Name Date Block SELF-STUDY GUIDE

Page number reference the ZEBRA BOOK (chapters 2-5)

Ecosystems and Energy Flow

Initials Assignment __ Teacher Initials

______ 1. View Ecology Podcast 1: Introduction to Ecology and answer questions______ 2. Read pages 32-36 – answer questions 1-4 on page 40______3. view    Visualizing Levels of Organization (452.0K) ______ 4. Complete Levels of Organization Sketch ______ 5. Set up TerraAqua Column (only if YOU bring a 2 liter soda bottle)_______6 complete interactive tutor Chapter 2 - Interactive Tutor_______ 7 Section   1: Organisms and Their Relationships (e-mail results to jhulgan.westside@bibb.k12.ga.us)

Initials Assignment __ Teacher Initials

______ 1. View Ecology Podcast 2: Food Chains and answer questions. _______2. View A Food Web (539.0K)______ 3. Read pages 41-44 and answer questions 1, 3 and 4 on page 44 ______ 4. Complete Food Chain Drawing ______ 5. Complete Wetland Food Web______ 6. Complete Energy Pyramid Worksheet _______7. Section   2: Flow of Energy in an Ecosystem (e-mail results to jhulgan.westside@bibb.k12.ga.us)

Initials Assignment __ Teacher Initials ______ 1. Read section 2.3 answer question # 1 page 49._______2. view The Water Cycle (325.0K)________3. view The Carbon Cycle (348.0K)________4 view The Nitrogen Cycle (495.0K)________5 view   The Phosphorus Cycle (3934.0K)______ 6. Complete Nutrient Cycle Webquest._______7 Section   3: Cycling of Matter

A. To explain the structure of populations and communities

B. To describe how energy flows through ecosystems

C. To identify major nutrients and describe how they cycle through the ecosystems

Initials Assignment __ Teacher Initials ______ 1. View Ecology Podcast 4: Biomes and answer questions ______________ 2. Read pages 65-73 and answer questions #2 on page 73 ________ Chapter 3 - Interactive Tutor______ 3. Complete Climatogram Graphing Activity ______________ 4. Complete Biome Webquest ______________ 5. View Ecology Podcast 7: Aquatic Ecosystems and answer questions ______________ 6. Complete Aquatic Ecosystems drawing ________ _______ 7 Section   2: Terrestrial Biomes e-mail results to jhulgan.westside@bibb,k12.ga.us __________________ 8 Section   3: Aquatic Ecosystems e-mail results to jhulgan.westside@bibb,k12.ga.us _________

I have completed all work independently and to the best of my ability. SUDENT SIGNATURE: ____________________________________________________

Name Date Block SELF-STUDY GUIDE

Ecological Interactions and Change

Initials Assignment __ Teacher Initials ______ 1. View Ecology Podcast 6: Succession and answer questions ______ 2. Read pages 62-64 answer questions 5-8 o page 85 _______3 view A Climax Community (432.0K)______ 4 Complete Succession cartoon strips ______ 5. Set up Succession Plots (weather permitting) _______6. Section   1: Community Ecology e-mail results to jhulgan.westside@bibb,k12.ga.us

Initials Assignment __ Teacher Initials ______ 1. View Ecology Podcast 3: Populations and answer questions 2. Logistic Population Growth (2779.0K)

______ 3 Population Growth Rates of Countries (76.0K)

______ 4   Visualizing Population Characteristic (689.0K)______ 5 Chapter 4 - Interactive Tutor______ 6. Read pages 92-99 answer questions 4, 5, 8,9,10,11,12 on page 109 ______ 7. Complete OH DEER! (whole class activity) ______ 9. Section   1: Population Dynamics e-mail results to jhulgan.westside@bibb,k12.ga.us______ 10. Section   2: Human Population e-mail results to jhulgan.westside@bibb,k12.ga.us

D. To identify major biomes of the world

A. To explain how communities change

B. To describe factors affecting population growth

Initials Assignment __ Teacher Initials ______ 1. View Ecology Podcast 5: Biotic Relationships and answer questions ______ 2. Read pages 38-40, answer questions 12 and 13 on page 53 ______ 3. Complete Biotic Relationships Webquest

Initials Assignment __ Teacher Initials

______ 1. View Ecology Podcast 8: Human Impact and answer questions ______ 2. Read pages 127 answer questions 6-8 on page 142 ______ 3.Chapter 5 - Interactive Tutor e-mail results to jhulgan.westside@bibb,k12.ga.us______ 4. Watch Acid Rain Demo (whole class activity) _______5 view Visualizing Global Effects (987.0K)______ 6. Complete Global Warming in a Bottle Simulation  _______7     Five Most Recent Mass Extinctions (30.0K) _______8     Estimated Number of Extinctions Since 1600 (12.0K)______ 9 Visualizing Biodiversity Hot Spots (830.0K)_______10 Section   1: Biodiversity _______11 Section   2: Threats to Biodiversity _______ 12Section   3: Conserving Biodiversity

On Line tests:

Chapter 2Chapter Test Practice-EnglishStandardized Test Practice-English

Chapter 3Chapter Test Practice-EnglishStandardized Test Practice-English

Chapter 4Chapter Test Practice-EnglishStandardized Test Practice-English

Chapter 5 Chapter Test Practice-EnglishStandardized Test Practice-English

I have completed all work independently and to the best of my ability.

