh Lian bbls | Tk OU ene Renan eo eee

Population density = Number of individuals

Unit area Emiaration
For example, suppose an ecologist estimates there are 800 Figure 4 Food scarcity
beetles living in a park measuring 400 square meters. The is just One Eause of
population density would be 800 beetles per 400 square emigration:
truct
meters, or 2 beetles per square meter.
ns What factors
ndividuals in this
| ee. aaelintes Summarize Text How do birth and death :
antelope herd to emigrate?
rates affect a population's size?
 HANDS-ON LAB
Model a dam’s effects on
populations. In any ecosystem, organisms and populations with similar
requirements for food, water, oxygen, or other resources may
compete with each other for limited resources. Less access
to these resources consequently constrains their growth
and reproduction. An environmental factor that causes a
population to stop growing or to decrease in size, such as a fatal
disease infecting organisms, is a limiting factor.

Food and Water Food and water can be limiting

factors for virtually any population. An adult elephant eats
an average of around 180 kilograms of vegetation each day
to survive. Suppose the trees in its habitat can provide 1000
Limited Space kilograms of vegetation daily. In this habitat, not more than
Figure 5 @ inthe image 5 adult elephants could survive. The largest population that
of the gannets, circle the an area can support is called its carrying capacity.
available space in the
environment for nesting and Climate and Weather Changes in climate can limit
raising young. population growth. Warmer weather in the early winter, for
example, can cause some plants to continue growing. Natural
CCC Cause and
disasters such as hurricanes and floods can have immediate
Effect How does the lack
of space act as a limiting and long-term effects on populations.
factor for these gannets?
Space and Shelter other limiting factors for popula-
tions are space and shelter, as illustrated by the nesting site in
Figure 5. When individual organisms must compete for space to
live or raise young, the population can decrease. Competition
for suitable shelter also can limit the growth of a population.

4 CHECK POINT Summarize Text How do limiting factors

affect a population of organisms?
(YW LESSON 1 Check
@ MS-LS2-1, EP&CIlb

1. CCC Systems Identify the levels of organiza- 3. SEP Interpret Data Does the data support
tion in an ecosystem from smallest to largest. the idea that this population is relatively stable?
Give evidence to support your answer.

4. SEP Construct Explanations How can biotic

and abiotic factors in an ecosystem affect
populations? Give two examples of each.
Wi Births
M@ Deaths
©

Ww
NO
Deaths
and
Births
of
Number—"

(Sp
(CS)

2. SEP Analyze Data What trends do you observe

in the mouse population for the four years?
5. CCC Stability and Change Why is
climate considered to be a limiting factor
for populations in an ecosystem?

Suspicious Activities
In this lesson, you learned how ecosystems are organized and
how different factors affect populations. Go online to research and
CCC Cause and Effect What effect might an algal bloom ina explore explanations for the
pond have on populations of organisms that make their home there? algal bloom. Then, using the
information you have gathered,
identify three possible causes
for the bloom.
HANDS-ON LAB
Winvestigate observe how
decomposers get energy.

MS-LS2-3 Develop a model to describe the cycling of

matter and flow of energy among living and nonliving
parts of an ecosystem. (Also EP&Cilla)

@ Shade in one of the arrows to indicate the direction in which energy flows
between the tule elk and the grass.

CCC Energy and Matter Where do you think the plants in the image get the
energy they need to grow and survive?
 Energy Roles in an Ecosystem
In gym class, have you ever been assigned to play a position
o Identify the sources of your
like catcher or goalie for your class team? If so, you know what dinner.
it’s like to have a specific in a system. Similar to positions
in sports, every organism has a role in the movement of energy
through its ecosystem.
Energy roles are based on the way organisms obtain food and Have you heard the term
interact with other organisms. In an ecosystem, organisms play role in other contexts? List
the energy role of either a producer, consumer, or decomposer. some examples.

Producers Energy enters most ecosystems as sunlight. Some

organisms, such as the terrestrial plants shown in Figure 1 and
some types of bacteria, use nonliving parts of the ecosystem to
carry out life functions. For example, in a process called pho-
tosynthesis, these organisms use the sun’s energy to recombine
atoms from various elements and molecules of water and carbon
dioxide into food molecules—all of which are nonliving.
An organism that can make its own food is a producer. Figure 1 Tule elk are found
Producers interact with the ecosystem when they become the only in the marshy areas and
source of food for other organisms. In terrestrial ecosystems, the grasslands of California's
plants grow on the land and capture energy from sunlight. Central Valley. Their lush
However, in an aquatic environment of the dark deep ocean, habitat provides them with
some bacteria convert chemical energy into food from hydro- their food of choice—tule
_ thermal vents in the ocean floor. Pageare the producers in j sedge, a flowering plant that
resembles grass.
©} INTERACTIVITY Consumers Organisms like the animals in Figure 2
cannot produce their own food. Instead, one way these
Model energy roles and organisms interact with their ecosystem is by eating other
energy flow in ecosystems. organisms. A consumer obtains energy by feeding on other
organisms.

io) INTERACTIVITY To classify consumers according to what they eat, scientists

make observations and look for patterns. As consumers eat, the
Explore the roles living food is broken down into nonliving molecules that help supply
things play in ecosystems. them with energy.

—_, Consumers that eat only animals are carnivores. Great white
WB Write About It What sharks, owls, and tigers are examples of carnivores. Some
are some producers, carnivores are scavengers. A scavenger is a carnivore that feeds
consumers, scavengers, on the bodies of dead organisms. Scavengers include hagfish
and decomposers you have
and condors. Some carnivores will scavenge if they cannot find
seen in your neighborhood?
live animals to prey upon.
Record your observations.
Herbivores are consumers that eat only plants and other
photosynthetic organisms. Grasshoppers, rabbits, and cows are
herbivores.
Life and Death in an
Alaskan Stream Consumers that can eat both plants and animals are
Figure 2 Salmon migrate omnivores. Raccoons, pigs, and humans are omnivores.
upstream to this forest
environment after spending
most of their lives at sea.
As they travel, many of
them become food for the a oo.
Oe
ecosystem's carnivores. ~
SEP Develop Models @ yay mae Se
Label the producers,
consumers, decomposers,
and scavengers in the image. @alaamm
Decom posers Ifthe only roles in an ecosystem were HANDS-ON LAG
producer and consumer, then some of the nonliving matter
that is essential for life, such as carbon and nitrogen, would WInvestigate Observe how
remain in the waste products and remains of dead organisms. decomposers get energy.
However, decomposers have a role in ecosystems to prevent
this from happening. Decomposers break down biotic wastes
and dead organisms, returning the raw materials to the
ecosystem. For example, after adult salmon swim upstream
and reproduce, they die. Their carcasses litter the riverbeds
and banks. Bacteria in the soil help break down the carcasses,
releasing their nutrients to trees, grasses, shrubs, and other
producers that depend on them.
In a sense, decomposers interact with their environment as
nature’s recyclers. While obtaining energy, decomposers also
return nonliving matter in the form of simple molecules to
the environment. These molecules can be used again by other
organisms. Mushrooms, bacteria, and mold are common
decomposers.

ey CHECK POINT Integrate with Visuals In terms of their

energy roles, what similarities do the bear, salmon, and coyote in
Figure 2 share?
Food chain
Energy and Matter Transfer
Energy in most ecosystems comes from sunlight, and producers
convert this energy into food through photosynthesis. The
transfer of energy can be tracked as energy flows through a
natural system. The energy and matter are contained in atoms
and molecules that are transferred to herbivores that eat the
producers. Then they move on to carnivores feeding on the
first, or primary, consumers. The energy and matter next move
Grizzly bear
on through other meat-eating secondary consumers. This pat-
tern of energy and matter movement can be described through
different models: food chains, food webs, and energy pyramids.

