Name, Date, Hr/Per_____________________________________________________________________
ECOLOGY – UNIT 2 – INSTRUCTIONAL PACKET
UNIT 2 Vocabulary: Create review in an acceptable format for the following terms.
Part 1: Due __________________
abiotic
climate
detritovore
energy
biome
community
ecology
pyramid
biosphere
competition
ecosystem
fauna
biotic
consumer
flora
Part 2: Due __________________
biodiversity
density-dependent
carrying capacity
limiting factor
climax community
density-independent
combustion
limiting factor
decomposition
exotic species
exponential growth
fossil fuels
humus
limiting factor
logistic growth
food web
organism
population
species
nitrogen fixation
pioneer species
respiration
runoff
succession
Other terms you should already know – they are important later and CAN be quizzed.
[if you don’t KNOW KNOW these, make cards/foldables for them also!!!!!!!!!!!!!]
autotroph
carnivore
commensalism
condensation
food chain
evaporation
habitat
herbivore
heterotroph
mutualism
niche
omnivore
parasitism
photosynthesis
precipitation
predator
prey
symbiosis
transpiration
Warm-Up #1 – Date: ____________________________
Lecture 2-1:
Ecological Organization
Ecology: the study of the relationship between ______________ things and their ____________________
1. “eco-” – environment or ecology
a. Comes from Greek “oikos” meaning ______________ [where you live]
2. Includes relationships with biotic and abiotic factors
a. biotic – ____________
b. abiotic – non-living
i. prefix “a-” means ___________________
Ecological Organization: [smallest to largest]
1. ___________________
a. anything which contains ALL of the characteristics of life
2. species
a. a group of organisms that can ______________ and produce fertile offspring
3. population
a. single _______________ in a single location at the same time
4. community
a. a group of ALL _____________________ in a single location at the same time
5. ecosystem
a. includes the community [all biotic factors] ______________ all abiotic factors in an environment
1
6. biome
a. geographic area which has _________________ conditions
i. climate, flora, fauna
ii. ________________ – plant life
iii. ________________ – animal life
b. Examples of biomes?
c. there is no set number of biomes – lists can be generalized or specified.
7. biosphere
a. everywhere on earth where life ______________________
North American Biomes w/s
Color the map according to the clues listed below. You may need to look at a map of North America if you get
stuck. Place a check mark in the box once you have completed that step.
***The SOLID lines on the map represent dividing lines between the different biomes – DO NOT cross them
when coloring. The dotted line represents the US border – you may cross these lines.***
1. Northern Canada and Alaska are tundra – color the tundra light blue
2. Most of Canada is coniferous forest. Color the coniferous forest dark green.
3. The west coast of the U.S. is mainly deciduous forest where California is. The east coast, all the
way to the center of the country is also deciduous forest. Color the deciduous forest light green.
4. The Midwest (middle of the country) is grassland. Color the grassland yellow.
5. The eastern edge of Mexico and Central America, Hawaii, and the Caribbean Islands are all
tropical rain forests. Color those purple.
6. There is a temperate rain forest located in the far corner of the U.S., the northwest.
Color the temperate rain forest brown.
7. The great lakes and the lakes in Canada are freshwater. Find each freshwater lake and color it pink.
8. The bodies of water surrounding the continent are salt water. Color the coastal areas dark blue.
9. The western region of the U.S. as well as Northern Mexico is desert. Color the desert orange.
10. The western edge of Mexico is deciduous forest.
Color it the same color as you did the other deciduous forests.
11. Color code the squares at the bottom to match your biome colors.
12. The dotted lines represent the border between the U.S. and Mexico and Canada.
All other lines show biome borders. Color the U.S. borders (dotted line) red.
13. Label the countries in LARGE print: U.S.A., Canada, Mexico
Questions
1. Name the 3 main biomes of the United States (land only). ______________________________
_____________________________________________________________________
2. What biome is closest to where you live? __________________________________________
Place an X on the map to show your approximate location.
