Chapter 6 Resource: Ecosystems

Glencoe Science 

Chapter Resources 

Ecosystems 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

Photo Credits 

Section Focus Transparency 1: (t) SuperStock, (b) Bob Krist/CORBIS; 

Section Focus Transparency 2: Chuck Hanson; Section Focus Transparency 3: David Muench/CORBIS 

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. 

Permission is granted to reproduce the material contained herein on the condition 

that such material be reproduced only for classroom use; be provided to students, 

teachers, and families without charge; and be used solely in conjunction with the 

Ecosystems program. Any other reproduction, for use or sale, is prohibited without 

prior written permission of the publisher. 

Send all inquiries to: 

Glencoe/McGraw-Hill 

8787 Orion Place 

Columbus, OH 43240-4027 

ISBN 0-07-867116-7 

Printed in the United States of America. 

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

Reproducible 

Student Pages 

Reproducible Student Pages 

■ Hands-On Activities 

MiniLAB: Try at Home Modeling Rain Forest Leaves . . . . . . . . . . . . . 3 

MiniLAB: Modeling Freshwater Environments . . . . . . . . . . . . . . . . . . . 4 

Lab: Studying a Land Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Use the Internet Exploring Wetlands . . . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Succession Communities and Grasses . . . . . . . . 9 

Laboratory Activity 2: Exploring Life in Pond Water . . . . . . . . . . . . . 11 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 

■ Transparency Activities 

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Ecosystems 1

Hands-On Activities 

Hands-On 

Activities 

2 Ecosystems

Name Date Class 

Modeling Rain Forest Leaves 

Procedure 

1. Draw an oval leaf about 10 cm long on a piece of poster board. Cut it out. 

2. Draw a second leaf the same size but make one end pointed. This is called a 

drip tip. Cut this leaf out. 

3. Hold your hands palm-side up over a sink and have someone lay a leaf on 

each one. Point the drip tip away from you. Tilt your hands down but do 

not allow the leaves to fall off. 

4. Have someone gently spray water on the leaves and observe what happens. 

Analysis 

1. From which leaf does water drain faster? 


2. Infer why it is an advantage for a leaf to get rid of water quickly in a rain forest. 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 




Modeling Freshwater Environments 

Procedure 

1. Obtain a sample of pond sediment or debris, plants, water, and organisms 

from your teacher. 

2. Cover the bottom of a clear-plastic container with about 2 cm of the 

debris. 

3. Add one or two plants to the container. 

4. Carefully pour pond water into the container until it is about two-thirds full. 

5. Use a net to add several organisms to the water. Seal the container. 

6. Using a magnifying lens, observe as many organisms as possible. Record 

your observations. Return your sample to its original habitat. 

Data and Observations 

Organism 

Observations 

Analysis 

Write a short paragraph describing the organisms in your sample. How did the organisms interact 

with each other? 




Studying a Land Ecosystem 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. Why do you use the thermometer in this lab? 


2. Why is it important to make the same measurements each time you visit your study area? 

An ecological study includes observation and analysis of organisms and the 

physical features of the environment. 


Real-World Question 

How do you study an ecosystem? 

Materials 

graph paper tape measure pencil 

notebook binoculars magnifying lens 

compass thermometer field guides 

Goals 

■ Observe biotic factors and abiotic factors of an ecosystem. 

■ Analyze the relationships among organisms and their environments. 

Safety Precautions 

Procedure 

1. Choose a portion of an ecosystem to study. 

You might choose a decaying log, a pond, a 

garden, or even a crack in the sidewalk. 

2. Determine the boundaries of your study area. 

3. Using a tape measure and graph paper, 

make a map of your area. Determine 

north. 

4. Record your observations in Table 1 in the 

Data and Observations section. 

5. Observe the organisms in your study area. 

Use field guides to identify them. Use a 

magnifying lens to study small organisms 

and binoculars to study animals you can’t 

get near. Look for evidence (such as tracks 

or feathers) of organisms you do not see. 

6. Measure and record the air temperature in 

your study area. 

7. Visit your study area many times and at 

different times of day for one week. At each 

visit, make the same measurements and 

record all observations. Note how the living 

and nonliving parts of the ecosystem 

interact. 



(continued) 



Table 1 Environmental Observations 

Date 

Time of day 

Temperature 

Organisms 

observed 

Comments 

Conclude and Apply 

1. Predict what might happen if one or more abiotic factors were changed suddenly. 

2. Infer what might happen if one or more populations of plants or animals were removed from 

the area. 

3. Form a hypothesis to explain how a new population of organisms might affect your ecosystem. 

Communicating Your Data 


Make a classroom display of all data recorded. For more help, refer to the Science Skill 

Handbook. 