Food Chains A food chain is one way to show how

energy and matter move through an ecosystem. A food chain
is a series of events in which one organism eats another and
obtains energy and nutrients. Figure 3 illustrates one example
of a food chain. The arrows indicate the movement of energy
and matter as organisms are consumed up the food chain.
Salmon

Food Webs Energy and matter move in one direction

through a food chain, but they can also take different
paths through the ecosystem. However, most producers and
consumers are part of many overlapping food chains. A more
realistic way to show how energy and matter cycle through an
ecosystem is with a food web. As shown in Figure 4, a Gaal
OM consists of many overlapping food chains in an ecosystem.
Organisms may play more than one role in an ecosystem. Look
at the red-tailed hawk in Figure 4. A hawk is a carnivore that
eats mostly second-level consumers. However, when a hawk
eatsa kangaroo rat, it is a third-level consumer.
Humans also play a role on the natural cycling of food webs.
We depend upon food webs for energy and financial gain. Yet,
we can alter the natural system of a food web by destroying
habitats and removing too much energy. When we do this, we
interrupt the natural cycle needed for the food web to function.

Food Chain
Figure 3 The food chain tracing a path from the phytoplankton to
the grizzly bear is a simple way of showing how energy and matter
_ flow from one organism to the next in the Alaskan stream
ecosystem shown in Figure 2.
CCC System Models What are some limitations of modeling the
Biases and matter ir
in aniimepsysteny with a food chain?

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Poa :
»
Fo
& @ Complete the food web by
Figure 4 Thisfood web depicts deanine and identifying the missing organisms listed below.
relationships among some of Add arrows to the diagram to complete the web. Then, label
the organisms that live in the oe nonliving parts oftheecosystem.
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 Energy Pyramids A diagram called an energy pyramid
shows the amount of energy that moves from one feeding level
Investigate the food web of to another in a food web. Each step in a food chain or food web
Chesapeake Bay. is represented by a level within an energy pyramid, as shown
in Figure 5. Producers have the most available energy so they
make up the first level, or base, of the pyramid. Energy moves
up the pyramid from the producers, to the first-level consumers,
Literacy Connection to the second-level consumers, and so on. There is no limit
Integrate with Visuals to the number of levels in a food web or energy pyramid.
Why is an energy pyramid However, each level has less energy available than the level
shaped like a triangle with below. When more levels exist between a producer anda
the point on top?
consumer, a smaller percentage of the producer's original
energy is available to that consumer.
When an organism consumes food, it obtains energy and
matter used to carry out life activities. These activities produce
heat, which is released and lost to the environment, reducing
the amount of energy available to the next level.

Energy Pyramid
Figure 5 This energy pyramid shows how the amount a areaele
energy decreases as you move up an energy pyramid from the
producers to the different levels of consumers. Only about
10 percent of the energy is transferred from level to level. Energy
is measured in kilocalories, or kcal. é
SEP Use Mathematics @ Write in the missing equation and fill in
the energy that gets to the hawk at the top.
7. s —
Energy Availability As you can see in Figure 5, only
about 10 percent of the energy at one level of a food web is
available to the next higher level. This greatly limits how many
to Model how altering a food
different levels a food chain can have, as well as the numbers web affects the flow of
energy and matter in an
of organisms that can be supported at higher levels. This is
ecosystem.
why it is typical for there to be fewer organisms as you move
from one level of a pyramid or one “link” in a food chain up to
the next level.

Ky CHECK POINT |Summarize Text Why is energy reduced at

each level of the energy pyramid?

Relationships in an Energy Pyramid

In the San Francisco Bay Area Delta ecosystem, lh

shrimp eat algae. Chinook salmon eat the “Go
shrimp, and great blue herons eat the Chinook hr f
salmon. Suppose that the algae contain / +
550,000 kilocalories. x ;

1. SEP Calculate @ Complete the pyramid by

calculating the energy available to each level.
2. Analyze Proportional Relationships How
would the amount of energy in the pyramid
change if the shrimp ate only half of the Third-level
available algae? consumers

Second-level
consumers

First-level consumers

550,000 kcal

Producers

63
[YWLESSON 2 Check
r\) MS-LS2-3, EP&Cllla

1. CCC System Models Which model best 4.CCC Patterns In Massachusetts, a team
illustrates the flow of energy and matter in of scientists studying great white sharks
an ecosystem—a food chain or a food web? estimates that a population of 15,000 seals
Explain. supports fewer than 100 sharks during the
summer. Why are there so few top-level
consumers in this system?

2. SEP Evaluate Information A student says

an organism that is both a first-level and
second-level consumer is an omnivore. Is that
student correct? Explain.
5.SEP Construct Explanations Human
activity can affect ecosystems by removing
producers, consumers, and decomposers.
What limiting factors may result from human
3. CCC Energy and Matter Suppose a rancher actions, and what effects might they have
wants to buy some grassland to raise cattle. on the flow of energy and matter in an
What should she know about energy flow ecosystem?
before she invests in the land or the cattle?

Nutrients and Aquatic

In this lesson, you learned about the general roles that Organisms
organisms can play in an ecosystem, as well as how
relationships among those roles can be modeled through Go online to analyze what
food chains, food webs, and energy pyramids. might happen to a pond
ecosystem when nutrient levels
CCC Stability and Change How might knowing about energy are altered. Then discuss how
roles help you understand what's happening in the pond? the results of your analysis
could help you solve the
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Th] MS-LS2-1, MS-LS2-3, EP&CIIlb, EP&Clila

I — mi
f, @ m s P ‘ Servis Vea ;

= oe1 Teal: . ee cb) INTERACTIVITY

re , | Design your own method to

Do YOu Know how tiny organisms can shoal aRdlil

clean up oil spills? You engineer it! Strategies
used to deal with the Deepwater Horizon oil
spill, the worst in U.S. history, show us how.

The Challenge: To clean up harmful oil

from marine environments
Dil
Dik ao
nomenon On April 20, 2010, part of an oil rig in ¢
the Gulf of Ritasticn exploded. It leaked oil for 87 days. &
By the time the leak was fixed, about 200 million gallons
of oil had spilled into the water. Oil destroys beaches,
marshlands, and marine ecosystems. It coats birds, fish,
and marine animals, such as dolphins and sea turtles. The
oil makes it difficult for many animals to move and get
food, and causes others to suffocate.
Ecologists engineered a solution that relied on nature to
help with the cleanup. They poured chemicals into the
water that helped break up the oil into smaller droplets.
Then the bacteria and fungi in the water broke down the
oil droplets.
Bioremediation uses natural living things to reduce
contaminants in an environment. In the event of an oil
spill, oil-eating populations of bacteria and fungi grow
quickly. Now, scientists are working to engineer ways to _.
increase the speed at which these decomposers work
and to make sure the oceans can support optimal \
populations of these tiny oil eaters. =
ee —___

Can you put decomposers to work and build your

own composter? Go to the Engineering Design
Notebook to find out!
HANDS-ON LAB

Minvestigate model the

water cycle.

MS-LS2-3 Develop a model to describe the cycling of

matter and flow of energy among living and nonliving
parts of an ecosystem. (Also EP&Cilla)

‘Connect It i]
@ Draw arrows on Figure 1 and label them to show how energy enters and
leaves the terrarium.
CCC Cause and Effect What would happen to the ecosystem in the terrarium if it 7
were a closed system for energy? '

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SEP Explain Phenomena Why is this ecosystem considered a.closed system and
how could that system be changed?

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 io INTERACTIVITY
Consider your role in the
cycling of energy.
During photosynthesis and cellular respiration, matter and
energy change form but the amounts stay the same. The Law of
Conservation of Mass states that matter is neither created nor
destroyed during any chemical or physical change. The Law of
Conservation of Energy states that when one form of energy is
transformed to another, no energy is lost in the process. Energy
cannot be created or destroyed, but it can change from one form
to another. The cycling of matter and energy can be observed in Academic Vocabulary
natural systems.
The schools in one area are
All over Earth, the transfer of matter and energy can be often called a school system.
tracked as they flow through natural systems. For example, What are some of the
the terrarium in Figure 1 is a closed system for matter. components of this system?
Matter cannot enter or exit. The plants, soil, air, rocks,
water, microorganisms, and animals in the terrarium are all
components of the system. As natural systems cycle, these
components change form, but their total mass remains the
same.

4 CHECK eis Summarize Text What would you tell a

classmate who claims that food is destroyed when you eat it?