3. What U.S. state could a person visit a tropical rain forest in? _________________________
4. How about a temperate rain forest? ____________________________________________
5. Point out Alaska by drawing an arrow to it. What two biomes are found in Alaska?
2
6. If you traveled due north of your current location, what biomes would you pass through?
(just going to the north pole)
7. A person is driving from Los Angeles, California to Washington D.C. Name the biomes the person
will pass through, in the correct order.
8. A person is driving from Alaska to Mexico, staying close to the west coastline. Name the biomes
the person will pass through, in the correct order.
Tundra
Desert
Fresh Water
Deciduous Forest
Tropical Rain Forest
Temperate Rain Forest
Grassland
Salt Water
Coniferous Forest
3
Warm-Up #2 – Date: ____________________________
Lecture 2-2:
Ecological Relationships
___________________ – the relationship between an organism and its environment
1. Includes relationships between
a. biotic and _________________ factors
b. biotic and _________________ factors
2. Habitat – where an organism _______________ –
a. ex: Hedgehogs live in forests or gardens.
3. Niche – what an organism _________________ [it’s job]
a. The job of a hedgehog in it’s habitat is to eat slugs/insects or other things that might harm the
plants of the area, and they also help plants grow better by putting nitrogen back into the soil when
they urinate! [also includes any other relationship they have with abiotic or biotic factors]
Biotic Biotic Relationships
1. _________________: a relationship between 2 organisms
a. Three types we’ll cover:
i. mutualism: benefit-_______________
1. often referred to as simply “symbiosis” but you MUST use the more specific term
ii. ____________________: benefit-unaffected [neither benefitted nor harmed]
iii. ____________________: benefit-harm
2. Predator/Prey: one organism __________________ on another [NOT a relationship]
3. Competition: organisms involved ________________ for the same resources [food, shelter, territory, etc]
Food Chains & Food Webs
1. Do NOT list humans, detritovores, or ____________________.
a. detritovore: decomposer
-------------------------------------------------------------------------------------------------------
2. Food ______________: a linear representation of
who eats what in an ecosystem
3. Food ____________: a branched representation of who eats what
in an ecosystem
Descriptive terms for Organisms
1. Autotroph: makes its own food
b. “-troph” – nutrients [or food/feeder]
a. “________” – self
c. aka: _______________
2. Heterotroph: can’t make its own food, so it feeds off of other organisms
a. “hetero-“ – ____________________
c. these are your “-vore” words [& decomposers]
b. aka: consumer
i. ___________________________________________________________________
d. decomposer: obtains nutrients by breaking down organic matter [aka detritovore]
e. organic – any substance which contains the element ___________________
4
Terms for Heterotrophs In Food Chains or Energy Pyramids (will see this below) NOT food webs
– Note: you can use EITHER of the given terms
a. _______________________ consumer aka First Order consumer
i. first consumer in a food chain; eats the producer
ii. herbivore or ____________________
b. _______________________ consumer aka Second Order consumer
iii. eats the primary / 1st order consumer
iv. omnivore or carnivore
c. _______________________ consumer aka Third Order consumer
v. eats the secondary / 2nd order consumer
vi. omnivore or carnivore
d. _______________________
_______________________consumer aka Fourth Order consumer
vii. eats the tertiary / 3rd order consumer
viii. omnivore or carnivore
e. …etc…if you have a long food chain, the list will continue in fashion
3. _______________________: [not including humans] an animal with no natural enemies
a. will always be final step in food chain
i. not all food chains have a top predator
4. EXAMPLE USING THESE TERMS:
MS:
Energy Pyramids
1. Energy pyramid: a pyramid-shaped
shaped representation of a food ___________________.
i. shows the transfer of _______________ between organisms
1. only _________
_________% of the energy taken in is passed
d on to the next trophic level
2. __________% of energy an organism takes in is lost
ii. trophic level:: “nutrient/food” level
1. each step in a food chain, web, or energy pyramid is a new trophic level
2. the pyramid will have _____________
____________________________
_____ levels as
the chain it represents
3. the terms used to describe each step in the food chain also apply here
4. the pyramid points up.
As the available energy
decreases, the number of organisms
_____________________.
On the right of the pyramid, label the
types of organisms you have
[producers, consumers, etc] – use
TWO or more labels for each level.
