Energy and Matter in Ecosystems; Grade 6 Chapter 13 · Chapter 13 Energy and Matter in Ecosystems...

Chapter 13Energy and Matter

in Ecosystems

LEVELED ASSESSMENT Chapter Review

Chapter Tests

Test A (Below Level) BL

Test B (On Level) OL

Test C (Advanced Learner) AL

LABS For leveled labs, use the

CD-ROM.

Lab worksheets from Student Edition Labs

MiniLab

Lab: Version A (Below Level) BL

Lab: Version B (On Level) OL

(Advanced Learner) AL

UNIVERSAL ACCESS/LEVELED RESOURCES Target Your Reading

Chapter Content Mastery English (Below Level) BL

Chapter Content Mastery Spanish (Below Level) BL

Reinforcement (On Level) OL

Enrichment (Advanced Learner) AL

READING SUPPORT Content Vocabulary

Chapter Outline

TEACHER SUPPORT AND PLANNING Chapter Outline for Teaching

Teacher Guide and Answers

Includes:

CHAPTER RESOURCES

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Printed in the United States of America.

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Table of Contents

Additional Assessment Resources available with Glencoe Science:

• ExamView® Assessment Suite• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at science.glencoe.com• Interactive Classroom• The Glencoe Science Web site at science.glencoe.com• An interactive version of this textbook along with assessment resources are

available online at mhln.com.

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Reproducible Student PagesHands-On ActivitiesMiniLab: What do they eat if they live in that biome? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLab: How much energy flows through an ecosystem? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4MiniLab: Is your soil rich in nitrogen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab Version A: Is it primary, secondary, or tertiary? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lab Version B: Is it primary, secondary, or tertiary? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Meeting Individual NeedsBelow, On, Advanced

Target Your Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Spanish Chapter Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Content Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Chapter Outline Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Teacher Support and PlanningChapter Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

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Student Lab/Activity Safety Form

Energy and Matter in Ecosystems 1

Student Name: ________________________________

Date: ________________________________

Lab/Activity Title: ________________________________

In order to show your teacher that you understand the safety concerns of this lab/activity, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the activity/lab.

1. How would you describe what you will be doing during this lab/activity?

2. What are the safety concerns associated with this lab/activity (as explained by your teacher)?

•

•

•

•

•

3. What additional safety concerns or questions do you have?

Teacher Approval Initials

Date of Approval

Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc. Used with Permission.

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MiniLabEarth’s biomes vary in climate, abiotic factors, and living organisms. Still, they all have plants and animals that need energy to live and grow. Energy is transferred from the Sun to plants and consumers. With research, you can become an expert on one food web that exists in one specific biome.

Procedure 1. Choose a biome according to your teacher’s

directions. 2. Use science text and library materials to

research organisms included in your biome. 3. Draw a model food web for several of the

plants and animals that live in the biome.

4. Use arrows to show the energy flow through the food web.

5. Label producers and primary, secondary, and tertiary consumers.

6. Discuss your web with the class.

Analysis 1. Describe the main producers in your biome.

2. List the animals in your biome that are also in the biomes of your classmates.

3. Explain the source of energy for all producers and consumers in your biome. How does this compare to the source for other biomes?

CHAPTER 13What do they eat if they live in that biome?

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4 Energy and Matter in Ecosystems

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MiniLabCHAPTER 13How much energy flows

through an ecosystem?

Plants use only about 10 percent of the energy from the Sun to produce food. Each time an organism eats a plant or other animal, only 10 percent of the available food energy is retained by the consumer. The remaining 90 percent is released as heat. Using orange juice will help you visualize how much food energy each level of consumer receives.

Procedure 1. Read and complete a lab safety form. 2. Draw a food chain beginning with a producer

using the energy from the Sun. You could use a Sun, a plant, a grasshopper, and a frog.

3. Pour 1 L (1,000 mL) of orange juice into a beaker. This represents energy from the Sun.

4. Pour 100 mL (10 percent of 1,000 mL) of orange juice into a graduated cylinder. The plant uses only 10 percent of the original amount of energy available from the Sun.

5. From the 100 mL, pour 10 mL of orange juice into another graduated cylinder. This represents the energy that is captured by the grasshopper. The rest (90 mL) is released as heat.