Ecosystem in a Jar
Figure 1 After it is sealed, a
terrarium becomes a closed
system for matter. But
energy can still flow in and
out through the glass.
 Water Cycle
Recall that matter is made up of tiny particles called atoms
and two or more atoms can join to make a molecule. Two
hydrogen atoms combined with one oxygen atom forms a
molecule of water.
Water is essential for life. Water cycles in a continuous process
from Earth’s surface to the atmosphere and back. As energy
is transferred through the water cycle, it can be tracked as it
changes into various forms, or states. The water cycle involves
the processes of evaporation, condensation, and precipitation.
Follow along on Figure 3 as you read about each process.

Evaporation water molecules move from Earth’s

surface into the atmosphere by evaporation. Evaporation is
the process by which molecules at the surface of liquid water
absorb enough energy to change to a gas. This water vapor
Spring Water rises into the atmosphere as part of atmospheric convection.
Figure 2 The de REM The energy needed for evaporation comes from sunlight. Water
Yellow Springs is high in evaporates from oceans, lakes, fields, and other places. Smaller
iron, which stains the rocks a :
amounts of water also evaporate from living things. For exam-
orange.
ple, plants release water vapor from their leaves. In addition,
animals release liquid water in their wastes and water vapor
when they exhale. You may recall that one of the products of
cellular respiration is water.

Where does your water come from?

Yellow Springs, Ohio, shown in Figure 2, has been a source of refreshing
water for animals and people for centuries. Geologists studying the
Yellow Spring have determined that the spring is fed by rain that falls
only a few miles north. After the rain soaks into the ground, it travels
underground for 12 to 18 months before flowing out of the spring.
SEP Develop Models # Does your drinking water come from a
central water supply, a well, or bottles? Identify the source of your
water and trace its origin back as far as you can. Make a model of the
path the water takes to get to your home.

68 Ecosvstems
Condensation Rising water vapor reaches a point in
the atmosphere where it cools. As it cools, it turns back into
small droplets of water in a liquid state. The process of a Winvestigate Model the
gas changing to a liquid is condensation. The water droplets ‘ water cycle.
collect around dust particles and eventually form clouds. Dew
is water that has condensed on plants or other objects on a cool
morning.

Precipitation Condensing water vapor collects as clouds, Write About It Think

but as the drops continue to grow larger, they become heavier. how you interacted with water
Eventually the heavy drops fall in the form of precipitation: today. Where did that water
rain, snow, sleet, or hail. Precipitation can fall into oceans, come from? Where did it go
lakes, or rivers. Precipitation falling on land may soak into the next? Write a story that traces
soil and become groundwater, or it may run off the land and the water molecule’s trip.
flow into rivers or oceans. y

The Water Cycle

Figure 3 The water you
drink may have passed
through the water cycle
millions of times. Tomorrow,
4 CHECK POINT] Determine Central Ideas Explain how water those molecules from your
vapor in the air can end up as water in the ocean. drink could be part of
a cloud, a drop of rain,
a stream, or water vapor
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ees CCC Systems # Label
the three processes of the
water cycle.
69
 Carbon and Oxygen Cycles
Carbon and oxygen are essential for life. Carbon is the
building block of living things. For example, carbon is a major
component of bones and the proteins that build muscles. Most
organisms also use oxygen for their life processes. Figure 4
shows how carbon and oxygen cycles in ecosystems are linked.
Producers, consumers, and decomposers all play roles in
recycling carbon and oxygen.

Carbon Cyc le Most producers take in carbon dioxide

gas from the air during photosynthesis. Producers use the
carbon to make food—carbon-containing molecules, such
Literacy Connection as sugars and starches. Carbon is also converted by plants
Determine Central Ideas to compounds that help plants grow. Consumers eat other
Work with a partner. Think organisms and take in their carbon compounds. When
about one food you have producers and consumers then break down the food to
eaten recently. Where did obtain energy, they release carbon dioxide and water into
the carbon in that food
the environment. When organisms die, decomposers break
come from? Was the food
made from plants, animals, down the remains, and release carbon compounds to the soil
fungi, or bacteria—or all of where it is available for use. Some decomposers also release
those sources? Where will carbon dioxide into the air.
the carbon go now that you
have eaten the food? Share O xygen Cycle Oxygen also cycles through ecosystems.
your response with another Producers release oxygen as a product of photosynthesis. Most
pair of students. organisms take in oxygen from the air or water and use it to
carry out cellular respiration.

—" ~~ '
ine ( arhnan ann i
Bil GREE CHEM A

roles in recycling carbon and oxygen.

SEP Develop Models @ Draw arrows to show how
carbon and oxygen move through the ecosystem.

Carbon compounds
in the soil

Ecosystems
Law of Conservation on Earth, the atoms that
: .
e) INTERACTIVITY
make up the organisms in an ecosystem are cycled repeatedly
between living and nonliving parts of the ecosystem. For Investigate and identify the
example, the number of carbon and oxygen atoms remains cycles of matter.
constant when producers undergo photosynthesis. The Law of
Conservation of Mass also supports that atoms may appear in
different chemical compounds as they cycle through Earth’s
systems, but these atoms are never created or destroyed.

Human Impact Some human activities affect the levels

of carbon and oxygen in the air. When humans burn gasoline,
natural gas, and plant fuels, carbon dioxide is released into
the atmosphere. Carbon dioxide levels also rise when humans
clear forests to create farmland or to use the wood for fuel.

When trees are removed from an ecosystem, there are fewer

producers to absorb carbon dioxide. If fallen trees are left on
the ground, decomposers will break down their tissues through
cellular respiration and release carbon dioxide into the air.
Burning the trees has the same effect, because carbon dioxide
is produced during combustion.

4 CHECK @)|Num Summarize Text Describe the roles of

producers and consumers in the oxygen cycle.
 ; ¥
Nitrogen Cycle in Ecosystems
we
i Like carbon, nitrogen is one of the necessary elements of life.
) Nitrogen is an important component for building proteins in
| recyclables.
t ——
animals and an essential nutrient for plants. In the nitrogen
cycle, nitrogen moves from the air into the soil, into living
things, and back into the air or soil. The air around you is
about 78 percent nitrogen gas (Nz). However, most organisms
cannot use nitrogen gas. Nitrogen gas is called “free” nitrogen
because it is not combined with other kinds of atoms.

Nitrogen Fixation Most organisms can use nitrogen

only after it has been “fixed,” or combined with other elements
to form nitrogen-containing compounds. Nitrogen fixation
is the process of changing free nitrogen into a usable form of
nitrogen, as shown in Figure 5. Certain bacteria perform most
nitrogen fixation. These bacteria live in bumps called nodules
on the roots of legume plants. Clover, beans, peas, alfalfa,
Nitrogen Cycle peanuts, and trees such as mesquite and desert ironwood are
Figure 5 In the nitrogen all common legume plants. Nitrogen can also be “fixed” by
cycle, free nitrogen from the lightning. About 10 percent of the nitrogen needed by plants is
air is fixed into compounds. fixed by lightning.
Consumers can then use
these nitrogen compounds
to carry out their life
processes.
CCC System Models m@ | Free nitrogen in the air (IES
Circle the steps
where free nitrogen
Consumers eat nitrogen
is changed to a compounds in plants.
form plants
and animals
can use.

Kuchotiy
Plants use simple
nitrogen compounds
to make proteins
and other complex
compounds.
Decomposers
return simple
nitrogen Bacteria in root
4 compounds nodules fix free
to the soil. nitrogen into
simple compounds.

Soil bacteria release

some free nitrogen _| Fixed nitrogen in soil
into the air.

7 | BRreaevetame
Recycling Free Nitrogen Once nitrogen has been
fixed, producers can use it to build proteins and other complex
molecules. Nitrogen can cycle from the soil to producers and
then to consumers many times. At some point, however, bacteria
break down the nitrogen compounds into free nitrogen. The free
nitrogen rises back into the air and the cycle begins again. This is
also an example of the Law of Conservation of Mass. Throughout
the cycling of nitrogen, the number of atoms remains constant.
Nitrogen atoms may take the form of gas (free nitrogen) or they
may take the form of nitrogen-containing compounds, but the
atoms are never created or destroyed.