5
FOOD CHAINS, FOOD WEBS, & ENERGY PYRAMIDS w/s
1. An organism, which gets its energy from the sun is called a(n) ________________________. It can also be
called a(n) ________________________.
2. An organism, which gets its energy from eating plants is called a(n) _________________________. It can
also be called a(n) ________________________ and a(n) ___________________________.
3. An organism, which gets its energy from eating both plants and animals is called a(n) __________________.
It can also be called a(n) ________________________ and a(n) ___________________________.
4. An organism which gets its energy from eating animals is called a ____________________________. It can
also be called a __________________________ and a(n) ___________________________.
5. An organism with no natural enemies is called a ___________________________________. It is always at
the top of a food chain. It can also be called a ________________________ and a __________________.
------------------------------------------------------------------------------------------------------------------------------------------------Please refer to the food [circle one: web / chain] below to answer the following questions:
algae
tiny fish
bigger fish
raccoon
hawk
6. What are some terms for the following organisms? Name them based on how they get their food [energy],
what they get their food [energy] from, and also by their place on the food chain [use your sequence words].
7. Use the food chain give above [which is restated below] to create your own food web.
algae
tiny fish
bigger fish
raccoon
hawk
8. Each step in the food chain/web or energy pyramid is called a ______________________________.
9. The first step in each food chain/web or energy pyramid is composed of what type of organisms? [give 2 terms]
6
10. The arrows in a food chain or web represent the flow of ____________________.
11. Roughly _______% of the available energy of organisms is lost between each trophic level.
12. Because most of the energy is lost, there has to be [circle one: more / less] organisms at the top of the pyramid
than at the bottom.
13. Use the picture below to complete a similar task to the one from #6 above. View the energy pyramid below
and label / fill in each blank. Hints are given.
Warm-Up #3 – Date: ____________________________
7
Lecture 2-3: Ecological Succession
Succession: the replacement of one community by another [at a single location over time]
1. _________________ Succession:
a. bare rock [volcanic or glacial]
b. ________________ & mosses
i. lichens secrete chemicals that break down the rock
ii. mosses have shallow root systems that break the rock
iii. are called pioneer species
1. pioneer species – ____________ organisms to appear in succession
a. are typically small organisms
iv. create a supply of nutrients with minerals & _____________ matter [dead
mosses/lichens]
c. soil (where new things can grow)
i. nutrient low at first, but provides a place for plants with roots to attach
ii. also not deep to begin with, but over time grows in depths [things decay, etc]
d. ___________________
i. grow fairly well in nutrient deficient soil
ii. short, so not affected by wind or full-sun [no protection from larger plants]
iii. organisms live in and eat grass, so we can have smaller, grass eating organisms
e. small shrubs / bushes
i. need more nutrients [which come as soil gets richer and deeper over time]
ii. provide a bit of shade allowing for greater biodiversity
1. __________________ – diversity of life
f.
trees
i. need more nutrients
ii. provide habitats and niches to many more animals and shade for more plants
g. ___________________ community – the final, steady-state community in succession in
i. flora & fauna are in a state of equilibrium
ii. little change occurs here – no major changes
2. ___________________ Succession: occurs after a catastrophic event [fire, flood, etc] – no life is left
a. events occur in same order as primary succession with ONE exception:
i. begins with _______________ instead of rock
Examining the Stages in Ecological Succession w/s
Succession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem
passes through are predictable. In this activity, you will place the stages of succession of two ecosystems
into sequence. You will also describe changes in an ecosystem and make predictions about changes that
will take place from one stage of succession to another.
The changing of a body of water from a lake to a marsh can take thousands of years, and so, the process
cannot be observed directly. Instead, a method can be used to find the links of stages and then to put
them together to develop a complete story.
The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land
was exposed. Many small lakes or ponds were left behind where there were depressions in the land.
Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations and
descriptions to answer the questions about the ponds.
8
Pond A: Cattails, bulrushes, and water lilies grow in the
pond. These plants have their roots in the bottom of the
pond, but they can reach above the surface of the water.