6. From the 10 mL, pour 1 mL into another graduated cylinder. The frog gains only this amount of energy that was originally supplied by the Sun.

Analysis 1. Explain what happens to most of the energy at each consumer level.

2. Infer why each biome has millions of insects, thousands of small animals, and only hundreds of large predators.

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MiniLabPlants need nitrogen to grow. Plants get nitrogen from the soil. Test your soil to see if it has a good percentage of nitrogen.

Procedure

CHAPTER 13

Is your soil rich in nitrogen?

1. Complete a lab safety form. 2. Follow directions carefully for using a

nitrogen soil test kit. 3. Compare to the color chart to determine the

quantity of nitrogen in your soil sample.

4. Compare with classmates to see if some soils have more nitrogen than others.

Analysis 1. Determine if the soil sample you brought doesn’t have enough nitrogen.

2. Hypothesize about why some of your classmates who live in the same region have soil that is rich or deficient in nitrogen.

3. Deduce how nitrogen got into your soil sample.

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Problem Throughout this chapter, you have read many things about how plants and animals live in an ecosystem. You know which organisms are producers, consumers, decomposers, and scavengers. You can classify animals as herbivores, carnivores, and omnivores. You even know when animals are predators and when they are prey. Now you can organize your knowledge and demonstrate what you know.

Form a Hypothesis• Review the results from this chapter’s laboratory investigations.• Make a prediction about how organisms interact in a biome.

Materialsa list of organisms from your teacherphotos of organismsscissorstape or glue

Safety Precautions Use caution with scissors.

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

■■ 1. Read and complete a lab safety form.■■ 2. Look over the list from your teacher to

determine which biome you and your partner are researching.

■■ 3. Research each organism on the list to classify.■■ Is it a producer or a consumer?■■ Is it a predator or prey?■■ Is it an herbivore, a carnivore, or an

omnivore?■■ Is it a decomposer or a scavenger?

■■ 4. Find photographs of each organism; you can also use copies and color them correctly.

■■ 5. Place photos in order of the food web and draw arrows for correct organization.

■■ 6. Classify organisms as producers and consumers.

■■ 7. Classify consumers as herbivores, carnivores, and omnivores.

■■ 8. Include the abiotic factors that affect the ecosystem.

■■ 9. Cleanup and Disposal: Clean up paper cuttings, glue, and scissors.

Is it primary, secondary, or tertiary?CHAPTER 13

VERSION ALab

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Lab: Version A CONTINUED

Analyze and Conclude 1. Identify which species are producers in the food web for your biome.

2. Determine which species are secondary consumers.

3. Determine which species are the top carnivores in the biome.

4. Evaluate whether there are any species without any predators in your food web.

5. Hypothesize about what might help control the population of species that have no predators.

6. Describe how the climate, soil, and water availability in your biome determines which organisms survive there.

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Lab: Version A CONTINUED

7. Error Analysis: • Check a source for your biome to be sure you have not included organisms that could not live

there. • Check to be sure you have not included animals that do not live on the continent you are

researching. • Check your energy flow; do the arrows move from the eaten to the eater?

CommunicateWrite an oral report to present your research to the class and explain your choices and labels. Learn from the other partnerships.

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Problem Throughout this chapter, you have read many things about how plants and animals live in an ecosystem. You know which organisms are producers, consumers, decomposers, and scavengers. You can classify animals as herbivores, carnivores, and omnivores. You even know when animals are predators and when they are prey. Now you can organize your knowledge and demonstrate what you know.

Form a Hypothesis• Review the results from this chapter’s laboratory investigations.• Make a prediction about how organisms interact in a biome.

Materialsa list of organisms from your teacherphotos of organismsscissorstape or glue

Safety Precautions Use caution with scissors.

Procedure

Directions: Check the boxes below as you complete each step of the procedure.

■■ 1. Read and complete a lab safety form.■■ 2. Look over the list from your teacher to

determine which biome you and your partner are researching.

■■ 3. Research each organism on the list to classify it as a producer, a consumer, a predator, prey, an herbivore, a carnivore, an omnivore, a decomposer, or a scavenger.

■■ 4. Find photographs of each organism; you can also use copies and color them correctly.