Ky CHECK POINT |Summarize Text Why is nitrogen fixation

necessary?

Math Toolb x
Dependent and Independent Variables

Soybean plants are legumes that host nitrogen-fixing bacteria in their root
nodules. Researchers wanted to know whether the plants would produce
more seeds if nitrogen-fixing bacteria called Rhizobia were added to the
soil during planting. The graph below shows the results of the experiment.
1. Analyze Relationships
Underline the independent Effect of Nitrogen-fixing Bacteria on Soybean Crops
variable and circle the
dependent variable in the graph.
Then explain their relationship.

neeneeneeseneecersnpenaeeseesssecensensatenssrssssansnessseeesaneeeenesenenans

2. CCC Use Mathematics Write

an equation that represents the
difference in seed yield between
(g/m?)
Yield
Seed
beans without treatment and
beans with treatment.
None Treatment 1 Treatment 2
Bacteria Treatment

Source: Soybean Seed Production and Nitrogen Nutrition,

A Comprehensive Survey of International Soybean Research (2013)

3. SEP Interpret Data Did the bacterial treatment have any effect?
Use evidence from the graph and your equation to support your answer.
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73
(YW LESSON 3 Check
e MS-LS2-3, EP&Clila

1. CCC Systems What are the two roles of 4.CCC Apply Concepts How does the Law
bacteria in the nitrogen cycle? of Conservation of Mass apply to Earth’s
recycling of water, oxygen, carbon, and
secant due kp DFP Rv vag oak miregert Graton enamel!

2.5EP Construct Explanations How does 7 oh eee Re caerantinnnnphemcna

teem
water get up to the atmosphere, and how
does it get back down to Earth's surface?
5. CCC Energy and Matter Compare the
cycling of water and nutrients through an eco-
ee eee ME ene ROR on Ae? ORT system tothe <yelingiafib lobe limearelee
vascular system. What is the source of energy
in each case?

3. SEP Develop Models # Sketch and label a

diagram showing how carbon cycles through PAE e eee ee Eee eee EEE ER ERE EEE EEE EE EOEEEEREESENEHEEEEHEREEEEEEEEEESEEEESESEEESEREEEEEESEEEHEEEEESEDEREEE SEES

an ecosystem.

y Matter and Energy ina

In this lesson, you explored the carbon, oxygen, and nitrogen Pond
cycles and learned about the roles that living things play in
these cycles.
: Go online to investigate how
SEP Define Problems How are matter and energy cycled matterend eperay ara eicieate
between plants and animals? How can you apply this information a pond ecosystem.
to help you determine what is happening to the pond?

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Ce
LY MS-LS2-1, MS-LS2-3, EP&CIVb

An Appetite
forP
Oven materials, such as bone and leaves, get cycled
through ecosystems by decomposers. Materials like
rock and metal break down more slowly. Plastits, however, Use the Internet or other
are manufactured products that cannot be broken down sources to investigate
how wax worms and
easily. Additionally, they are problematic for the environment.
mealworms are able to
Scientists have been trying for decades to discover a way to
break down different
degrade plastic. Now, it seems they may have found an answer types of plastics. Create a
inside the guts of two tiny larvae. presentation that includes
Wax worms live in beehives where they feed off beeswax. What a visual display that shows
| what type of plastic each
is bad for bees, may be good for people who are looking for a
larva can eat and how
way to deal with Earth’s plastic problem. Scientists have found its body is able to break
out that wax worms can digest plastic bags! How they do this down plastic. Then, share
isn’t clear yet. It may be that bacteria living in the wax worm’s | your presentation with
gut allow it to break down the plastic. Another possibility is that the class.
the wax worm produces an enzyme, a substance that speeds up
reactions in an organism's body, that helps it degrade the plastic.
Wax worms aren't the only ones getting attention for their eating eet ee
habits! Mealworms are the larvae of a species of beetle. They are
fed to pet reptiles, fish, and birds. Scientists have observed that
mealworms can break down plastic foam, such as the kind used
£ Mealworms are able
in coffee cups and packing materials. to break downAse
Scientists are trying to figure out how these larvae are able to
degrade plastic. It may be a long time before we figure out how
to use pet ppewiedge s ona scale large onoug to leevee ‘hein

A wax worm can munch

its way through through a
plastic shopping bag.
(Y TOPIC 7 Review and Assess
Q wsises Evidence-Based Assessment
A team of field biologists is studying energy roles and
relationships among organisms in a tropical rainforest habitat
in Southeast Asia. One of the biologists diagrams some of
these relationships in a food web.

Southeast Asian Rainforest Food Web

Pit Viper

Fig Tree Bamboo Jambu Tree Mango Tree

Fungi and bacteria

1. SEP Use Models Which organism from the 5.SEP Construct Explanations As matter is
food web is a producer? cycled and energy flows through this system,
A. bamboo B. civet how are both conserved? Use details from the
C. douc D. tiger food web to support your response.

2.CCC Energy and Matter Why are there

usually fewer organisms at the top level of a
food web?

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3.CCC System Models What is the role of

decomposers in the cycling of matter between
the living and nonliving parts of the Southeast
Asian rainforest ecosystem? Select all that
apply.
[_] Decomposers are producers.
[_] Decomposers break down matter from
dead organisms.
© Finvin GS| Strate

ee Decomposers only interact with living parts

of the ecosystem.
[_] Decomposers return biotic matter to soil,
Complete the Quest!
water, and air. Phenomenon Identify what you
believe is the cause of the algal bloom
4.CCC Stability and Change If the jambu at Pleasant Pond, and describe the
tree were removed from the food web, how impact it has had on the organisms in
would it impact the Southeast Asian rainforest this ecosystem. Include a proposal about
ecosystem? Order the events from 1 to 4, restoring the pond using evidence from
with 1 being the first event to take place your investigation.
after the removal of the jambu tree and 4
CCC Cause and Effect What is the
being the last.
connection between the water in Pleasant
The douc population would decrease. Pond—an abiotic factor—and the biotic
The king cobra population would factors?
decrease.
The fruit dove population would
decrease.
The pit viper population would
decrease. Sees eeseseasnsecsasscneeceneessnsceceesesessneasecssessesusesssssuansesessseeeaseensensaessssensceseuaee

Reflections on a Pond
y us
 uDemonstrate Lab
MS-LS2-1, MS-LS2-3, EP&Clilla

Last .
a,
w@
\3
Remains
How can you Background
confirm an owls Your neighborhood has a rodent problem!
Squirrels and mice seem to be taking over. Some members
role in
of your neighborhood have suggested that introducing
a food web? more barn owls into the neighborhood will bring the rodent
population under control. But people want to be sure that
barn owls do hunt and eat mice and squirrels before they go
to the trouble of introducing these nocturnal birds to the area.
You will design and carry out an investigation by observing
remains found in an owl pellet—undigested material an
owl spits up. You will relate your findings to food webs and
(per group) energy flow in the owl’s ecosystem. Using the evidence you
goggles, 2 pair
gloves, 2 pair
have collected, you will confirm whether or not the idea to
owl pellet, 1 per group introduce more barn owls into your area will help to bring
Z probes, 2 the rodent population under control.
tweezers, 1 pair
hand lens
® paper towels
bone identification
charts

Be sure to follow
all safety guidelines
LI provided by your
teacher. The Safety
Appendix of your
textbook provides
more details about
the safety icons.
 ray squirrel
House mouse Gray squirre

Design Your Investigation

Your investigation will involve observing an owl pellet, which =
is regurgitated or “spit up” remains of food. Owls generally
eat their prey whole and then get rid of the parts of the
organisms that they cannot digest, such as bones and fur.
HANDS-ON LAB
2. Design a procedure for your investigation. Consider the
Demonstrate Go online
following questions to help develop your plan:
for a downloadable
¢ How will you use the materials provided by your teacher? worksheet of this lab.
¢ What observations will you make?
¢ How will you use the remains in the pellet to determine
what the owl eats?
¢ How can you use the bone identification charts to help
you identify the remains of organisms?

a: Write the procedure for your investigation in the space

provided.