Use the Internet 

Exploring Wetlands 

Wetlands are an important part of the environment. These fertile ecosystems 

support unique plants and animals that can survive only in wetland conditions. 

The more you understand the importance of wetlands, the more you 

can do to preserve and protect them. 



Real-World Question 

Why are wetlands an important part of the 

ecosystem? 

Goals 

■ Identify wetland regions in the United 

States. 

■ Describe the significance of the wetland 

ecosystem. 

■ Identify plant and animal species native 

to a wetland region. 

■ Identify strategies for supporting the 

preservation of wetlands. 

Data Source 

Visit msscience.com for 

Web links for more information 

about wetland environments and for 

data collected by other students. 

Make a Plan 

1. Determine where some major wetlands are 

located in the United States. 

2. Identify one wetland area to study in 

depth. Where is it located? Is it classified as 

a marsh, bog, or something else? 

3. Explain the role this ecosystem plays in the 

overall ecology of the area. 

4. Research information about the plants 

and animals that live in the wetland environment 

you are researching. 

5. Investigate what laws protect the wetland 

you are studying. 

Follow Your Plan 

1. Make sure your teacher approves your plan 

before you start. 

2. Perform the investigation. 

3. Post your data at the link shown on the 

next page. 

Analyze Your Data 

1. Describe the wetland area you have researched. What region of the United States is it located 

in? What other ecological factors are found in that region? 

2. Outline the laws protecting the wetland you are investigating. How long have the laws been in 

place? 



(continued) 


3. List the plants and animals native to the wetland area you are researching. Are those plants and 

animals found in other parts of the region or the United States? What adaptations do the plants 

and animals have that help them survive in a wetland environment? 

Conclude and Apply 

1. Infer Are all wetlands the same? 

2. Determine what the ecological significance of the wetland area that you studied for that region of 

the country is. 

3. Draw Conclusions Why should wetland environments be protected? 

4. Summarize what people can do to support the continued preservation of wetland environments 

in the United States. 

Communicating Your Data 

Find this lab using the link below. Post your data in the table provided. Review other students’ 

data to learn about other wetland environments in the United States. 


msscience.com 




1 

Laboratory 

Activity 

Succession Communities and 

Grasses 

Once lichens and other pioneer species die and organic matter is added to the soil, other plants 

are able to grow. Grasses are a characteristic species of primary and secondary succession. They 

are tough and adaptable, grow quickly and readily, and further enrich the soil when they die. 

Strategy 

You will observe the effect of sunlight and water on the growth of grass. 

You will identify differences between the characteristics of a succession community and the 

characteristics of a climax community. 

Materials 

four small plastic pots filled with soil and planted with grass seed 

permanent marker 

small box open only at one end 

water 

Procedure 

1. Label the pots 1, 2, 3, and 4. 

2. Place pot 1 in a location that will receive a 

lot of indirect sunlight. 

3. Cover pot 2 with the box. Place it next to 

pot 1. 

4. Water pots 1 and 2 with the same amount 

of water twice a week. Keep the soil moist 

but not wet. 

5. Place pots 3 and 4 in the same location as 

plants 1 and 2. 

6. Water pot 3 daily. Keep the soil wet. 


Plants 1 and 2 (light) 

Plants 1, 3 and 4 (water) 

Hypothesis 

Observations 

7. Do not water pot 4. 

8. In the Data and Observations table, write a 

hypothesis describing how you think the 

amount of light will affect pots 1 and 2. 

Write another hypothesis describing how 

you think the amount of water will affect 

pots 1, 3, and 4. 

9. Care for the plants daily for three weeks. 

Record observations at the end of each 

week. 

Plant Week 1 Week 2 Week 3 

1 

2 

3 

4 




Laboratory Activity 1 (continued) 


Questions and Conclusions 

1. What was the effect of the amount of light on pots 1 and 2? How does your hypothesis differ 

from the results? 

2. What was the effect of the amount of water on pots 1, 3, and 4? How does your hypothesis 

differ from the results? 

3. What characteristics of grass do you think make it well-suited as a late primary or secondary 

succession plant? 

4. Would you find grasses in a climax community? Why or why not? 

Strategy Check 

Can you observe the effect of sunlight and water on the growth of grass? 

Can you identify differences between the characteristics of succession and climax 

communities? 





2 

Laboratory 

Activity 

Exploring Life in Pond Water 

Looking through a microscope, you can see a miniature world of many, many microorganisms. 

In a single drop of pond water, you might be able to see protists, bacteria, plants, and tiny 

animals. Because the ecosystem of a pond is not uniform throughout, different organisms live in 

different parts of the pond. Water collected from the surface and from near the sediment will 

contain some of the same organisms, but there will be some organisms that live in only one area 

or the other. 