■■ 5. Place photos in order of the food web and draw arrows for correct organization.

■■ 6. Classify organisms as producers and consumers.

■■ 7. Classify consumers as herbivores, carnivores, and omnivores.

■■ 8. Include the abiotic factors that affect the ecosystem.

■■ 9. Cleanup and Disposal: Clean up paper cuttings, glue, and scissors.

Is it primary, secondary, or tertiary?CHAPTER 13

VERSION BLab

Analyze and Conclude 1. Identify which species are producers in the food web for your biome.

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2. Determine which species are secondary consumers.

3. Determine which species are the top carnivores in the biome.

4. Evaluate whether there are any species without any predators in your food web.

5. Hypothesize about what might help control the population of species that have no predators.

6. Describe how the climate, soil, and water availability in your biome determines which organisms survive there.

7. Error Analysis: • Check a source for your biome to be sure you have not included organisms that could not live

there. • Check to be sure you have not included animals that do not live on the continent you are

researching. • Check your energy flow; do the arrows move from the eaten to the eater?

Lab: Version B CONTINUED

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Going Further

Challenge 8. Examine your food web. Analyze the role of a decomposer in your ecosystem.

9. Analyze What would happen if the producers in an ecosystem stopped changing energy from sunlight into food?

10. Speculate as to why there are fewer top level consumers than other organisms in a food web.

11. Shane created a two-column table listing each animal in the habitat in the first column and what the animal eats in the second column. Compare and contrast this way of displaying information with a food web.

ExtendFind a version of the children’s song, “I Know an Old Lady Who Swallowed a Fly.” Evaluate if it is a good example of a food chain or food web. Change the song so that the words are an example of a food chain or food web. Share your new song with the class.

Lab: Version B CONTINUED

CommunicateWrite an oral report to present your research to the class and explain your choices and labels. Learn from the other partnerships.


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Target Your Reading

Name __________________________________________________ Date _____________________ Class ____________

Use this to focus on the main ideas as you read the chapter.1. Before you read the chapter, respond to the statements below on your worksheet or on a

numbered sheet of paper. • Write an A if you agree with the statement. • Write a D if you disagree with the statement.

2. After you read the chapter, look back to this page to see if you’ve changed your mind about any of the statements. • If any of your answers changed, explain why. • Change any false statements into true statements. • Use your revised statements as a study guide.

BeforeYou Read

A or DStatement

AfterYou Read

A or D

1. Plants get their food from soil.

2. Plants are the only organisms that can make their own food.

3. The food you eat is used for energy and to help you grow.

4. Dead animals and plants do not need to be broken down to basic nutrients.

5. Energy flows only one way through ecosystems.

6. Many organisms create their own energy.

7. Energy from the Sun is eventually captured by the top predators on Earth.

8. The amount of matter on Earth never changes.

9. When water evaporates, it leaves Earth’s atmosphere, and more water is created when it rains.

10. Carbon is not very important for life on Earth.

Energy and Matter in EcosystemsCHAPTER 13

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Chapter Content Mastery

Directions: Complete the concept map using the terms in the list below.

carnivores chemosynthesis consumers decomposers ecology

herbivores omnivores photosynthesis producers scavengers

Producers and ConsumersCHAPTER 13

LESSON 1

1.

2.

4.

5.

3.

9.

6.

7.

8.

10.

which includewhich include organisms that make food by

includes the interactions of

and

and

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Directions: On the blank at the left, write the letter of the answer that completes each sentence below.

1. A illlustrates how energy moves through an ecosystem. A. food B. sunlight C. food chain D. decomposition

2. organisms in an ecosystem eat other organisms in the same ecosystem. A. No B. All C. Some D. A small percentage of

3. All of the possible feeding relationships in an ecosystem are shown in

a . A. food web B. food chain C. food triangle D. food pyramid

Directions: For each consumer relationship described below, write the letter of the type of consumer named in italics.

A. primary B. secondary C. tertiary

4. A hawk eats a rabbit.

5. A mountain lion eats a fox.

6. A deer grazes on grass.

7. A mouse gathers seeds.

8. A grizzly bear eats berries.

9. A praying mantis eats a moth.

10. A great-horned owl eats a bat.

Energy in Ecosystems CHAPTER 13

LESSON 2

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Directions: Decide whether each statement below is true or false. If it is true, write a T on the space provided. If it is false, write the true statement on the line below.