This pond is an ideal habitat for the animals that must climb
to the surface for oxygen. Aquatic insect larvae are
abundant. They serve as food for larger insects, which in
turn are food for crawfish, frogs, salamanders, and turtles.
Pond B: Plankton growth is rich enough to support animals
that entered when the pond was connected to the lake. Fish
make nests on the sandy bottom. Mussels crawl over the
bottom.
Pond C: Decayed bodies of plants and animals form a layer
of humus over the bottom of the pond. Chara, a branching
green algae, covers the humus. Fish that build nests on the
bare bottom have been replaced by those that lay their
eggs on the Chara.
Pond D: The pond is so filled with vegetation that there are
no longer any large areas of open water. Instead, the pond is
filled with grasses. The water dries up during the summer
months.
Questions
1. Write the letters of the ponds in order from the youngest, to the oldest.
2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them?
3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris?
4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them?
5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which
pond(s) would they survive?
6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the
surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies?
7. In one pond, gill breathing snails will die and be replaced by lung breathing snails that climb to the
surface to breathe. Which pond will contain these new lung-breathing snails?
9
8. Some mussels require a sandy bottom in order to maintain an upright position. In which pond will they
die out?
The climax community in the area of Michigan is a beech-maple forest. After the
ponds are filled in, the area will undergo another series of stages of succession.
This is illustrated below. Briefly explain what is happening in the diagram
using the questions below.
You need to relate what is in the
picture AND the time in years as
listed on the bottom of the image.
Example for picture #1: During the first
50 years after the ponds are filled, the
area begins to undergo succession and
small grasses will form in the area.
Explain what is happening in the part of the picture labeled #2.
Explain what is happening in the part of the picture labeled #3.
Explain what is happening in the part of the picture labeled #4.
Explain what is happening in the part of the picture labeled #5.
Warm-Up #4 – Date: ____________________________
10
Lecture 2-4:
Population Ecology
[review: Population: a group of the same species in the same place in the same time.]
Population growth can be shown in an Exponential or Logistic curve.
1. Exponential Growth Curve – number of organisms
grows very quickly – why? No natural predators, a lot
as the of resources available to orgs…etc.
2. Logistic Growth Curve – begins with a time of
exponential growth, then it slowly levels off
population stabilizes
The population stabilizes in the logistic curve because of _________________________Which of these is more realistic? Why?
3. Carrying Capacity – the _______________ number of organisms that an environment can ___________
a. What factors influence this?
i. _____________________ [food, shelter, etc], humans, predators, ____________________,
natural disasters, climate…
b.
Shown on the graph:
c. More realistically, CC can be shown like this:
d. Why does the line waver in the more realistic graph?
Limiting Factors
1. Limiting Factors: factors that limit a population’s _________________
a. Include all of the things we listed that affect the carrying capacity
b. Density __________________ Limiting Factors
i. limiting factors that DO depend on the # [density] of organisms in the area
ii. _________________ [food, water, shelter, etc]; ________________; ________________
11
c. Density __________________ Limiting Factors
i. limiting factors that don’t depend on the # of organisms in the area
ii. ____________
_______________
___ [temperature, weather (sun, wind, precipitation…etc)];
_________________; _________________
d. How can you tell which is which?
i. Ask yourself this question [with LARGE differences in the numbers]:
ii. Would there be a change in the amount of this factor available if there were ______
organisms in the area compared to if there were _____________?
1. Yes, the factor would change = density __________________
2. No, the factor wouldn’t change = density __________________
e. Examples
i. Resources: The available resources per animal would change dramatically if there were
10 deer compared to if there were 10,000 deer. DENSITY ______________________.
ii. Climate: The same amount of rain could fall on the area if there were 10 deer or if
there were 10,000 deer. DENSITY ____
________________________.
____________________.
Carrying Capacity – The Lesson of the Kaibab w/s
Introduction: The environment may be altered by forces within the biotic community,
as well as by relationships between organisms and the physical environment. The
carrying capacity
acity of an ecosystem is the maximum number of organisms that an
area can support on a sustained basis. The density of a population may produce such profound changes in
the environment that the environment becomes unsuitable for the survival of that species.
specie For instance,
overgrazing of land may make the land unable to support the grazing of animals that lived there.