Strategy 

You will examine two samples of pond water under the microscope. 

You will identify some of the organisms that exist in each sample of pond water. 

You will compare the organisms found near the surface to those found near the bottom of the pond. 

Materials 

water collected from the surface of a pond 

droppers (2) 

microscope slides (2) 

coverslips (2) 

microscope 

water collected near the bottom of a pond 

Procedure 

1. Use the dropper to place one drop of surface 

pond water on a clean microscope slide. 

Carefully put the coverslip on the drop. 

2. Examine the surface pond water under low 

and high power magnification of the 

microscope. Carefully move the slide so 

that you are able to examine all areas of the 

slide. 

3. Use the drawings in the Data and Observations 

section to identify the organisms you 

observe. On the lines under the drawings, 

indicate which organisms were observed in 

the surface pond water. 

4. Repeat steps 1 through 3 for a drop of 

water from the bottom of the pond. 

5. Complete Table 1 in the Data and Observations 

section by entering the microorganisms 

that you observe in the water from the 

surface and the bottom of the pond. 

6. Enter your data in the table your teacher 

has prepared on the board by putting a 

mark by each organism that you observed 

in your samples. When all students have 

entered their data, complete Table 2 by 

summarizing the data from the table on 

the board. 







1. Oscillatoria 2. Paramecium 3. Vorticella 

____________________ ____________________ ____________________ 

4. Daphnia (waterflea) 5. Euglena 6. Amoeba 

____________________ ____________________ ____________________ 

7. Rotifers 8. Nematodes 9. Cyclops 

____________________ ____________________ ____________________ 

10. Diatoms 11. Volvox 12. Desmids 


____________________ ____________________ ____________________ 




Table 1 

Individual Data 

Organisms found in surface pond water Organisms found near pond bottom 


Table 2 

Group Data 

Organism Near surface Near bottom 

Oscillatoria 

Paramecium 

Vorticella 


Daphnia 

Euglena 

Amoeba 

Rotifers 

Nematodes 

Cyclops 

Diatoms 

Volvox 

Desmids 





Questions and Conclusions 

1. Did you find different organisms in the surface and deep pond water samples? Explain. 

2. What factors might influence why some organisms are found only in surface pond water or 

only in deep pond water? 

3. Because a pond is an ecosystem that changes all the time, experimental variables might have an 

impact on your observations. Explain how each of the following might influence the organisms 

observed: 

a. season of the year 

b. delay between when the sample was collected and the experiment was performed 

c. depth of collection site for water from the bottom of the pond 

d. distance from shore that the surface water was collected 

4. In what ways might human activity impact the pond water ecosystem? 

Strategy Check 

Can you examine samples of pond water under the microscope? 

Can you identify the organisms that exist in each sample of pond water? 

Can you compare the organisms found on the surface of a pond to those found near the 

bottom? 





Directions: Use this page to label your Foldable at the beginning of the chapter. 

occurs where no soil exists 

begins in a place that has 

soil and was once home 

to living things 


a community that has 

reached the final stage of 

ecological succession 

a community that has 

reached the final stage 

of ecological succession 

Primary 

Succession 


Secondary 

Succession 

Climax 

Communities 

Climax 

Communities 


Meeting Individual Needs 

Meeting 

Individual Needs 



Directed Reading for 

Content Mastery 

Overview 


Directions: Complete the concept map using the terms below. 

cold forest region tundra deserts grassland 

Major 

biomes 

include 

include 

include 

include 

1. 

that is a 

cold, dry, 

treeless region 

taiga 

that is a 

4. 

2. 

that are 

the driest 

biomes on 

Earth 

3. 

such as the 

prairies of 

North America 



Directions: In the spaces provided, indicate whether each ecosystem is saltwater, freshwater, or both. 

5. coral reefs 

6. estuaries 

7. rivers and streams 

8. open oceans 

9. lakes and ponds 

10. wetlands 





Section 1 ■ How Ecosystems 

Change 


Directions: Complete the following sentences using the terms listed below. Some terms may be used more than once. 

primary secondary succession pioneer climax 

1. The gradual change from one community of organisms to another is 

ecological ____________________. 

2. Succession that takes place in a forest that has been destroyed by fire is an 

example of ____________________ succession. 

3. The first organisms to move into a disturbed environment are the 

____________________ species. 

4. A community that tends to remain the same and is in the final stage of 

succession is a ____________________ community. 

5. Ecological succession that takes place in a location that does not have 

soil is ____________________ succession. 

6. A beech-maple forest is an example of a ____________________ community. 

7. When no life exists at all in an area, ____________________ succession begins. 

8. Physical disturbances such as fires disturb the stability of 

a ____________________ community. 