1. The amount of matter on Earth never changes.

2. Water cycles from sea to land, then again back to sea.

3. Nitrifying bacteria change nitrogen into forms that can be used directly by animals.

4. As dead organisms decay, nitrogen is released back into the soil and air.

5. Organisms release carbon dioxide back into the air in a process called decomposition.

6. Phosphorus is the key element in the production of sugars, proteins, starches, and other compounds that make up living things.

7. Phosphorus is found in the soil from the weathering of rocks.

8. Phosphorus moves between living and nonliving things in the environment through the phosphorus cycle.

Matter in EcosystemsCHAPTER 13

LESSON 3

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Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

carnívoros carroñeros consumidores descomponedores ecología

fotosíntesis herbívoros omnívoros productores quimiosíntesis

Los productores y los consumidores

CAPÍTULO 13

LECCIÓN 1

16 La energía y la materia en las ecosistemas

1.

2.

4.

5.

3.

9.

6.

7.

8.

10.

que incluyen losque incluyen los organismos que hacen sus alimentos por medio de

incluye las interacciones de los

Dominio del contenido

Nombre _______________________________________________ Fecha _____________________ Clase ____________

y

y

La

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Instrucciones: En el espacio a la izquierda, escribe la letra de la respuesta que completa cada oración.

1. Un (a) ilustra cómo la energía se mueve a través de un ecosistema A. alimento B. luz del sol C. cadena alimentaria D. descomposición

2. de los organismos en un ecosistema se alimentan de otros organismos en el mismo ecosistema. A. Ningunos B. Todos C. Algunos D. Un porcentaje chico

3. Todas las relaciones posibles del alimento en un ecosistema se muestran en

un(a) . A. red de alimento B. cadena alimentaria C. triángulo alimentario D. pirámide alimentaria

Instrucciones: Para cada relación de consumidores descritos abajo, escribe la letra de la clase de consumidor que se nombra en cursiva.

A. primordial B. secundario C. terciario

4. Un halcón se come un conejo.

5. Una puma se come un zorro.

6. Un venado come hierba.

7. Un ratón recoge semillas.

8. Un oso come bayas.

9. Una mantis religiosa se come una polilla.

10. Un tecolote se come un murciélago.

La energía en los ecosistemasCAPÍTULO 13

LECCIÓN 2

La energía y la materia en las ecosistemas 17



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Instrucciones: Decide si cada una de las siguientes oraciones es cierta o falsa. Si es cierta, escribe una T en el espacio. Si es falsa, escribe la oración cierta en la siguiente línea.

1. La cantidad de materia en la Tierra nunca cambia.

2. El agua circula del mar al suelo y entonces de nuevo al mar.

3. Bacteria que nitrifica cambia el nitrógeno en formas que los animales pueden usar directamente.

4. Mientras los organismos muertos se descomponen, el nitrógeno se suelta de nuevo hacia el suelo y el aire.

5. Los organismos sueltan de nuevo el dióxido de carbono al aire en un proceso que se llama descomposición.

6. El fósforo es el elemento principal en la producción de los azucares, las proteínas, las féculas y otros compuestos que constituyen las cosas vivientes.

7. El fósforo se encuentra en el suelo debido a la erosión de las rocas.

8. El fósforo se mueve entre las cosas vivientes y las cosas no vivientes en el ambiente a través del ciclo fósforo.

La materia en los ecosistemasCAPÍTULO 13

LECCIÓN 3

18 La energía y la materia en las ecosistemas



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Reinforcement


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Producers and Consumers

Directions: Use the drawing above to answer each question or respond to each statement.

1. List three producers visible in the drawing.

2. List three consumers visible in the drawing.

3. What type of consumer is the deer? The heron?

4. What is the source of energy in most ecosystems, including your local ecosystem?

5. What is the role of decomposers and scavengers in an ecosystem?

CHAPTER 13

LESSON 1

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Reinforcement


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Energy in Ecosystems

Directions: Use the following diagram to answer each question or respond to each statement below.

