Science 7. Interactions. and. Ecosystems. Booklet

Transcription

1 Science 7 Interactions and Ecosystems Booklet Name: Class:

2 giraffe Type of animal vampire bat polar bear anteater Where it lives Food it eats Fur and/or colour Teeth Special Features DATE: NAME: CLASS: TOPIC 1 SCIENCE INQUIRY Adapted for Survival BLM 1-1 Goal Compare the characteristics and adaptations of different species of animals. Research the four animals in the first column of the following table. Look for information in the library or on the Internet, and complete the table.

3 DATE: NAME: CLASS: TOPIC 1 REINFORCEMENT Associations BLM 1-2 Goal Practise recognizing parasitism, mutualism, and commensalism. Read the following examples of symbiotic relationships between two species. In the space provided, identify each relationship as parasitism, mutualism, or commensalism, and state why you think so. 1. Leafcutter ants live in the tropics. They cut the leaves off plants and take the leaves to their nests, where they chew up the leaves. They plant fungal spores on the chewed leaf material. The fungi grow and reproduce, feeding on the chewed leaf material. The ants and their larvae also feed on the chewed leaf material. This is an example of because 2. Liver fluke worms live inside a sheep s liver. The worms absorb and use the nutrients that pass through the sheep s liver. The sheep do not die, but they are weakened because they do not get all the nutrients from the food they eat. This is an example of because 3. The clown fish and sea anemone live together. The sea anemone has poisonous tentacles that sting. Because the clown fish is not affected by this poison, It can hide in the anemone s tentacles. Thus it avoids being eaten by other fish. In return, the clown fish eats the anemone s waste, including scraps of its food. This is an example of because Because the dodder plant no longer has chlorophyll, it cannot produce its own food. It grows around the branches and stems of another plant, and extends feeding tubes into the other plant. Once the feeding tubes are in place, the dodder plant sucks up the food that the other plant has produced. The other plant is not able to grow as quickly because it is feeding the dodder plant. This is an example of because

4 TOPIC 2 REINFORCEMENT Lower Your Impact BLM 1-4 Goal Develop a plan to lower the impact you have on the environment. Answer the following questions in the space provided. 1. Read and think about each statement in the left-hand column of the table below. Place a check mark ( ) in the right-hand column that applies to the way you live. Statement Never Rarely Often Always If I eat at school, I bring all parts of my lunch in re-usable containers. I keep empty bottles and cans for recycling. I put fruit and vegetable waste in a composter. I do not buy food with unnecessary packaging. I turn off the lights and electrical equipment when no one is using them. I wear sweaters instead of turning up the heat. I open the door of a refrigerator only to get what I need or to put something away. I usually walk, or ride a bicycle, instead of asking for a ride. I keep the water volume low when I have a shower, and I run the shower for no more than 5 min. I turn off the water flow while I brush my teeth. I use both sides of each sheet of paper. I re-use paper and plastic bags. I repair or re-use rather than throwing things away.

5 DATE: NAME: CLASS: TOPIC 2 REINFORCEMENT Lower Your Impact (continued) BLM 1-4 I recycle as much as possible. Statement Never Rarely Often Always I visit and respect natural places. I pay close attention to plants and animals. I pick up litter and throw it into a garbage can. I find out about environmental issues. I write letters to decision makers about ways to limit human impact on the environment. [Table adapted from Living Lightly Checklist on the Internet site for the Canadian Parks and Wilderness Society (CPAWS) Calgary/Banff Chapter.] 2. Use your results in question 1 to develop a plan to lower your impact on the environment. Identify at least one way to improve the way you live in each of the following areas. (a) food packaging (b) energy use (c) water use (d) waste reduction (e) interaction with nature (f) environmental action

6 TOPIC 4 ASSESSMENT Niches in a Pond Habitat BLM 1-11 Goal Identify niches occupied by different species in a pond habitat. 1. Study the drawing of a pond habitat. Answer the following questions in the space provided. (a) How is the niche of the fish different from the niche of the crayfish? (b) Do organisms of the same species share the same niche? Explain using an example. (c) The cat-tails and the grass on the shore seem to share the same niche. What detailed observation can you make to show that their niches are slightly different? 2. Choose one of the organisms in the pond habitat. Write a detailed description of its niche and its habitat.