9. ____________________ succession can take hundreds or even thousands of 

years to develop into a climax community. 

10. Number the following sentences describing primary succession so that they are 

in the correct order. 

a. Mosses and ferns grow in soil formed by decaying lichens. 

b. Thicker, richer soil supports the growth of shrubs and trees. Insects, 

small birds, and mammals move in. 

c. Eventually, the soil layer thickens and grasses, wildflowers, and other 

plants begin to take over. 

d. Life on a bare rock begins as lichens and the forces of weather and 

erosion help break down rocks into smaller pieces to form soil. 






Section 2 ■ Biomes 

Section 3 ■ Aquatic Ecosystems 

Directions: Use the following terms to identify the biome in which you would expect to find each animal listed below. 

tundra grassland temperate rain forest 

taiga temperate deciduous forest desert 

1. salamanders 

2. caribou 


3. oak tree 

4. zebra 

5. moose 

6. kangaroo rat 

Directions: Match the words and phrases in Column II with the descriptions in Column I. Write the letter of the 

correct word or phrase in the blank at the left. 

Column I 

Column II 

7. organisms that float near the surface a. intertidal zones 

of freshwater lakes and ponds 

8. extremely fertile, productive 

environments that serve as 

important nurseries for many 

ocean fish 

9. home to organisms adapted to 

dramatic changes in temperature, 

moisture, and salinity 

10. flowing freshwater environments 

11. usually covered with a thin sandy, or gravelly 

soil that contains little organic matter 

12. located in New Zealand, southern Chile, and 

the Pacific Northwest of the United States 

13. large geographic areas that have similar 

climates and ecosystems 

b. temperate rain forests 

c. rivers and streams 

d. biomes 

e. algae, plants, and plankton 

f. estuaries 

g. deserts 






Key Terms 


Directions: Use the clues to complete the crossword puzzle. 

1 

2 

3 

4 

5 

6 

7 


9 

8 

11 

12 

10 

13 

Across 

1. The first living things in a disturbed 

environment, such as lichens 

3. Forests with warm temperatures, 

wet weather, and lush plant growth 

5. Region that is wet for all or most of 

a year 

9. A community that has reached a 

stable stage of ecological succession 

11. Climax communities dominated 

by grasses 

12. A cold, dry, treeless region, sometimes 

called a cold desert 

13. Water ecosystem formed from the 

calcium carbonate shells secreted by 

a particular animal 

20 Ecosystems 

Down 

2. The portion of the shoreline that is 

covered with water at high tide and 

exposed to the air during low tide 

4. The normal, gradual changes that 

occur in the types of species that 

live in an area 

6. Forests dominated by trees with 

needlelike leaves 

7. Large geographic areas that have 

similar climates and ecosystems 

8. A cold forest region dominated by 

cone-bearing evergreen trees. 

10. The area where a river meets an ocean 

and contains a mixture of freshwater 

and saltwater 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenido 

Sinopsis 

Ecosistemas 

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

región boscosa fría tundra desiertos praderas 

Los principales 

biomas 


1. 

que es 

una región fría 

seca y sin 

árboles 

incluyen 

incluyen 

la taiga 

que es 

4. 

incluyen 

2. 

que son 

los biomas 

más secos 

de la Tierra 

incluyen 

3. 

como 

las praderas de 

América del Norte 

Instrucciones: Indica en los espacios si cada ecosistema es de agua salada, agua fresca, o ambos. 

5. arrecifes de coral 

6. estuarios 

7. ríos y corrientes 

8. océanos abiertos 

9. lagos y charcas 

10. tierras pantanosas 

Satisface las necesidades individuales 

Ecosistemas 21



Sección 1 ■ Cómo cambian 

los ecosistemas 

Instrucciones: Completa las oraciones con los siguientes términos. Puedes usar los términos más de una vez. 

primaria secundaria sucesión pioneras clímax 

1. El cambio gradual de una comunidad de organismos a otra se llama _______. 

2. La sucesión que ocurre en un bosque arrasado por el fuego es un ejemplo de 

sucesión ____________. 

3. Los primeros organismos que llegan para ocupar un ambiente alterado se llaman 

especies ____________. 

4. Una comunidad que tiende a permanecer igual y que está en la etapa final de la 

sucesión es una comunidad en ________. 

5. La sucesión ecológica que ocurre en un sitio que no tiene suelo es una sucesión 

_____________. 

6. Un bosque de hayas y arces es un ejemplo de una comunidad en ____________. 

7. Cuando no existe vida en un área, comienza la sucesión ___________. 

8. Las alteraciones físicas, como los incendios, afectan la estabilidad del (de la) 

________. 

9. La sucesión _______________puede tomar cientos o miles de años para desarrollarse 

como una comunidad en clímax. 