Immature herring Adult herring

Jellyfish

Arrow worms

Sand eels

Mollusk larvae

Barnacle larvaeWater fleas

BacteriaPhotosynthetic algae

Copepods

1. What is the model of energy relationships shown called?

2. Which are the producers? Which are the decomposers?

3. Name one primary consumer, one secondary consumer, and one tertiary consumer from the diagram.

4. Describe one of the food chains shown.

5. How might the energy of an ecosystem like the one shown get passed on to you?

CHAPTER 13

LESSON 2

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Reinforcement


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Matter in Ecosystems

Directions: For each of the cycles in the table below, write a brief description.

Cycle DescriptionNitrogen cycle 1.

Phosphorus cycle 2.

Carbon cycle 3.

Directions: In each statement below, decide which cycle is being described and write the correct letter in the blank.

A. carbon cycle B. nitrogen cycle C. phosphorus cycle

4. All organisms send carbon dioxide back into the air through respiration.

5. Special bacteria in soil help make an important element available to plants.

6. As dead organisms decay, an important element goes back into the soil and air.

7. The weathering of rocks produces this element in the soil.

8. Life depends on this cycle for the production of sugars, proteins, and starches.

9. The element that is part of this cycle returns to the soil through animal wastes and decay.

10. How does your body take in important elements such as carbon, nitrogen, and phosphorus? Relate this process to cycles of matter.

CHAPTER 13

LESSON 3

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Enrichment

Dust mites are arachnids that belong to the same group as spiders. They live permanently in house dust. A mite is basically a walking stomach and respiratory system. In addition to eating human skin scales, mites eat fungi growing on the skin, molds, the bodies or fragments of insects (such as carpet beetles, silverfish, clothes moths, and cockroaches), pollen grains, bacteria, and plant material. One dust mite can eat about 50 million skin scales.

Dust Mite HabitatsHumans shed about 6 g of dead skin each

week, so it is not surprising that about 80 percent of the material you see floating in a sunbeam is actually skin flakes. Beds, and bedrooms, are a prime habitat for the mite, and the average bedroom contains an amazing number of mites. There can be as many as 500 mites in 1 g of dust, and as many as 13,500 in 30 g. Mites prefer warm, moist surroundings such as the inside of a mattress when someone is on it. A typical used mattress can contain anywhere from 100,000 to 10 million mites. As much as 10 percent of the weight of a two-year-old pillow can be composed of dead mites and their droppings.

The dust mite population increases rapidly. Each egg-laying female can increase the population by 25 to 30 mites every three weeks.

Also, each mite produces between 10 and 20 waste pellets each day. The life span of a mite is two to three months.The mites themselves are harmless. Their droppings, however, are a common cause of discomfort to people with asthma and certain allergies.

MaggotsMaggots are the larval form of flies and

are found in many habitats. They can live in any kind of water, in plant tissue and soil, underneath bark or stones, in decaying plant and animal matter, and even in pools of crude oil. Flies lay their eggs in decaying materials or in living tissues. The living or rotting material furnishes heat to hatch the eggs and provides food for the newly hatched maggots.

Maggots play an important role in breaking down and redistributing organic matter. The waste products of the larvae provide nutrients for molds, fungi, and plants. In addition, their bodies are an important food source for higher animals.

Green blowfly maggots have been used for centuries to remove bacteria and injured tissue in deep wounds. The practice is becoming more common as doctors discover the benefits. There are even “maggot farms,” or companies that grow and sell maggots to doctors.

What are mites and maggots?CHAPTER 13

LESSON 1

Directions: Respond to each statement or question below.

1. Assess whether mites and maggots are producers or consumers. How does each get energy?

2. Categorize the role of mites and maggots in their ecosystems and indicate why each is important.

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Enrichment

When you hear the term ecosystem, you might picture wetlands, forests, or prairies. But you don’t need to travel to the wilderness to observe interesting ecosystems. If you look closely, you’ll notice ecosystems everywhere—even in major cities.