. Create a data table to record your observations. Include

whether each organism you find inside the owl pellet is a
herbivore, a carnivore, or an omnivore.

ai 5) After receiving your teacher's approval

for the procedure you developed, carry
out your investigation.
,
uDemonstrate Lab
WL P 7 Ses =

4DatapTable and Observations

“Bonalyze and Interpret Data \i
1. SEP Develop Models Diagram the cycling of matter and
energy in the barn owl's habitat. Begin by drawing a food chain.
Then develop the food chain into a simple food web using
additional organisms that you might find in the habitat. Include i
captions for your diagram that explain the cycling matter and
flow of energy among the organisms.

2. Claim Do you think the introduction of more barn owls into

your neighborhood will solve your mouse and squirrel
problem? Use evidence from your investigation to support your
response. g

3. Evidence What information did you find out by observing the

remains in the owl pellet?

4. Reasoning Owls hunt at night. Using your findings from the owl
pellet, what conclusions can you draw about whether squirrels
and mice are more active during the day or at night?
 MS-ESS3-1, EP&Cla, EP&Clila, EP&Cilb, EP&Cilc,
nie care SFO EP&Clilla, EP&Clilb, EP&Cillc, EP&CIVa, EP&CIVb,
EP&CIVc, EP&CVa, EP&CVb

ithout phosphorus, living things would not exist

on Earth. All animals and plants need phosphorus
to produce the energy that keeps them alive and allows
populations to survive. Unfortunately, like all minerals,
phosphorus is not a renewable resource. Only a certain
amount exists in nature, where it moves in a natural cycle. In
recent years, however, that cycle has been broken, and we run
the risk of using up Earth's supply of phosphorus.
In the phosphorus cycle, animals and people eat phosphorus-rich plants.
The excess phosphorus leaves the bodies of organisms as waste. The
Phosphorus mining waste returns to the soil to enrich the plants, starting the cycle again.
has altered the
For many centuries, farmers used manure, which is rich in phosphorus,
natural phosphorus
to fertilize their crops. About 175 years ago, as the population grew,
cycle.
farmers looked for new sources
of fertilizer to keep up with the
@ demand for food. Engineers and
© geologists realized that phosphorus
= might be mined from underground
and used to manufacture fertilizers.
Most of the world’s phosphorus
reserves are in the United States,
China, Russia, and northern Africa.

The “phosphorus fiasco” is a result

of improved technology that has
interrupted the natural phosphorus
cycle. Sewage and runoff from
heavily-fertilized farmland often
ends up in bodies of water where
the excess phosphorus can disrupt
ecosystems and result in die-offs of
populations. The mining and overuse
of phosphorus also poses a threat to
reserves of this important element.
; .ie World Phosphate Mine Production and Reserves

i 120,000} 138,000] — 3,100,000

SG 8,340 8,300| 1,200,000]
‘ Morocco/Western 29,000 30,000 50,000,000
Sahara
i Jl 2 ae 11,600 11,600} __1,300,000
: 27,400 27,800! 1,100,000
> te
Source: U.S. Geological Survey, 2017

Use the text and the data table to answer the following questions.

1. CCC Scale, Proportion, and Quantity Which country saw the

greatest increase in phosphorus production between 2015 and 2016?
Describe the amount of the increase as a fraction or percentage.

2. CCC Cause and Effect How have technological developments

affected the natural phosphorus cycle? What do you think can be done
to address this problem?
a vaseccedepevevsvesesaccscusaavsgecessteededqncveousesassangnegnunsapussvstsesannconsdesatecysenessesesescnereehaysdessuennenaseesaesussenesesepauanedsscasansonneneesanesnesssesetgusbensacausaseussssssacenssaveceees

3. SEP Analyze Data Based on its current rate of production, in how many
years will the United States use up its known reserves of phosphate?

4. SEP Construct Explanations Morocco/Western Sahara has by far the

greatest reserves of phosphorus, but it is not the largest producer.
Why do you think this is the case? Do you think the situation might
change? Explain.
 el MS-LS2-1, EP&Clla, EP&Cllb, EP&Clic, EP&CIVa, EP&CIVe

THE CASE OF THE

DISAPPEARING

Cerulean
‘’ AY f a
. itee F
— o™* Ee
7 ,om Pe ‘
ES
cha » y “ ;

he cerulean warbler is a small, migratory

ahixtets named for its blue color. Cerulean
warblers breed in eastern North America during
the spring and summer. The warblers spend the
winter months in the Andes Mountains of Colombia,
Venezuela, Ecuador, and Peru in the northern part of
South America.
The population of cerulean warblers is decreasing very
quickly. No other population of songbirds is decreasing more
~ rapidly in eastern North America. Populations of warblers
Cerulean Warbler have been declining at a rate of about 3 percent a year. This
Range Map means that there are 3 percent fewer warblers from one year
: to the next. Habitat loss, especially in the region where the
birds spend the winter, is thought to be the main reason.
Look at the Cerulean Warbler Range Map.

Habitat Loss in the Wintering Range

By 2025, there will be 100 million more people in South
America than there were in 2002. As human population size
increases, the demands on the land and local habitats also
increase. Forests are cleared and habitats for native plants
and animals are lost to make room for planting crops and for
raising cattle. These crops and cattle are needed to feed the
EQ Breeding range increased population of people in the area.
(April-Spetember)
fal Wintering range ‘a _ Cerulean warblers inhabit the dense, evergreen forests that
(October—March)
] Migration route
pee at middle elevations in the Andes Mountains. Their
preferred habitat is tal, mature trees where they can { >
insects. : aaa Seiwa

Pe ee Prone 2 wo
However, this habitat is also the preferred area to grow
shade-coffee crops. The tall trees provide shade for the
shorter coffee plants. Shade-coffee takes longer to grow and
produces less coffee than sun-grown coffee crops. Forested
areas are often cleared to make room for sun-grown coffee
and other more profitable crops needing direct sunlight. “4 ‘
This reduces the size of the warbler’s habitat. As shown in Pal
the graph, the rate of clearing has decreased in recent years a
because the forests that are left are on steep slopes. These
steep slopes and high elevations are not suitable for farming.
Look at the bar graph below. a

Use the
3 graph to answer the following Deforestation in the Cerulean Warbler |
questions. Wintering Range, 2000-2013

1. CCC Patterns Describe any patterns you see

in the graph.
@ 2000-2005
™® 2005-2010
® 2010-2013

2. Predict What do you think the data will look

like for each country in the future? Why?

SOURCE: http://news.mongabay.com
TT Oa

3. SEP Construct Explanations Explain how you think changing levels

of deforestation in the wintering range affects the cerulean warbler
population.

4, SEP Design Solutions What are some strategies that you think can
be used in northern South America to stabilize and protect the warbler
populations? ‘

secsuceaserevssboeseucedasebssecbeneepsscnssaecteciscennciscenepasBObarynacsenarsevesensadeseeaesesseunuepeneseensaeeenbeasseeveseuseasnceesesenresesesecees
Take Notes
out ideas.
Use this space for recording notes and sketching
 Revisit the Anchoring Phenomenon 4M California Spotlight
Conduct an Investigation

tl Evidence Now that you have completed the two topics in this
NI segment, do the following tasks.
‘\ Although many people assume that mining for gold is a thing of
wt the past in California, this is not true. Large- and small-scale mining
= HH operations still persist. Some modern miners use a technique called
= suction dredging to locate gold in California riverbeds. Sediment
= i from riverbeds along with water is mechanically sucked into a machine
7 that separates the gold from the rest of the sediment. The mixture of
i sediment and water is then pumped back into the river.
pe

: 1 Promote Student Discourse #4 Witha partner, discuss the

2 il potential impacts of suction dredging on California ecosystems.
gb Ht Work together to complete a concept map to identify some of
f these impacts. Consider the following questions:
f ¢ What are the impacts on the abiotic and biotic factors in
an ecosystem?
aigdoae
ot
¢ How is the availability of resources in an ecosystem affected?
¢ How might food webs in the ecosystem be disrupted?
¢ How might humans be impacted by these changes?