10. Ordena correctamente las siguientes oraciones que describen la sucesión primaria. 

______a. 

______b. 

______c. 

______d. 



Los musgos y los helechos crecen en el suelo formado por los líquenes 

en descomposición. 

Un suelo más rico y grueso sustenta el crecimiento de arbustos y 

árboles. Insectos, aves y mamíferos pequeños se mudan al sitio. 

A la postre, la capa del suelo se hace más gruesa, y las flores silvestres y 

otras plantas comienzan a dominar el área. 

La vida sobre la roca desnuda comienza con líquenes y las fuerzas del 

clima y la erosión ayudan a desintegrar las rocas para formar suelo. 


22 Ecosistemas



Instrucciones: Usa los siguientes términos para identificar el bioma en el cual esperarías encontrar cada uno de los 

animales en la lista. 

tundra pradera bosque pluvial templado 

taiga bosque deciduo de zona templada desierto 

1. salamandra 

2. caribú 

3. roble 

4. cebra 

5. alce 

6. rata canguro 



Instrucciones: Coordina la frase o palabra de la Columna II con las descripciones de la Columna I. Escribe la 

letra de la palabra o letra correcta en el espacio de la izquierda. 

Columna I 

Columna II 

7. organismos que flotan cerca de la 

superficie de los estanques y lagos 

8. ambientes extremadamente fértiles y 

productivos que sirven como criaderos 

importantes para muchos peces marinos. 

9. hogar de organismos adaptados a 

cambios dramáticos en temperatura, 

humedad y salinidad. 

10. ambientes de agua en movimiento 

11. generalmente cubiertos por una capa 

delgada arenosa o pedregosa de suelo 

que contiene poca materia orgánica 

Sección 2 ■ Biomas 

Sección 3 ■ Ecosistemas 

acuáticos 

a. zonas intermareales 

b. bosques pluviales de zona 

templada 

c. ríos y corrientes 

d. biomas 

e. algas, plantas y plancton 

f. estuarios 

g. desiertos 

12. localizado en Nueva Zelanda, el sur de Chile y el noroeste del 

pacífico de Estados Unidos. 

13. grandes áreas geográficas que tienen el mismo clima y ecosistemas 


Ecosistemas 23




Términos claves 

Ecosistemas 

Instrucciones: Usa las claves para completar el crucigrama. 

1 

2 

3 

4 

5 


6 

10 

7 

8 

11 

9 

Horizontales 

3. Tipo de bosque dominado por 

árboles con hojas como agujas. 

5. Comunidad que ha alcanzado una 

etapa estable de la sucesión ecológica. 

6. Comunidad clímax dominada por 

pastos. 

7. Ecosistema formado por las conchas 

de carbonato de calcio que secreta 

un animal particular. 

8. Región muy húmeda durante todo o 

gran parte del año. 

10. Bosques de temperaturas cálidas, clima 

húmedo y vegetación exuberante. 

11. Parte del litoral cubierta de agua 

durante la marea alta y expuesta 

durante la marea baja. 

Verticales 

1. Región fría, seca y sin árboles, a 

veces llamada desierto helado. 

2. Cambios normales graduales que 

ocurren en los tipos de especies que 

viven en un área. 

4. Área en donde un río se encuentra con 

el océano y que tiene una mezcla de 

agua dulce y salada. 

5. Especies que colonizan en la sucesión 

primaria, como por ejemplo, 

los líquenes. 

8. Región fría dominada por árboles 

siempreverdes portadores de conos. 

9. Área geográfica grande con climas y 

ecosistemas similares. 


24 Ecosistemas


1 

Reinforcement 

How Ecosystems Change 

Directions: What kind of ecological succession occurs after each of the following events? Write either primary 

succession or secondary succession under each diagram. 

1. _________________________________ 2. _________________________________ 



3. _________________________________ 4. _________________________________ 

Directions: Answer the following questions on the lines provided. 

5. What is ecological succession? 

6. What is the general name for the first species to grow after a volcanic eruption covers an area 

with lava? 

7. How does soil form from bare rock? 

8. How does succession occur after a forest fire? 

9. Which takes longer, primary succession or secondary succession? Explain. 

10. What is a community that has reached a stable stage of ecological succession called? 



2 

Reinforcement 

Biomes 

Directions: Complete the table below using information in your textbook. 

Biome 

Climate 

Dominant plants 

Characteristic 

animals 


1. Tundra 

2. Taiga 

3. Temperate 

deciduous 

forest 

4. Temperate 

rain forest 

5. Tropical 

rain 

forest 

6. Desert 

7. Grassland 




3 

Reinforcement 

Aquatic Ecosystems 

Directions: Describe two life zones in the ocean and how organisms are affected by the conditions in each zone. 