Urban Food Webs Any ecosystem contains biotic and abiotic

factors. This is also true of cities. Urban ecosystems, however, contain some unusual abiotic elements such as bridges, skyscrapers, streets, alleys, and garbage cans. They also contain some interesting biotic elements, including large numbers of people. The roots of trees push sidewalks apart. Other plants grow in parks, along road strips, or on window ledges. Urban populations of some animal species, including pigeons, squirrels, rats, and many insects, are large. Yet the number of natural predators for some of these species can be small or nonexistent. In addition, garbage cans and litter provide a wide range of organisms with abundant sources of food.

Animals That Have Moved Into the CitiesIn recent years, two interesting animals have

found niches in city ecosystems—coyotes and birds of prey. Coyotes have been living in large cities for many years. In an urban environment, coyotes often prey on rodents and rabbits. They also raid gardens and garbage cans. Coyotes rarely harm people—in fact, they tend to avoid their human neighbors.

Peregrine falcons have also found their way to cities. In the early 1970s, peregrine falcons were almost extinct. The cliff-dwelling birds were being affected by a pesticide and their natural homes were being destroyed. Captive breeding helped increase the falcon population. Then, an interesting thing happened. The birds began making their homes in “concrete cliffs,” or skyscrapers, in cities. Later, these urban parents hatched and raised young birds. In recent years, New York City has also become home to nesting red-tailed hawks. Now, many people can see falcons and hawks soaring overhead in the city.

Urban EcosystemsCHAPTER 13

LESSON 2

Directions: Respond to each statement or question below.

1. Differentiate between the effects of humans in urban ecosystems and in other familiar ecosystems, such as wetlands or forests.

2. Classify at least five animals common in urban ecosystems as primary, secondary, or tertiary consumers. Are any of these animals scavengers?

3. Select a food chain from among the wildlife in your own city or town and illustrate the energy relationships in words and pictures on a separate sheet of paper.

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EnrichmentAt 8:32 A.M. on May 18, 1980, Mount

St. Helens—a volcano in the state of Washington—erupted. First an earthquake collapsed the north side of the mountain, creating a landslide that filled 60 km2 of a nearby river valley to a depth of 46 m. The landslide released a blast of superheated gas and rock that traveled from 354 to 1,078 km per hour past the landslide. Trees were knocked down for 24 km. The top 396 m of the mountain was blown away. A river of foaming gas and rock as hot as 704˚C flowed out of the crater. It destroyed everything in its path as it spread over a fan-shaped area 8 km long. Melted ice, boulders, and soil ran down the sides of the mountain.

National Volcanic MonumentIn 1982, Congress set aside 445 km2 of the

area as the Mount St. Helens National Volcanic Monument to provide a giant laboratory for scientists to study how nature recovers without human interference. The lessons learned by these scientists have prompted them to reconsider long-held ideas about how nature renews itself.

In the past, it was thought that a large-scale disturbance, such as the blast from a volcano, destroyed all life in the area. Scientists believed that forests recovered after natural disasters when organisms came in from outside the damaged area. Recovery, they thought, took place as various species of plants returned to the area.

Research at the Mount St. Helens National Volcanic Monument has shown that it doesn’t have to happen that way.

For example, soon after the explosion, one scientist discovered fungi still living under the ash. Trees such as the Pacific silver fir that were buried in snowdrifts or sheltered by slopes during the blast survived. Seeds of plants such as the prairie lupine also survived. Scientists now know that although species that come into the area are important to regeneration, those that are left behind are more important.

A New BeginningPlants such as the prairie lupine, along with

the trunks and stems of fallen trees, were the starting points of the next ecosystem. The roots of the lupine contain bacteria that pull nitrogen out of the air, so they could grow in the ash instead of in dirt. And since lupines have tight roots that allow the plants to take over an area, by the time a plant has died, its roots have gathered enough bodies of insects and bits of dirt to make humus for other plants to grow. At the Mount St. Helens site, this set the stage for renewal. Dead trees provided perches for incoming birds. The birds’ droppings contained seeds. The seeds fell in the shadow of the trees, which protected the seedlings from wind. Water dripped from the trunks into the soil. Peeling bark provided nutrients for plants. The forest began anew.

Twenty years after the explosions, scientists are studying how lessons learned at Mount St. Helens can be used to “jump-start” regrowth in areas disturbed by floods, fires, landslides, other natural disasters, or human activities such as mining and waste disposal.

Growing from the AshesCHAPTER 13

LESSON 3

Directions: Respond to each statement below as instructed.