Impacts of
Suction Dredging

87
 Mining Versus Wildlife
Case Study Suction dredging is a controversial mining
method. Some people argue that it damages local ecosystems
beyond repair. Miners think differently. You will now play the
role of researcher to find out more about suction dredging
in California. In particular, you will investigate how suction
dredging impacts ecosystems and organisms in California.
Remember, when doing research online, you need to carefully
evaluate the websites and information you find. The following
suggestions may help you as you conduct your research:
¢ Use search phrases that are specific to the subject you
are researching, such as California, suction dredging,
environment.
¢ Beware of sites that may be biased or are trying to sell
something. Ask yourself, “Why might the author of this
website be taking this stance on the topic?”
¢ Generally, websites that end in .gov or .edu are more
reliable than websites that end in .com.
A suction dredge uses a ¢ Take notes as you research and keep a list of the sites
motor, so it allows miners to you find useful.
quickly sort through large
amounts of sediment.

sediment after
gold has
sluice box been removed
ee
i + ” a ”

| Revisit the Anchoring Phenomenon #A California Spotlight

Communicate a Solution

mm Based on your research, answer the following questions.

LS)
—
1. SEP Construct Explanations |s suction dredging an issue that
=) everyone across the state in California needs to be concerned with, or
a
do you think the concern is limited to specific areas? Explain.

2~«

aS

2. CCC Cause and Effect Which California species are affected by

suction dredging? What impact does this mining method have on the
availability of resources and population sizes?

3. SEP Engage in Argument What arguments have the miners made to

AA)
XX
V
VY
ANAALIYVYVY
AA convince people that they should be allowed to continue mining using
this method? Do you think their arguments are valid? Why or why not?

4. Connect to Society What is the current law in California regarding

suction dredging? Would you recommend that other states pass similar
laws? Why or why not?
APPENDIX A
Safety Symbols
These symbols warn of possible dangers in the laboratory
and remind you to work carefully.

Safety Goggles Wear safety goggles Fumes Work in a well-ventilated area

wy
to protect your eyes in any activity when harmful vapors may be involved.
involving chemicals, flames or heating, Avoid inhaling vapors directly. Test an
or glassware. odor only when directed to do so by your
teacher, and use a wafting motion to direct
Lab Apron Wear a laboratory apron to the vapor toward your nose.
protect your skin and clothing from damage.
Sharp Object Scissors, scalpels, knives,
needles, pins, and tacks can cut your skin.
Breakage Handle breakable materials, Always direct a sharp edge or point away
such as glassware, with care. Do not touch from yourself and others.
broken glassware.
Animal Safety Treat live or preserved
Heat-Resistant Gloves Use an oven animals or animal parts with care to avoid
mitt or other hand protection when harming the animals or yourself. Wash your
handling hot materials, such as hot plates hands when you are finished with the activity.
or hot glassware.
Plant Safety Handle plants only as
directed by your teacher. If you are allergic
Plastic Gloves Wear disposable plastic
to certain plants, tell your teacher; do not
gloves when working with harmful chemicals
do an activity involving those plants. Avoid
and organisms. Keep your hands away from
touching harmful plants such as poison ivy.
your face, and dispose of the gloves accord-
Wash your hands when you are finished with
ing to your teacher's instructions.
the activity.

Heating Use a clamp or tongs to pick up Electric Shock To avoid electric shock,
hot glassware. Do not touch hot objects never use electrical equipment around
with your bare hands. water, when the equipment is wet, or when
your hands are wet. Be sure cords are
Flames Before you work with flames, tie untangled and cannot trip anyone. Unplug
back loose hair and clothing. Follow your equipment not in use.
teacher's instructions about lighting and
extinguishing flames. Physical Safety When an experiment
involves physical activity, avoid injuring your-
No Flames When using flammable self or others. Alert your teacher if there is
materials, make sure there are no flames, any reason you should not participate.
sparks, or other exposed heat sources
present. Disposal Dispose of chemicals and other
laboratory materials safely. Follow the
instructions from your teacher.
Corrosive Chemical Avoid getting acid
or other corrosive chemicals on your skin or Hand Washing Wash your hands thor-
clothing or in your eyes. Do not inhale the oughly when finished with an activity. Use
vapors. Wash your hands after the activity. soap and warm water. Rinse well.

CO
OGh
HWaeh &
BOE
PHOS
SS Poison Do not let any poisonous chemical
come into contact with your skin, and do
not inhale its vapors. Wash your hands when
you are finished with the activity.
General Safety Awareness When
this symbol appears, follow the instructions
provided. When you are asked to develop
your own procedure in a lab, have your
teacher approve your plan.
 Take Notes
Use this space for recording notes and sketching out ideas,

91
GLOSSARY
—_———A compression
or breaks.
Stress that squeezes rock until it folds

abiotic factor A nonliving part of an organism's condensation The change in state from a gas to a
habitat. liquid.
alluvial fan A wide, sloping deposit of sediment conservation The practice of using less of a resource
formed where a stream leaves a mountain range. so that it can last longer.
autotroph An organism that is able to capture consumer An organism that obtains energy by
energy from sunlight or chemicals and use it to feeding on other organisms.
produce its own food.
continental glacier A glacier that covers much of a
continent or large island.

B convergent boundary A plate boundary where two

plates move toward each other.
biodiversity The number and variety of different
species in an area.
crust The layer of rock that forms Earth's outer
surface.
biotic factor A living or once living part of an
organism’s habitat. crystal A solid in which the atoms are arranged ina
pattern that repeats again and again.
boiling point The temperature at which a liquid
boils. crystallization The process by which atoms are
arranged to form a material with a crystal structure.

crystallize To form a crystal structure.

C
cellular respiration The process in which oxygen
and glucose undergo a complex series of chemical D
reactions inside cells, releasing energy. decomposer An organism that gets energy by
chemical change A change in which one or more breaking down biotic wastes and dead organisms
substances combine or break apart to form new and returns raw materials to the soil and water.
substances. deflation The process by which wind removes surface
chemical property A characteristic of a substance materials.
that describes its ability to change into different delta A landform made of sediment that is deposited
substances.
where a river flows into an ocean or lake.
chemical weathering The process that breaks down density The measurement of how much mass of a
rock through chemical changes. substance is contained in a given volume.
chlorophyll A green photosynthetic pigment found deposition Process in which sediment is laid down in.
in the chloroplasts of plants, algae, and some new locations.
bacteria.
desalination A process that removes salt from sea
closed system A system in which no matter is water to make fresh water.
allowed to enter or leave. \

divergent boundary A plate boundary where two

commensalism A type of symbiosis between two plates move away from each other.
species in which one species benefits and the
other species is neither helped nor harmed. dormant Term used to describe a volcano that is not
currently acrtive but able to become active in the
community All the different populations that live future.
together in a certain area.
drought A long period of low precipitation.
competition The struggle between organisms to
survive as they attempt to use the same limited
resources in the same place at the same time.
 E fossil fuel Energy-rich substance formed from the
remains of organisms.
earthquake The shaking that results from the freezing point The temperature at which a liquid
movement of rock beneath Earth's surface. freezes.
ecological restoration The practice of helping a
degraded or destroyed ecosystem recover from
damage.
ecology The study of how organisms interact with
G
each other and their environment. gas Astate of matter with no definite shape or
volume.
ecosystem The community of organisms that live
in a particular area, along with their nonliving glacier Any large mass of ice that moves slowly over
environment. land.

ecosystem services The benefits that humans groundwater Water that fills the cracks and spaces
derive from ecosystems. in underground soil and rock layers.

element A pure substance that cannot be broken

down into other substances by chemical or physical
means.
_nigeccersoinatn
te
energy pyramid A diagram that shows the amount habitat An environment that provides the things
of energy that moves from one feeding level to a specific organism needs to live, grow, and
another in a food web, reproduce.
erosion The process by which water, ice, wind, or heterotroph An organism that cannot make its own
gravity moves weathered particles of rock and soil. food and gets food by consuming other living
evaporation The process by which molecules at things.
the surface of a liquid absorb enough energy to hot spot An area where magma from deep. within the
change to a gas. mantle melts through the crust above it.
extinct volcano Term used to describe a volcano humus Dark-colored organic material in soil. #
that is no longer active and unlikely to erupt again
hurricane A tropical storm that has winds of about
extinction The disappearance of all members of a 119 kilometers per hour or higher.
species from Earth.