1. 

2. 




3. The illustrations above show two types of freshwater ecosystems. Which supports more 

species and why? 

4. What is an estuary and why is it important to marine organisms? 

5. Why are wetlands protected in most areas? 

6. How do coral reefs form? What makes them vulnerable to environmental stress? 



1 

Enrichment 

Succession 

The four pictures below show succession in a small area in New York. Think of these pictures as 

four photographs, with many years in between. Notice that in each picture, the plants have 

changed and so have the animals. Use the pictures to answer the questions below. 

Stage 1 

grasshopper sparrow 

meadowlark 

Stage 2 

robin 

white-tailed deer 


Stage 3 

meadow mouse 

junco 

rabbit 

field sparrow 

robin 

short-tailed shrew 

rabbit 

white-footed mouse 

Stage 4 

red squirrel 

veery 

red fox 


red fox 


red squirrel 

white-tailed deer 

white-footed 

mouse 

white-footed mouse 

red fox 


1. In which stage is grass mostly found? 

2. The grasshopper sparrow is so named because of what it eats. Why do you think it is mostly 

found in Stage 1? 

3. What new species appears in Stage 3? What can you hypothesize about this species based on 

the four pictures? 

4. By Stage 4, what type of vegetation has taken over? 

5. How did the trees change the environment, making it less favorable for the grasses to grow? 

6. Which animal survived in all stages of this succession? Why? 




2 

Enrichment 

Identifying Biomes 

Use an atlas to place each of these 12 cities on the world map below. Then compare the map 

you have made with the map in your textbook of the world’s major land biomes. In which biome 

does each city belong? Look at the information in the textbook about precipitation in each of the 

land biomes to help you. Complete the table by identifying the biome each city is in. 

City Yearly precipitation (cm) Biome 

1. Addis Ababa, Ethiopia 

121.2 

2. Anchorage, Alaska 

3. Antananarivo, Madagascar 

4. Beijing, China 

5. Buenos Aires, Argentina 

6. Frankfurt, Germany 

7. Khartoum, Sudan 

8. Madrid, Spain 

39.9 

136.1 

63.0 

98.0 

69.1 

15.2 

44.7 


9. Manila, Philippines 

10. Phoenix, Arizona 

197.4 

18.8 


11. Pretoria, South Africa 

12. Sydney, Australia 

70.9 

113.0 



3 

Enrichment 

The Everglades 


The Florida Everglades are unique—there is nothing else quite like them in the world. They are 

a habitat for a tremendous number of organisms, and they provide a breeding ground for many 

more species. Despite their environmental importance, these wetlands have been under attack by 

human development for decades. Some scientists are concerned that the Everglades may have 

been irreversibly harmed. We might lose these wetlands forever. 

Use library resources to write a report on the Everglades. Look in the library’s computer or card 

catalog for books on this topic. Check the Readers’ Guide to Periodical Literature or the library’s 

computer search system for recent magazine articles on the Everglades. Use at least three books or 

articles to write your report. List these sources at the end of your report. 

Try to answer these questions in your report: 

■ How much area do the Everglades cover? 

■ What lake and river system feeds the Everglades? 

■ What animals live in the Everglades? 

■ What are some animals that use the Everglades as breeding grounds? 

■ How much area has the Everglades lost in recent years? 

■ What major city has been spreading into the area that once was part of the 

Everglades? 

■ What has been the role of the Army Corps of Engineers in changing the 

environment in the Everglades? 

■ How is water that goes into the Everglades controlled? 

■ What have environmentalists been saying about the danger of losing the 

Everglades? 

■ At the end of your report, write a paragraph expressing your own opinions 

about the threat to the Everglades and what should be done. 

Florida 

Everglades National Park 




Note-taking 

Worksheet 


Section 1 

How Ecosystems Change 

A. Ecological ____________________—normal, gradual changes that occur in the types of 

species that live in an area 

1. Primary succession begins in a place without ________. 

a. Starts with _________________________ such as _________________, that can grow 

on rock 

b. New ______________ forms as weather and erosion break down rock. 

c. Decaying plants add __________________________ to new soil. 