1. Infer how cycles of matter played a role in ecosystem recovery at Mount St. Helens.

2. Investigate the recovery of an area disturbed by a natural disaster. Find out the scale of the damage, how long it took for the ecosystem to reestablish itself, and the role of natural cycles and humans in its recovery. Write your conclusions on a separate sheet of paper.

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Content Vocabulary

Directions: Match the correct term on the right with its definition on the left by writing the appropriate letter in the blank.

CHAPTER 13

Energy and Matter in Ecosystems

A. carnivore

B. photosynthesis

C. food chain

D. nitrifying bacteria

E. consumer

F. scavenger

G. ecology

H. food web

I. decomposer

J. protozoan

K. producer

L. omnivore

M. herbivore

1. a simple model of how energy flows through an ecosystem

2. animal that eats both plants and other animals

3. process of making food using the energy from sunlight

4. organism that breaks down dead organisms or their wastes

5. study of interactions between living things and their environment

6. organism that makes its own food using energy sources

7. animal that eats only plants

8. organism such as a vulture that feeds on dead animals

9. organism that depends on other organisms for food

10. one-celled organism that feeds on living or dead organisms

11. a complex model showing all of the energy pathways in an ecosystem

12. one-celled soil organisms that change nitrogen into forms available to plants

13. animal that eats other animals

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Content Vocabulary CONTINUED

Directions: Classify the organisms in the paragraph below by writing the name of the appropriate organism beside the role it plays in the ecosystem.

A meadow mouse nibbled some grasses. As it ate, it failed to notice the weasel creeping up behind it, which caught the mouse in its strong jaws. But before the weasel could scurry away, a hawk scooped up the weasel in its talons.

14. secondary consumer

15. producer

16. tertiary consumer

17. primary consumer

Directions: In the spaces below, describe each of the following cycles.

18. nitrogen cycle

19. phosphorous cycle

20. carbon cycle

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Chapter Review

Part A. Vocabulary Review

Directions: Write the correct terms where they belong in the paragraph below.

consumers decomposers ecology food chain

food web photosynthesis producers protozoans

Plants, some protists, and cyanobacteria are (1) ; they capture and use

energy from the Sun to produce carbohydrates in a process called (2) .

Animals and some protists are (3) ; they obtain energy when they feed

on producers or other organisms. Fungi are (4) ; they obtain energy as

they break down the remains of organisms. One-celled organisms called

(5) feed on living or dead organisms. This movement of energy

through a community is known as a (6) , which in turn combines with

others like it to form a more complex (7) . The study of

(8) describes all of the interactions between living things and their

environment, including the movement of energy and matter through ecosystems.

Directions: Write the name of each cycle beside its description.

9. This cycle describes how carbon moves between the living and nonliving environment. It involves the processes of photosynthesis and respiration.

10. This cycle describes how nitrogen moves from the atmosphere to the soil, to living organisms, and then back to the atmosphere. Nitrifying bacteria help to change nitrogen into forms that plants can absorb through their roots.

11. This cycle describes how phosphorus moves from the soil to producers and consumers and back to the soil.

CHAPTER 13


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Chapter Review CONTINUED

Part B. Concept Review

Directions: Choose examples from a food web in a local ecosystem to fill in the table.

Type of Energy Relationship ExampleProducer 1.

Primary consumer 2.

Secondary consumer 3.

Tertiary consumer 4.

Scavenger 5.

Decomposer 6.

Directions: Respond to each statement using complete sentences.

7. Compare a food chain to a food web, demonstrating your understanding of each.

8. Speculate as to why the bottom of an energy pyramid would be larger in some ecosystems than in others.

9. Decide whether you are a primary, secondary, or tertiary consumer. Explain your answer.

10. Assess the importance of nitrifying bacteria to the nitrogen cycle.

11. Infer why chemosynthesis is important in certain types of ecosystems, and provide an example of one of those ecosystems.

12. Judge how cutting down and paving over large areas of forest might affect the cycling of matter.

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Chapter Outline

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Lesson 1: Producers and Consumers

A. include biotic and abiotic factors.

1. factors are the living things.

2. factors, including water, sunlight, and soil, determine the biotic factors.