STUDENT SIGNATURE: ____________________________________________________

C. To describe community interactions

D. To recognize that some human activities damage some ecosystems

Levels of Organization Sketch

1. Choose an organism and draw a picture of it.2. Take that same organism, and draw a picture of that organism as a member of a population.3. Take that population, and draw a picture of it as a member of a community.4. Take that community, and draw it as a member of an ecosystem.5. Take that ecosystem, and draw it as a member of a biome. 6. Take that biome, and draw it as a part of the biosphere.

For an example, see page 37 in the Zebra book. You MAY NOT USE A FISH.

TerraAqua Column

Materials

One 2-liter soda bottle One bottle cap Tool Box Wicking material-fabric interfacing or cotton string Water, soil and plants

Step 1 – Remove label from the 2-liter bottle. Cut bottle 1 cm below shoulder.

Bottle #1

Step 2 – Poke or drill a 1 cm hole in bottle cap.

Step 3 – Thread a thoroughly wet wick strip through bottle top, invert top, and set into base. Wick should reach bottom of reservoir and thread loosely through cap.

Step 4 – Fill reservoir with water. Add soil and plants to top chamber. To be effective, the wick should run up into soil, not be plastered along a side of the bottle. For better drainage, place a layer of gravel, sand or vermiculite in the bottom of the soil unit.

Food Chain Drawing

1. Make a drawing of a food chain2. Make sure your arrows point in the right direction3. Label

- Sun- Producer- Each type of consumer:

o herbivoreo carnivoreo detrivore o decomposer

4. Also label each consumer as - primary- secondary- tertiary- quaternary

3 Types of Ecological Pyramids

1. Energy Pyramid Show energy available at each trophic level Only part of energy in one trophic level is passed on to next level because

organisms used most of the energy for their own life processes

2. Biomass Pyramid Total amount of living tissue is biomass Usually in grams

3. Pyramids of Numbers Based on actual NUMBER of individual organisms at each level For most ecosystems, looks the same as energy pyramids and

pyramids of biomass

For some ecosystems, like a forest ecosystem, the pyramid can look like this

This is because there a fewer producers than consumers A single oak tree has a lot of ENERGY and BIOMASS, but it is

only a single organism One tree can support many insects and birds

What amount of energy is passed on to each level?

Where is most of the biomass in this ecosystem?

Where is the least amount of biomass?

Which is greater, the mass of the oak tree or the mass of all the caterpillars?

Which is greater, the mass of all the caterpillars or the mass of all the bluetits?

Which level has the greatest number of organisms in this ecosystem?

Which level has the fewest organisms?

Are there more voles or barn owls in this ecosystem?

Which level has the greatest number of organisms in this ecosystem?

Which level has the fewest organisms?

Are there more oak trees or caterpillars in this ecosystem?

Are there more caterpillars or bluetits?

Nutrient Cycle Webquest

The Carbon Cycle

Recall that the four major macromolecules are built on carbon skeletons. Where does this carbon come from? Is carbon “created” daily? Actually- it is NOT. All the carbon atoms that are in your body are simply recycled carbon atoms from the beginning of earth’s history! That means that the carbon atoms that are in your body right now have been in some other organism’s body in the past. Just think, a carbon atom in your eyeball could have been in a dinosaur’s poop!

The carbon cycle is the pathway that carbon follows as it moves in and out of living organisms. Go to the following websites to learn how carbon is recycled through the biosphere:

http://library.thinkquest.org/11226/why.htm1. Carbon from the atmosphere:

a. Which organisms are responsible for absorbing carbon from the atmosphere? b. What form (what compound) is the carbon in?c. What is the name of this process?d. What is made as a result of this process?

2. How do animals get the carbon?

3. How do animals return carbon to the atmosphere? (There are two ways mentioned)

4. Sketch the carbon cycle, indicating the key steps of:

a. Photosynthesis (from atmosphere to plant sugars)b. Consumption (eating) (from plant to animal to animal)c. Respiration (example: returning carbon to atmosphere by “breathing out”)d. Decomposition (returning carbon to soil by rotting into the ground)

5. Go to: http://eo.ucar.edu/kids/green/images/carboncycle_sm.jpg Examine the picture. How might we (humans) be altering the carbon cycle?