2. ______________________________ begins in a place that has soil and once had living 

organisms 

a. Examples: after a ______________ or removal of buildings 

b. Occurs faster and has different pioneer species than primary succession 

B. __________________________—stable stage of ecological diversity and balance 


Section 2 

Biomes 


A. Factors that affect biomes’ climates 

1. temperature 

2. __________ 

B. Major ________________—large areas with similar climates and ecosystems 

1. ________________—cold, dry, treeless region 

a. Permanently frozen soil called ____________________ 

b. Average winter temperature: _______________ 

c. Average precipitation is _________________________ 25 cm per year. 

d. Plants: ________________, grasses, small shrubs, lichens 

e. Animals: insects, ducks, geese, other birds, mice, arctic ______________ , reindeer 

2. _______________— cold forest of mostly evergreen trees 

a. Soil _______________ in the short summer. 

b. Precipitation: mostly snow, _____________________ per year 

31


Note-taking Worksheet (continued) 

3. ________________________ forests—region with four seasons, mostly trees that lose their 

leaves in autumn 

a. Temperatures range from ________________________ in winter to 

_______________________ in summer. 

b. Precipitation: throughout the year, _____________________ per year 

4. ________________________ forest—tall trees with needlelike leaves 

a. Average temperature: _____________________ 


b. Precipitation: _____________________ per year 

5. ________________________ forests—the most biologically diverse of all biomes 

a. Average temperature: _______________ 

b. Precipitation: ______ per year 

c. Four _____________: forest floor, understory, canopy, emergents 

d. Human impact: habitats being _____________________ by farmers and loggers 

6. ________________—driest biome, supports little plant life 

a. Temperatures: vary from _____________ to ______________ 

b. Precipitation: less than ______ cm per year 

c. Soil: thin, _______________, or gravelly 

d. Plant: cactus 

e. Animal: kangaroo ______ 

7. ____________________—prairies or plains, dominated by grasses 

a. Temperatures: temperate or _______________ 

b. Precipitation _____________________ per year; dry season 

Section 3 Aquatic Ecosystems 

A. ____________________ ecosystems—include flowing and standing water, low or no salt 

1. Rivers and streams—_________________ water 

a. Most ___________________ washed into water from land. 

b. The faster the flow, the greater the ________________ content. 




Note-taking Worksheet (continued) 

2. Lakes and ponds—very little ______________ 

a. Sunlight warms and lights pond ________________ supporting plant and animal life. 

b. Deeper lakes support life along _________________ shoreline or surface 

3. Water ___________________—a problem caused by fertilizer-filled runoff and sewage 

4. __________________—regions wet all or most of year 

a. Lie between __________________ and water 

b. Very _________________ ecosystems 


B. Saltwater ecosystems—95% of Earth’s water contains high concentration of salt, or 

high __________________. 

1. Open oceans—divided into lighted and dark life _______________ 

a. _________________—upper 200 m and home of plankton 

b. ______________—below 200 m where animals feed on material that floats down or 

prey on each other 

2. _____________________—diverse and fragile ecosystems formed from coral shells of 

calcium carbonate 

3. Seashores—along ____________________ 

a. _________________________—covered with water at high tide and exposed to air at 

low tide 

b. Drastic _________________ in temperature, moisture, salinity, and wave action 

4. ___________________—where a river meets an ocean; called bays, lagoons, harbors, inlets, sounds 

a. Rich in ___________________ 

b. Changing _________________ of salt water and freshwater 



Assessment 

Assessment 



Chapter 

Review 


Part A. Vocabulary Review 

Directions: Write the correct term in the spaces provided. Unscramble the boxed letters to spell the term that 

answers question 14. 

1. a community that has reached a stable 

stage of ecological succession 

2. the normal, gradual changes that occur 

in the types of species that live in an 

area 

1. ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ ___ ___ 

2. ___ ___ ___ ___ ___ ___ ___ ___ ___ 

3 the portion of the shoreline that is 

covered with water at high tide and 

exposed to the air during low tide 

4. temperate and tropical regions that 

receive between 25 cm and 75 cm of 

precipitation a year and and have climax 

communities of grasses 

5. forest with warm temperatures, wet 

weather, and lush plant growth 

3. ___ ___ ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ 

4. ___ ___ ___ ___ ___ ___ ___ ___ ___ 

5. ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 

6. forest dominated by climax 

communities of trees that lose their 

leaves every autumn 

6. ___ ___ ___ ___ ___ ___ ___ ___ 

___ ___ ___ ___ ___ ___ ___ ___ 


7. large geographic areas that have similar 

climates and ecosystems 

8. a cold, dry, treeless region, sometimes 

called a cold desert 

9. a cold forest region dominated by 

cone-bearing evergreen trees 

10. the driest biome, often covered with a 

thin, sandy, or gravelly soil, contains 

little organic matter 

11. the area where a river meets an ocean 

contains both freshwater and salt water 

12. regions that are wet for all or most of 

a year 

13. ecosystems formed from the calcium 

carbonate shells secreted by animals 

___ ___ ___ ___ ___ ___ 

7. ___ ___ ___ ___ ___ 

8. ___ ___ ___ ___ ___ 

9. ___ ___ ___ ___ 

10. ___ ___ ___ ___ ___ 

11. ___ ___ ___ ___ ___ ___ 

12. ___ ___ ___ ___ ___ ___ ___ 

13. ___ ___ ___ ___ ___ ___ ___ ___ ___ 

Assessment 

14. The first living things to arrive at a primary succession: 



Chapter Review (continued) 

Assessment 

Part B. Concept Review 

Directions: For each of the following, write either P for pioneer species or C for climax community in the lines provided. 