F
ice age Time in Earth's history during which glaciers
fault A break in Earth's crust along which rocks move. covered large parts of the surface.
fermentation The process by which cells release igneous rock A type of rock that forms from the
energy by breaking down food molecules without cooling of molten rock at or below the surface.
using oxygen.
inner core A dense sphere of solid iron and nickel at
flood An overflowing of water in a normally dry area. the center of Earth.
flood plain The flat, wide area of land along a river. invasive species Species that are not native to a
habitat and can out-compete native species in an
food chain A series of events in an ecosystem in
ecosystem.
which organisms transfer energy by eating and by
being eaten. ;
food web The pattern of overlapping feeding
relationships or food chains among the various
organisms in an ecosystem.

93
GLOSSARY
HK, mineral A naturally occurring solid that can form by
inorganic processes and that has a crystal structure
and a definite chemical composition.
keystone species A species thatinfluences the
survival of many other species in an ecosystem. mutualism A type of symbiosis in which both species
benefit from living together.

L SO Aarts RRR |(presen Sl

lava Liquid magma that reaches the surface.
natural resource Anything naturally occurring in the
limiting factor An environmental factor that causes a environment that humans use.
population to decrease in size.
nonrenewable resource A natural resource that is
liquid A state of matter that has no definite shape but not replaced in a useful time frame.
has a definite volume.
nuclear fission The splitting of an atom’s nuclues
loess A wind-formed deposit made of fine particles of into two nuclei, which releases a great deal of
clay and silt. energy.

longshore drift The movement of water and

sediment down a beach caused by waves coming
in to shore at an angle. : O
ocean trench An undersea valley that represents one
of the deepest parts of the ocean.

M open system A system in which matter can enter

from or escape to the surroundings.
magma A molten mixture of rock-forming
substances, gases, and water from the mantle. ore A mineral deposit large enough and valuable
enough for it to be extracted from the ground.
magnitude The measurement of an earthquake’s
strength based on seismic waves and movement organism A living thing.
along faults.
outer core A layer of molten iron and nickel that
mantle The layer of hot, solid material between surrounds the inner core of Earth.
Earth's crust and core.

mass A measure of how much matter is in an object.

mass movement Any one of several processes by P

which gravity moves sediment downhill. parasitism A type of symbiosis in which one
organism lives with, on, or in a host and harms it.
matter Anything that has mass and takes up space.
petroleum Liquid fossil fuel; oil.
mechanical weathering The type of weathering in
which rock is physically broken into smaller pieces. photosynthesis The process by which plants and
other autotrophs capture and use light energy to
melting point The temperature at which a substance make food from carbon dioxide and water.
changes from a solid to a liquid; the same as the
freezing point, or temperature at which a liquid physical change A change that alters the form or
changes to a solid. appearance of a material but does not make the
material into another substance.
metamorphic rock A type of rock that forms from an
existing rock that is changed by heat, pressure, or physical property A characteristic of a pure
chemical reactions. substance that can be observed without changing
it into another substance.
mid-ocean ridge An undersea mountain chain
where new ocean floor is produced; a divergent pioneer species The first species to populate an
plate boundary under the ocean. area during succession.
plucking The process by which a glacier picks up soil The loose, weathered material on Earth’s surface
rocks as it flows over the land. in which plants can grow.

polymer A long chain of molecules made up of solid A state of matter that has a definite shape and a
repeating units. definite volume.
population All the members of one species living in storm A violent disturbance in the atmosphere.
the same area.
storm surge A “dome” of water that sweeps across
precipitation Any form of water that falls from clouds the coast where a hurricane lands.
and reaches Earth's surface as rain, snow, sleet, or
hail. stream A channel through which water is continually
flowing downhill.
predation An interaction in which one organism kills
another for food or nutrients. te stress A force that acts on rock to change its shape or
volume.
producer An organism that can make its own food.
subduction The process by which oceanic crust sinks
product A substance formed as a result of a chemical beneath a deep-ocean trench and back into the
reaction. mantle at a convergent plate boundary.

sublimation The change in state from a solid directly

to a gas without passing through the liquid state.

R substance A single kind of matter that is pure and

has a specific set of properties.
reactant A substance that enters into a chemical
reaction. succession The series of predictable changes that
occur in a community over time.
rock cycle A series of processes on the surface and
inside Earth that slowly changes rocks from one sustainability The ability of an ecosystem to
kind to another. maintain bioviersity and production indefinitely.
runoff Water that flows over the ground surface symbiosis Any relationship in which two species live
rather than soaking into the ground. closely together and that benefits at least one of
the species. hs

synthetic Created or manufactured by humans; not

S found occurring in nature

sand dune A deposit of wind-blown sand.

sea-floor spreading The process by which molten

material adds new oceanic crust to the ocean floor.
temperature How hot or cold something is; a
sediment Small, solid piecesof material that come measure of the average energy of motion of
from rocks or the remains of organisms; earth the particles of a substance; the measure of
materials deposited by erosion. the average kinetic energy of the particles of a
sedimentary rock A type of rock that forms when substance.
particles from other rocks or the remains of plants tension Stress that stretches rock so that it becomes
and animals are pressed and cemented together. thinner in the middle.
seismic wave Vibrations that travel through Earth thermal energy The total kinetic and potential
carrying the energy released during an earthquake. energy of all the particles of an object.
shearing Stress that pushes masses of rock in
opposite directions, in a sideways movement.
thunderstorm A small storm often accompanied
by heavy precipitation and frequent thunder and
lightning.
V
valley glacier A long, narrow glacier that forms when
till The sediments deposited directly by a glacier. snow and ice build up in a mountain valley.

tornado A rapidly whirling, funnel-shaped cloud that vaporization The change of state from a liquid to a
reaches down to touch Earth's surface. gas.

transform boundary A plate boundary where two volcano A weak spot in the crust where magma has
plates move past each other in opposite directions. come to the surface.

tributary A stream or river that flows into a larger volume The amount of space that matter occupies.
river.

tsunami A giant wave usually caused by an

earthquake beneath the ocean floor.
W
weight A measure of the force of gravity acting on an
object.
U
uniformitarianism The geologic principle that
the same geologic processes that operate today
operated in the past to change Earth's surface.

96
 poldtace type.

Condensation, 69 human consumption of natural

Connect It! resources effecting, 1
Cause and Effect, 66 human impact on, x—1, 2—7
Abiotic factors, 50
Classify, 10 organization of, 51
Anchoring Phenomenon, 1
Construct Explanations, 22, 48 populations in, 52-54
Anthracite, 13 Energy and Matter, 56 see also Ecological issues
Aquifers, 33 Explain Phenomena, 66 Emigration (ecosystems), 53
Assessment Systems, 30 Energy. law of conservation of, 67
Evidence-Based Assessment, Consumers (energy role), 58 see also Cycles of matter
38-39, 76-77 in carbon and oxygen cycles, 70 Energy (for organisms).
in energy and matter transfer, and food chains and webs,
60-62 60-63
ES eee Crosscutting Concepts (CCC)
Cause and Effect, 3, 16, 25, 29,
roles in ecosystems, 57-64
see also Photosynthesis
Benitoite, 28 34, 36, 39, 43, 54, 66, 77, 83, 89 Energy pyramids, 62
Bioremediation, 65 Energy and Matter, 56, 64, 74, Energy sources. see Natural
Biotic factors, 50 Rey a i resources
Patterns, 17, 29, 39, 64, 85 Engineering
Birth rate, 52
Scale, Proportion, and Quantity, Sustainable Design, 21, 65
Bitumen, 13
83 See also Science and
Stability and Change, 55, 77 Engineering Practices;
Systems and System Models, 6,
Jw ae toon, 27, 30) 357 43.50;
uEngineer It!
Environment. see Ecosystems
55, 58, 59, 60, 61, 64, 68, 69,
Environmental issues. see
California P207A TO) 7 7yon
Ecological issues
algal blooms, 46-47 Crystallization, 25
Evaporation, 68
Central Valley, 57 Cycles of matter, 66-74
drought, 34, 37 Evidence-Based Assessment,
carbon and oxygen, 70-71
gold mining, 2-7 38-39, 76-77
nitrogen, 72-73
Inyo craters, 32 Extraordinary Science, 75
water, 68-69
La Jolla Beach, 49