Background
Before 1905, the deer on the Kaibab Plateau were estimated to number about 4000. The average carrying capacity
of the range was then
hen estimated to be about 30,000 deer. On November 28th, 1906, President Theodore
Roosevelt created the Grand Canyon National Game Preserve to protect the "finest deer herd in America."
Unfortunately, by this time the Kaibab forest area had already been o
overgrazed
vergrazed by sheep, cattle, and horses. Most
of the tall grasses had been eliminated. The first step to protect the deer was to ban all hunting. In addition, in 1907,
The Forest Service tried to exterminate the predators of the deer. Between 1907 and 1939, 816 mountain lions, 20
wolves, 7388 coyotes and more than 500 bobcats were killed.
Signs that the deer population was out of control began to appear as early as 1920 - the range was beginning to
deteriorate rapidly. The Forest Service reduced the number of livestock grazing permits. By 1923, the deer were
reported to be on the verge of starvation and the range conditions were described as "deplorable."
The Kaibab Deer Investigating Committee recommended that all livestock not owned by local residents be
removed immediately from the range and that the number of deer be cut in half as quickly as possible. Hunting was
reopened, and during the fall of 1924, 675 deer were killed by hunters. However, these deer represented only oneone
tenth the number of deer thatt had been born that spring. Over the next two winters, it is estimated that 60,000
deer starved to death.
Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local
needs. Hunting permits are issued to keep the deer in balance with their range. Predators are protected to help
keep herds in balance with food supplies. Tragic winter losses can be checked by keeping the number of deer near
the carrying capacity of the range.
DATA
1. Graph the deer populationn data. Place time on the X axis and "number of deer" on the Y axis and be sure
to create a title for your graph which reflects the labels on your graph [your IV and DV].
12
Title for graph & Data Table: _______________________________________________________
Year
1905
1910
Deer Population
4,000
9,000
1915
1920
1924
1925
1926
25,000 65,000 100,000 60,000 40,000
Year
1927
1928
1929
1930
Deer Population 37,000 35,000 30,000 25,000
1931
20,000
1935
1939
18,000 10,000
Graph size is
32 x 32.
ANALYSIS
1. During 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer?
2. Were these methods successful? Use the data from your graph to support your answer.
3. Why do you suppose the population of deer declined in 1925, although the eliminated of predators occurred?
4. Why do you think the deer population size in 1900 was 4,000 when it is estimated that the plateau has a
carrying capacity of 30,000?
5. Why did the deer population decline after 1924?
6. Based on these lessons, suggest what YOU would have done in the following years to manage deer herds.
1915:
1923:
7. It is a criticism of many population ecologists that the pattern of population increase and subsequent crash of the
deer population would have occurred even if the bounty had not been placed on the predators. Do you agree
or disagree with this statement. Explain your reasoning.
8. What future management plans would you suggest for the Kaibab deer herd?
13
Warm-Up #5 – Date: ____________________________
The Lorax – Video w/s
1. The Once-ler describes a “glorious place.” Identify several [3-4] biotic components of this
“glorious place.”
2. What is the Lorax? What is his role?
3. How many years does it take for a truffula tree to grow?
4. What became a limiting factor for the Brown Bar-ba-loots? for the Swomee-Swans?
5. What happens to organisms when their environment is no longer suitable?
6. Choose a vocab term from this unit that you feel was relevant to the movie,
and describe how it relates below.
7. Repeat #6 with another term.
8. Repeat #6 with a third term.
9. Repeat #6 with a fourth term.
In the box above, draw and color an image representing your four terms chosen [#s6-9].
Use an arrow to point to the item(s) in your picture which relate to your chosen terms.
14
Water Cycle Video w/s & DLC Cycles
The up-side – The Water Cycle
1. _______________________________ is the most important and most vital to our
survival of all of the many substances around us.