The Nitrogen Cycle

Nitrogen is an essential part of proteins and DNA. Like carbon, nitrogen must be recycled continuously. Go to the following websites to learn how this happens:http://www.cst.cmich.edu/centers/mwrc/nitrogen.htm

1. Where is most nitrogen in the biosphere located?

2. This nitrogen is not in a useable form. Plants and animals cannot simply absorb nitrogen from the atmosphere. Therefore, it must be _____________________ , which means ________________________________.

3. There are two ways that nitrogen can be removed from the atmosphere: a)

b)4. What happens to nitrogen inside of a plant?

5. How does the nitrogen get to carnivores?

6. What happens to the nitrogen when organisms die?

7. What is the name of the process which returns nitrogen to the atmosphere?

8. Go to the following site and sketch the steps involved in the nitrogen cycle: http://ridge.icu.ac.jp/gen-ed/ecosystem-jpgs/nitrogen-cycle.jpg

Step 1 – nitrogen-fixation – (nitrogen in atmosphere converted to ammonia by lightning or nitrogen-fixing bacteria)Step 2 – nitrification (ammonia converted to nitrates by nitrifying bacteria)Step 3 – assimilation (plants absorb nitrates, incorporate into proteins. Nitrogen in now in the food chain)Step 4 – ammonification (dead plants/animals converted to ammonia by ammonifying bacteria)Step 5 – denitrification (some nitrates are returned to atmosphere by denitrifying bacteria)

9. What type of organism do you notice is essential in nearly every stop of the nitrogen cycle?

The Water Cycle http://education.jlab.org/reading/water_cycle.html

1. The ______________ evaporates _____________ from lakes and oceans. As the air rises, it cools. The water vapor condenses into tiny droplets of _______________. The droplets crowd together and form a __________. Wind blows the ______________ towards the land. The tiny droplets join together and fall as precipitation to the ____________. The water soaks into the ground and collects in ___________. The ___________ that never ends has started again!

2. Sketch the diagram, and label each numbered arrow.

Phosphorus Cycle Go to: http://filebox.vt.edu/users/chagedor/biol_4684/Cycles/Pcycle.html and answer these questions based on the “soil based view” of the phosphorus cycle.

1. How does phosphorus initially enter the cycle? 2. What do plants do with it?

3. How do herbivores get it? 4. How do carnivores get it?5. How do herbivores and carnivores return phosphorus to the cycle?

Ocean Biome (an Aquatic Ecosystem)

Divisions based on depth and distance from shore:

Letter Organisms found in this zone

Intertidal zone

Coastal zone

Open ocean

Divisions based on sunlight penetration:

Letter Organisms found in this zone

Photic zone

Aphotic zone

benthic zone

Succession Cartoon Strips

1. Obtain 2 strips from your teacher.2. Label one of them “Primary Succession”. 3. Divide the strip into 7 blocks.4. In each block, sketch a step of primary succession, beginning with bare ROCK

and ending with a mature forest.5. Label the second strip “Secondary Succession”.6. Divide the strip into 5 blocks.7. In each block, sketch a step of secondary succession, beginning with SOIL and

ending with a mature forest.

Succession Plots

1. Obtain a tray, poke a few small holes in the bottom. 2. Fill the pan with potting soil.3. Make a sketch of your pan with soil.4. Place pan outside in an area designated by your teacher.5. Water your soil.6. Observe 7 days later. 7. Make a second sketch of your pan, with whatever else is now in it.8. Write a short paragraph explaining your observations.

Biotic Relationships Webquest

1. Go to http://www.fcps.edu/StratfordLandingES/Ecology/mpages/relationships_page.htm and fill in the definitions for each of the biotic relationships listed in the chart.

2. Go to http://www.fcps.edu/StratfordLandingES/Ecology/mpages/organism_menu.htm PAGE DOWN to see full list of organisms! For each symbiotic relationship listed in the table, find two examples from this website. Make sure you understand the relationship clearly. You must explain each relationship.

Hint: look for C (commensalism), H (predator/prey), Mu ( mutualism), EC (competition) or Pa (Parasite)

Biotic Relationship Definition

Examples Explanation

Predation (Predator/Prey)

Competition

Sym

biot

ic

Mutualism

Commensalism

Parasitism

Global Warming in a Bottle

1. Obtain the 2 global warming bottles with thermometers from your teacher.2. Obtain one sheet of plastic wrap.3. Go outside.4. Place both bottles in a sunny area for 2 minutes.5. Record air temperature in both bottles (these should be the same or very close). Record this

temperature as your “Starting Temperature (0 minutes)”. 6. Cover one of the bottles with plastic wrap, secure with a rubber band.7. Continue to record the temperature as indicated in your data table.8. Graph the data.

Title your graphLabel the x-axis as TimeLabel the y-axis with TemperaturePlot your data

9. Answer the questions.

Bottle 1 (open) Bottle 2 (covered)Starting Temperature (0 minutes)2 minutes4 minutes6810121416

Title:________________________________________

1. Which bottle showed the greatest temperature increase?

2. Why?

3. How might this relate to global warming?