1. beech-maple forest 

2. lichens 

3. mosses and ferns 

Directions: For each of the following, write either P for primary succession or S for secondary succession in the 

lines provided. 

4. erupting volcano 

5. abandoned paved parking lot 

6. wilderness after a forest fire 

Directions: Match the location and wildlife with the correct biomes. Biomes may be used more than once. 

7. Douglas fir; spruce; black bear; cougar 

8. eastern United States; Europe 

9. kangaroos; wildebeests; cattle 

10. just south of the tundra biome; cone-bearing 

evergreen trees; elk 

11. near the equator, including in South America 

12. white-tailed deer; brightly colored leaves in autumn 

13. cactus; scorpions; kangaroo rats 

14. snowy owls; reindeer; lichens 

15. more biological species than anywhere else in the world 


16. In water environments, what are the most important factors that determine which species 

can survive? 

17. Name three standing freshwater ecosystems. 

18. Why are wetlands important? 

a. taiga 

b. temperate deciduous 

forest 

c. desert 

d. grassland 

e. tropical rain forest 

f. tundra 

g. temperate rain forest 


19. What causes tides to rise and fall each day? 


Transparency 

Activities 

Transparency Activities 



1 

Section Focus 

Transparency Activity 

New Land, New Life 

Both photographs below are of Surtsey, an island near Iceland. 

Surtsey was created in 1963 by a volcanic eruption. Surtsey provides 

a wonderful opportunity for scientists to study how life starts in a 

new area. 


1. Describe what you see in the 

first picture. Would you expect 

plants or animals to be able to 

live there? 

2. What evidence of life do you 

see in the second picture? 

3. How has Surtsey changed? How 

might it continue to change? 




2 

Section Focus 


Sentinel 

This unusual tree is a type of quiver tree. This rare species is found 

in parts of South Africa and Namibia. This particular type of quiver 

tree is critically endangered; estimates show fewer than 200 fullgrown 

trees left. 


1. Describe the characteristics of the quiver tree from the photo. 

2. What kind of environment does this tree live in? 

3. Hypothesize what factors might threaten the quiver tree. 




3 

Section Focus 


Is there a Great Happy 

Swamp? 

Almost three-fourths of Earth’s surface is covered by water. This 

water is in the Great Dismal Swamp located in Virginia and North 

Carolina. 


1. Why were wetlands like the Great Dismal Swamp originally 

considered dismal and useless places? Why are they valued today? 

2. Name some other water systems. How does human activity affect 

these systems? 




2 

Teaching Transparency 

Activity 

Biomes 

ASIA 

AUSTRALIA 

EUROPE 

AFRICA 


NORTH 

AMERICA 

Tropic of Cancer 

Equator 

SOUTH 

AMERICA 

Tropic of Capricorn 

Desert 

Grassland 

Tropical rainforest 

Temperate rainforest 

Temperate deciduous forest 

Taiga 

Tundra 


Arctic Circle 

Antarctic Circle 



Teaching Transparency Activity (continued) 

1. What are similar climates and ecosystems called? 

2. What is a climate? 

3. What biome covers the majority of Australia? 

4. Where are major tropical rain forests located? 

5. How many major land biomes are on Earth? 

6. Which three biomes can be found in large areas of the United States? 





Assessment 



Directions: Carefully review the diagrams and answer the following questions. 

W 

X 

Grasses and weeds 

Y 

Large shrubs and 

medium-sized trees 

Z 


Shrubs, weeds, and 

small tree seedling 

Uniform stand of 

tall trees 

1. What is the correct sequence of these stages of succession? 

A X, Y, Z, W B Y, W, Z, X C Z, Y, W, X D W, Y, X, Z 

2. At which stage is equilibrium most likely to be restored to the 

ecosystem? 

F Z G W H X J Y 

3. A reasonable hypothesis based on these data would be that ___. 

A once trees are established, other species disappear 

B shrubs represent a middle stage of succession 

C trees cannot grow unless grasses and shrubs grow first 

D slower-growing species tend to appear sooner in the process of 

succession

Chapter 6 Resource: Ecosystems

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