2. Without water, there can be no _________________________.
3. From space, the earth looks awash with water…and it is – it has more than
_______________________________ of its surface covered with water.
4. Most of the water, however, is the wrong kind. It is ___________________ water.
5. Humans and many other organisms need ___________________________ water to survive.
6. Every egg we eat takes about _____ gallons of fresh water to produce, watering the lawn for 5
minutes uses _________ or more gallons fresh water,
and a car takes some _______________________ gallons of water to make.
7. Only about _________________ of the world’s water is fresh water, and about 2/3 of the world’s
fresh water supply is locked up in glaciers, ice caps, or deep underground. This leaves less than
_______ percent of the fresh water to care for the world’s needs!!!!
9. How is it that with all of the water we use, we still have water today [more than one word
answer!!!]__________________________________________________________________
10. The water cycle involves the movement of water molecules from the water sources into the
__________________________ where many clump together to form clouds.
11. Later, the water molecules fall to earth as snow, rain, or other _______________________,
12. Finally, they flow in streams or rivers back to ___________________________________,
where the cycle began.
13. Like any other system, the water cycle needs ____________________________ to keep it
running – which comes from the sun.
14. ________________________________________________ causes water molecules,
in the form of invisible water vapor to evaporate into the atmosphere.
15. The solar heating process also works as a natural distillation process, leaving the salts in the ocean
water behind and replenishing the world’s ___________________________ water supply.
16. The process, by which plants lose water into the atmosphere through small holes in their leaves is
called _________________________________________________________.
17. An acre of corn can pump ________________________________ or more gallons of water
a day into the atmosphere.
The down-side – The Water Cycle
18. The second part of the water cycle begins when clouds form as the water vapor
_____________________ and condenses into liquid water, which falls to earth as precipitation.
19. Water falls from clouds and either falls into the worlds water supply [ocean, lake, river,
streams…etc] or on land and immediately evaporates, runs into a water supply, or
_____________________________________________________________ and becomes part
of the ground water supply and can join an underground river or stream and run back to the ocean to
begin again.
15
The Carbon Cycle
1. The ______________________________________________ is one of nature’s most important
recycling processes.
2. Coal is an example of __________________________, which is a must for ALL forms of life.
3. Carbohydrates, fats and _________________________________ all contain carbon.
4. Carbon atoms make up more than __________% of our bodies.
5. How is it that the living organisms present over years past have not depleted the carbon in the world?
_________________________________.
6. All green plants play a key role in carbon recycling during ___________________________ when they
use water and carbon dioxide to make their food [sugars].
7. Cellulose and ___________________________ are carbon-rich chemicals.
8. _______________________ of the carbon cycle is made up of the process of photosynthesis.
9. Herbivore-consumers eat green plants and turn the carbon in the plants into _________________________,
their tissues, and also exhale _______________________________________ into the air.
10. Dead organisms ___________________________________ and are eaten by decomposers or fungi –
or release their carbon back into the environment as carbon dioxide.
11. The ____________________________________________, or “short” carbon cycle, has been
described so far [btw. the atmosphere and living organisms].
12. What today are riverbank cliffs, were once thick layers of ___________________________.
13. Clams which once flourished, extracted carbon from the dissolved carbon dioxide to form their
________________________________________ and other tissues.
14. Only when carbon-rich rocks like limestone [or fossils] wear down is their carbon
________________________________ back into the environment for use.
15. Gasoline, coal and other sources of ___________________________ also trap carbon for long periods of time.
16. When things burn, carbon atoms are released as carbon dioxide, and that leads to what many scientists feels is
a pressing problem: ____________________________________________.
17. So much carbon dioxide is poured into the atmosphere that the world’s ________________
________________________________ can’t remove the surplus by photosynthesis.
18. The carbon cycle is the way ____________________________________ is made available for use –
time and time again.
The Nitrogen Cycle
1. Living things all need certain _________________ chemicals to survive
2. Nitrogen is _____________________ through nature.
3. Without Nitrogen, organisms can’t make the amino acids, ____________________, and other
compounds they must have.
4. Plants absorb Nitrogen from the soil or the water in which they grow, but animals get the nitrogen they need
by eating __________________________________ or animals which feed on plants.