3. is the study of relationships between living things and their environment.

a. It includes the study of and communities.

b. It examines how and matter move through ecosystems.

B. use energy from the Sun or other chemical reactions to make food.

1. is anything that has mass and takes up space.

2. Green plants, algae, and some are producers.

3. is the process by which producers use energy from sunlight to make food from carbon dioxide and water.

4. Plants combine water and to produce simple sugars.

a. Carbon combines with nitrogen and other to create other compounds.

b. These compounds are the building blocks of .

5. Algae, dinoflagellates, and euglenas are that make their own food through photosynthesis.

6. Some bacteria, called , carry out photosynthesis.

a. Cyanobacteria have been on Earth for more than 3.5 years.

b. produced by cyanobacteria during photosynthesis helped

create Earth’s modern-day .

7. Other bacteria are producers that carry out to produce energy.

a. These bacteria use from chemical reactions in places with no sunlight.

CHAPTER 13


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Chapter Outline CONTINUED

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b. The chemosynthetic bacteria are eaten by other animals in the _.

C. cannot make their own food.

1. All are consumers because they eat other organisms or their wastes.

2. Some one-celled organisms, called , are also consumers because they feed on dead organisms.

3. Ecologists categorize consumers by the kinds of they eat.

a. are animals that eat only plants.

b. are animals that eat other animals.

c. Carnivores that kill other animals are called ; the animals they

kill are called .

d. Some plants, such as the Venus flytrap, are both producers and .

e. are animals that eat other animals and plants.

f. break down dead organisms, animal droppings, leaves, and other wastes.

g. feed on dead animals.

h. Scavengers and decomposers are important in returning and other nutrients to the Earth.

Lesson 2: Energy in Ecosystems

A. moves in one direction through an ecosystem: from sunlight to producers to consumers and decomposers.

1. If stopped capturing the Sun’s energy, life would end.

2. Organisms energy from one form to another, but they do not create or destroy it.

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B. Energy passes through ecosystems as .

1. Food provides , starches, proteins, and fats needed to grow cells.

2. Food also provides energy needed to fuel your body’s functions.

3. A illustrates how energy moves through an ecosystem.

a. All food chains start with the or a chemical source.

b. Producers convert the Sun’s energy into usable food .

c. Other in the food chain depend on the producer to capture the Sun’s energy.

4. A is a more complicated model of energy flow, showing a more complete picture of the various energy pathways in an ecosystem.

5. Energy show how much energy is available to each type of organism.

a. The bottom layer, the largest, contains the .

b. The next layer up contains the .

c. Herbivores are consumers, because they eat producers.

d. The next layer up contains the consumers, which eat herbivores.

e. The consumers are at the top of the pyramid, because they prey on organisms in the levels below.

f. The energy pyramid gets toward the top, because less energy is available to organisms in the upper levels.

g. Every organism releases some of the chemical energy in food to the air

as .

h. The bottom (or producer) layer can vary in depending on the productivity of the ecosystem. For example, rain forests have more producers than deserts do.

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Lesson 3: Matter in Ecosystems

A. The amount of on Earth never changes.

1. Living and things are made of matter.

2. that make up matter are recycled between living and nonliving things.

B. The describes how water moves from Earth’s surface to the atmosphere and back to the surface.

C. The describes how nitrogen moves from the atmosphere to the soil,

to living organisms, and back to the .

1. change nitrogen from the air into forms that plants can absorb through their roots.

2. build nitrogen into their tissues, and nitrogen then continues up the food chain.

3. As dead organisms , nitrogen goes back into the soil and air.

D. The describes how phosphorus moves from soil to producers and consumers and back to soil.

1. Phosphorus is in the soil from the of rocks; it does not exist as

a .

E. The describes how carbon moves between living and nonliving things.

1. Carbon is the key element in sugars, proteins, starches, and other compounds that make up

things.

2. take carbon dioxide from the air during photosynthesis.

3. All organisms send carbon dioxide back into the air through .

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Energy and Matter in Ecosystems; Grade 6 Chapter 13 · Chapter 13 Energy and Matter in Ecosystems...

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Transcript of Energy and Matter in Ecosystems; Grade 6 Chapter 13 · Chapter 13 Energy and Matter in Ecosystems...