Vigeshe
Wed Sn ts3
minerals and rocks, 2-6, 26, 28
oil spills, 14
San Diego, 49 vO
Urerisieukl
&Wiha hae
San Joaquin Valley, 51 Features see Case Studies;
Sustainable Groundwater Death rate, 52
Extraordinary Science; It’s All
Management Act, 37 Decomposers, 59, 70
Connected; uEngineer It!
wildlife, 49, 51, 57 and bioremediation, 65, 75
Food chains, 60
California Spotlight in energy and matter transfer,
Food webs, 60-61, 63, 76
Before the Topics, Identify the 60-62
Fossil fuels, 12
Problem, 2-6 Density of population, 53
coal, 12-13
Revisit the Anchoring Desalination, 35
natural gas, 16
Phenomenon Design It! 35, 50
oil, 14-15
Communicate a Solution, 89 usage issues, 18
Conduct an Investigation, Fracking, 16
87-88
Carbon cycle, 70-71
aegag vient Free nitrogen, 72

Carbon dioxide, in atmosphere, Earth. see Minerals

Lo.
Maelo
21 Ecological issues
Carnivores, 58 bioremediation, 65, 75
Case Studies California gold mining, 2-7
Geology, of gold mining, 3
The Case of the Disappearing mining, 82-83
Cerulean Warbler, 84-85 Geosphere. see Minerals
oil spills, 65
Phosphorus Fiasco, 82-83 phosphorous cycle disruption, Gold mining, 2-7, 2
82-83 contamination, 6
Climate, and population growth,
water management, 34-35 geology, 3
Gold Rush, 2-6, 26
Coal, 12-13 Ecosystems, 51.
energy roles, 57-59
methods, 4-5 ~
Communities (ecosystems), 51.
energy transfer, 60-63 Groundwater, 31, 33
see also Ecosystems
Components of systems, 67
97
TEE SENECA ROG pM EC Ra i
fathe red
5 me |than Analyze Relationships, 16, 73
Draw Comparative Inferences,
Oil pollution, 65
Omnivores, 58
32 Ore, 23
Habitats, 49. Represent Relationships, 52
and organisms, 49-50 Organisms, 49
Math Toolbox and habitats, 49-50
see also Ecosystems
Dependent and Independent Oxygen cycle, 70-71
Herbivores, 58 Variables, 73
Human consumption, of natural Distribution of Water Resources,
resources affect ecosystems, 1 32
Hydraulic mining, 5 Graphing Population Changes, Pee
Hydroelectric power, 21 52
Natural Gas Consumption in the Panning for gold, 4
USEM6 Peat, 13
Relationships in an Energy Petroleum, 14-15
Pyramid, 63 Phenomenon
Immigration (ecosystems), 53 Matter, cycles of. see Cycles of algal blooms, 77
matter bioremediation, 65
Inquiry Skills. see Science and
Measuring gold rush, 2
Engineering Practices
energy in food, 62 oil drilling, 40
Investigative Phenomenon
population density, 53 owl's role in food web, 78
Distribution of Natural
Micro-hydro power, 21 Phosphorus, 82-83
Resources, 8-9
Ecosystems, 44—45 Mineral resources, 21-29 Photosynthesis, 57
It’s All Connected, 37 Minerals Plan It! 18
distribution, 26-27 Plastic pollution, 75
formation, 24-25 Pollution.

eRea GA fa
ere, use, 28, 82-83
Mining, 28, 82-83
and fossil fuels, 12-16, 18
from gold mining, 4-6
California gold mining, 2-7 from oil, 65
Labs of water, 34
wildlife versus, 88
uConnect see also Ecological issues
Model It! 61, 68
9,45
Mutualism, 72 Populations, 51-54
ulnvestigate
births and deaths, 52
41, 22, 23;30).33,:48, 49;
density, 53
53, 54, 56, 59, 66, 69
uDemonstrate
To Drill or Not to Drill, 40-43
nit Nr growth, 52-54
immigration and emigration, 53
limiting factors, 54
Last Remains, 78-81 Natural gas, 16
Precipitation, 69
Lakes, 32 Natural resources.
Process Skills. see Science and
Lava, 25 defined, 11
Engineering Practices
Law of conservation of mass, 71, mineral resources, 21-29
Producers (energy role), 57, 70
73 nonrenewable, 11-20
in energy and matter transfer,
Legumes, 72 water resources, 30-36
60-62
Lignite, 13 see also Ecological issues
Nitrogen cycle, 72-73

op ae
Limiting factors, 54
Literacy Connection Nitrogen fixation, 72
Cite Textual Evidence, 17, 51 Nitrogen gas, 72
Determine Central Ideas, 70 Nodules, 72
Quest Check-In, 55, 64, 74
Determine Meaning, 24 Nonrenewable resources, 11-20
Integrate with Visuals, 62 fossil fuels, 12-16 Quest Findings, 47, 77
Support Author's Claim, 34 nuclear power, 17 Quest Kickoff, 46
Nuclear fission, 17 Quest PBL, 46-47
Question It! 26

Pb
Ypeerene < prachaaoalatantl
6)Teoma ss2
Magma, 25
Mass, law of conservation of, 67, Oceans
7i FS and energy roles, 57
Math Connection and natural resources, 35
Analyze Proportional and pollution, 35
Relationships, 63 Oil, 14-15

98
 Evidence, 15, 20 W
2 = Eee Obtaining, Evaluating, and SN ee ee
Communicating Information, 64
Resources, 49. see also Natural Planning and Carrying Out Water cycle, 68-69
_ fesources Investigations, 18 Water resources, 30-36, 37
Rivers, 32 Using Mathematics and and desalination, 35
Role, 57 Computational Data, 14, 16, distribution of, 31-33, 37
62,63 groundwater, 31, 33
Write About It, 58, 69 ee Hacoanaun a
Go sting,
Se oe cas Be
ey
surface water, 31-32
Scavengers, 58 Sun, and evaporation, 68 Water Vacorr és
Science and Engineering Surface water, 31-32 Wells ve 4
Practices (SEP) System of matter, 67 eee we 4
Poeheing end Interpreting World politics, and fossil fuels, 18
Data, 14, 25, 39, 52, 55, 73, 83 al?
Asking Questions and Defining U
Problems, 74 Aéate
i
Constructing Explanations and
uDemonstrate Lab
Designing Solutions, 13, 20, 22,
To Drill or Not to Drill, 40-43
29, 32, 35, 36, 39, 43, 48, 53,
Last Remains, 78-81
55, 64, 74, 77, 83, 85
uEngineer It!
Developing and Using Models,
Eating Oil, 65
Be Gils. 9,,50;,58,.61,,68, Micro-Hydro Power, 21
LOA Lino i / ;
Oe
Engaging in Argument ffrom Units of measurement, kilocalorie
(kcal), 62
Uranium, 17

99
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Alamy Stock Photo; 044: Brian J. Skerry/National Geographic/
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(B), Left (L), Right (R), Background (Bkgd)
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Covers
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Front: James Mattil/Zoonar GmbH/Alamy Stock Photo;
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 CALIFORNIA |

elevatesc'ence
Using the cover phenomena
The Joshua tree grows only in the Mojave Desert.
What factors might influence its ability to survive here?

2 mensional eee.
three ai hinteraction?

. Qy —_—
www.pearsonrealize.com oe

M Ml
INSTRUCTIONAL SEGMENT 3
ISBN-13: 978-1-4183-1040-0
ISBN-10: 1-4183-1040-9

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9 "781418"310400
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