5. Nitrogen makes up more than ______% of the air around us.
6. To be usable, Nitrogen must be ___________, or combined with other elements or compounds.
7. During storms, __________________ causes Nitrogen and Oxygen atoms in the air to combine so that it
can be absorbed into the rain and then fall down to earth.
8. Soybeans and other _________________ act as natural fertilizer factories which pump large amounts
16
of Nitrogen into the soil.
9. Legumes and __________________ which live in the nodules on their roots live together in a symbiotic
relationship, helping to restore Nitrogen to the soil.
10. The bacteria in the legumes are not the only organism to help fix Nitrogen. The soil is also home to
____________________ Nitrogen fixing bacteria.
11. Animals use Nitrogen to _______________________, or make their own tissues.
12. The binding of Nitrogen into living plant and animal tissues is the _____________________, or building
up of the Nitrogen cycle.
13. _________________________ can free Nitrogen compounds from rotting tissues, making them available
for a new generation of living things.
14. De-nitrifying bacteria get ____________________ from decaying tissues, and release the Nitrogen as
___________ back into the environment.
15. Farmers are also involved in the Nitrogen cycle when they use _______________________ fertilizers.
16. In the Chesapeake bay, most of the Nitrogen pollution problem comes from fertilizers farmers use and also
______________________ produced by cows and other organisms.
17. Excess nitrogen can cause water plants to grow so fast that conditions develop which rob the water of its
dissolved _______________________ which suffocates fish and other organisms.
18. Exhaust from cars and emissions from generating _____________________ also generate a lot of nitrogen
in the atmosphere.
19. When ________________ combines with nitrogen pollution, it often returns to earth as acid precipitation.
In the
space
to the
left,
draw,
label,
and
color
images
to
represent
the
Water
Cycle
17
In the
space
to the
left,
draw,
label,
and
color
images
to
represent
the
Carbon
Cycle
In the
space
to the
left,
draw,
label,
and
color
images
to
represent
the
Nitrogen
Cycle
18
Ecology UPA
Name, Date, Hr/Per___________________________________________
Choose at least 20 of the 40 vocabulary terms given to you on the page 1 of this packet. [There may be
others from lecture, but don’t use them unless you get them okayed by me first.]
On the backside of this sheet, use those 20 terms in a SINGLE, LARGE, COLORED picture. You do not
need to give 20 different pictures – some of the pictures can have more than one vocabulary term that is
appropriate. USE PENCIL to draw FIRST. You may choose to type or NEATLY write your sentences.
Be Creative!! ☺
INSTRUCTIONS:
1. label images which correlate to your terms with differing capital letters.
a. letters/images may represent more than one term.
ON A SEPARATE SHEET OF LINED PAPER FOR EACH LETTER USED
2. write the letter used on the paper.
3. write the vocabulary term which correlates to that letter next to it
a. highlight or underline each term used.
MOVE TO THE NEXT LINE UNDERNEATH THE TERM [do not write next to the term]
4. write a COMPLETE sentence describing how the term relates to your picture [talk about the
definition of the term AND parts of your picture which it relates to!!!].
a. reminder…sentences do not start with “IT” or “BECAUSE” or “THEY”…etc
b. use the term and give a description of what it means
5. letters / images may represent more than one term.
EXAMPLE:
auditory –
Bugs Bunny has ears, which are the
parts of the body responsible for
taking in sound, or auditory,
information.
geography –
There are many things [like
mountains] which make up the
geography, or the earthly features
of this area.
elevation –
The height of the mountain
is its elevation.
digits –
There are several digits, or toes, on
the feet of Bugs Bunny.
A.
B.
C.
***Notice that letter “B” corresponds to more than one term.
•
•
•
terms relate to image
= 1pt ea [20pts total]
terms correctly explained
= 1pt ea [20pts total]
term explanation leads to understanding of
term definition = 1pt ea [20pts total]
•
•
•
•
image not colored = -10pts
no image = -50%
messiness = up to -5pts
1-day late = -15%; 2-days late = -30%; 3-days
late = -50%. 4 or more days late = no credit
19
Use this space to create your image for the UPA. Write your information – words, definitions, and
explanations (like the example) – on a sheet of lined paper.
20