7 TOPIC 4 REINFORCEMENT Matter and Energy BLM 1-14 Goal Review your understanding of energy flow in an ecosystem. Examine the following diagram. Then answer the questions about the diagram in the space provided. 1. What is this kind of diagram called? 2. What does the grass represent? 3. Why are there more blackbirds than hawks? 4. What is the relationship between the grasshoppers and the blackbirds? 5. (a) What happens to the energy as you move up through the levels in the diagram? (b) What happens to the biomass as you move up through the levels in the diagram? 6. (a) What is biomass?

8 TOPIC 4 REINFORCEMENT Food Webs in Your Community BLM 1-15 Goal Apply your knowledge of feeding relationships around you. Answer the following questions in the space provided. 1. Think of 20 organisms that you might find in an ecosystem nearby. Write each organism in the columns below, according to how you would classify it. Producers Consumers Decomposers Scavengers 2. Think about the feeding relationships among the organisms you listed. In the space below, draw food chains with the names of the organisms and arrows to show the flow of energy. 3. On a separate piece of paper, combine your food chains to create a food web. Add any missing organisms, which need to be included. Remember that some organisms will have more than one arrow going to or coming from them. Give your food web a title. You may want to add illustrations and colour.

9 4. TOPIC 4 OVERHEAD MASTER Cycles BLM 1-19 The Carbon Cycle The Water Cycle

10 DATE: NAME: CLASS: TOPIC 7 PROBLEM SOLVING Comparing Ecosystems Goal Calculate the number of organisms in an ecosystem from a sample quadrat. BLM 1-25 Answer the following questions in the space provided. 1. What is being monitored by each of the following types of monitoring? (a) ecosystem monitoring (b) physical monitoring (c) chemical monitoring (d) biological monitoring 2. (a) What is a quadrat? (b) Explain how the data in a sample quadrat can contribute to ecosystem monitoring. 3. Students collected the data for the four quadrats below. Quadrat 1 Quadrat 2 Quadrat 3 Quadrat 4 10 earthworms 12 earthworms 11 earthworms 13 earthworms 6 beetles 10 beetles 8 beetles 5 beetles 2 grasshoppers 5 grasshoppers 4 grasshoppers 3 grasshoppers 1 butterfly 1 squirrel 2 butterflies 1 butterfly 4 squirrels 1 magpie 2 chipmunks 2 squirrels 2 magpies 1 white-tailed deer 3 magpies (a) Each quadrat measured 5 m 2. What is the total area of the quadrats? (b) What is the total number of each organism in the four quadrats? earthworms butterflies other organisms: beetles squirrels grasshoppers magpies

11 DATE: NAME: CLASS: TOPIC 7 PROBLEM SOLVING Comparing Ecosystems (continued) BLM Calculate the estimated total population of each organism for the ecosystem in which the quadrats are located. The ecosystem measures 40 m in length and 25 m in width. Use the sample calculation provided in Inquiry Investigation 1-L: Comparing Ecosystems, on page 77 of your textbook. Show your calculations. (a) Estimated population of earthworms: (b) Estimated population of beetles: (c) Estimated population of grasshoppers: (d) Estimated population of butterflies: (e) Estimated population of squirrels: (f) Estimated population of magpies: Estimated population of other organisms:

12 DATE: NAME: CLASS: UNIT 1 VOCABULARY CHECK Ecosystem Terms Quiz BLM 1-27 Goal Create a quiz about ecosystem terms you learned in Unit 1. To create a matching quiz, first define the terms in column B. Use your own words, and refer to your textbook if you need help. Then write your definitions, in any order, on the lines in column A. Be sure to keep a note of the answers the matching terms and definitions. Finally, switch quizzes with a classmate for solving. A B 1. (a) habitat 2. (b) adaptation 3. (c) ecosystem 4. (d) symbiosis 5. (e) natural resources 6. (f) sustainability 7. (g) abiotic 8. (h) niche 9. (i) food chain 10. (j) biomass 11. (k) pollution 12. (l) sucession