Chapter 21 Resource: Ecology

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Teacher Support & PlanningTeacher Guide & Answers (continued)5. Answers should indicate that a food chain isonly part of a food web, which includes more ofthe overlapping relationships in an ecosystem.(6/3)6. The statement is true. Decomposers are all classifiedas consumers because they eat otherorganisms. However, there are consumers thateat live organisms, so they are not decomposers.(5/3)7. Answers will vary, but should refer to significantchanges in one or more biotic or abiotic factorsas a cause of imbalance in an ecosystem. (2/1)III. Applying Skills8. O (1/1)9. F (2/1)10. F (2/1)11. O (5/3)12. O (2/1)13. turtle, plants, insects, bacteria (1/1)14. sand, air, water, temperature, light from lamp(1/1)15. Answers will vary, but may include the size ofthe terrarium, fly population, and amount ofwater. (4/2)16. turtle, flies, bacteria (5/3)17. A bear plays the role of a biotic factor because itis a living organism that interacts with otherfactors in the forest ecosystem. A bear is a memberof the community of forest animals. Twoother roles played by the bear are as a memberof a population and as a consumer. (4/2)Transparency ActivitiesSection Focus Transparency 1 (page 40)Fish FoodTransparency Teaching Tips■ This transparency can be used to introduce theconcept of an ecosystem. Link the living and nonlivingcomponents of an aquarium with the bioticand abiotic factors of an ecosystem. Discuss howthe different parts of an ecosystem interact withone another just as the different parts of anaquarium interact.■ Allow students who have an aquarium at home orwho have worked with a classroom aquarium toshare their experiences setting up, cleaning, andmaintaining the aquarium. Ask: Did one animalever eat another one? Did the water ever becomeunhealthy? What would happen if you forgot tofeed the animals in the aquarium? What wouldhappen if you put the aquarium in a dark closetfor a month?■ The large fish in the freshwater aquarium in thepicture is a discus (Symphysodon sp.). Discus areomnivorous, inhabiting rivers and lakes. Also visibleare cardinal tetras (Paracheirodon axelrodi). Bothspecies are common South American fish.Content Background■ An ecosystem is made up of organisms interactingwith one another and with nonliving factors toform a working unit. An aquarium is a man-madeecosystem on a small scale.■ When keeping an aquarium, water quality andtemperature, tank decorations, diseases, andfeeding are ongoing issues. Water quality is one ofthe most important issues. The water used shouldbe clean and be able to provide oxygen to theinhabitants. Chlorine and other pollutants have tobe removed from water that will be put in afreshwater aquarium. Special chemical drops orfilters can be used for this, or the water can sit fora few days in an open container. Natural andartificial seawater can be used for marine animals.■ Some aquaria are balanced with plants and animals,meaning that no mechanical system of cleaning thetank is needed. Although this balance between plantsand animals is naturally attained in nature, it isvery difficult to reproduce in an aquarium.Answers to Student Worksheet1. Possible answers: fish, plants, snails, algae, and so on.2. Possible answers: gravel, decorations, water, sunlight.3. Possible answers: Animals of the same speciesmate and reproduce. Some eat the plants or mayeat one another. The animals live in the water,hide in the plants and decorations, burrow in thegravel. The plants take in energy from sunlight,live in the water, give off oxygen in the water.Section Focus Transparency 2 (page 41)Can I Live With You?Transparency Teaching Tips■ This transparency can be used to discuss howorganisms interact in a community. Point out thatin some relationships, both organisms benefit butin others one organism is harmed. Ask students tocompare the relationship shown in thephotograph with predation.■ Ask students to think of other examples oforganisms living close together, such as fleas andticks on a dog. Ask: Is one of the organismsharmed by the relationship? Is one helped?Content Background■ The example shown is one of mutualism: asymbiotic relationship in which both organismsbenefit from the relationship and neither isharmed.■ The clown fish lives among the anemone’sstinging tentacles, but is not harmed by them. Thefish is covered with mucus from the anemone,which protects it. Without the mucus, the fish willbe attacked and eaten. Living among the anemone’stentacles protects the fish from other predators.The clown fish in turn acts as a cleaner and protectsthe anemone from anemone-eating fish.Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.T12<strong>Ecology</strong>
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.Teacher Guide & Answers (continued)■ There are over 1000 species of sea anemonesthroughout the world, however only 10 speciescarry on symbiotic relationships with clown fish.■ Clown fish spend most of their time among thestinging tentacles of the anemones. When theclown fish first decides to inhabit an anemone, itdemonstrates behavior consistent with that ofbeing stung. Scientists have recently discoveredthat the previous theory of the clown fish’s immunityto anemone venom is not entirely true. Inactuality, the clown fish has developed a system inwhich it carefully rubs itself against the anemone’smucus-clad tentacles, coating its own body in themucus, which provides immunity.■ Sea anemones are also part of a symbiotic relationshipwith hermit crabs. These anemones havea special somersault behavior, which allows themto climb on gastropod shells. Some hermit crabscan get a sea anemone to climb on its shell byrubbing the sea anemone in a certain way. Hermitcrabs move to a new shell when they outgrowtheir current shell; those living with sea anemonesmove the anemone to their new shell. Some crabsthat do not live in shells also live with seaanemones. The crabs put sea anemones on theircarapace and legs. Sea anemones protect crabsand hermit crabs from predators such as octopusesor even other crabs. This relationship isknown as commensalisms—a relationship inwhich one organism benefits (the hermit crab)and the other is unaffected (the anemone).Answers to Student Worksheet1. Possible answers: The clown fish gets protectionfrom its predators. The tentacles keep the fish’spredators from attacking it.2. Possible answers: The anemone gets protectionfrom its predators; the clown fish may drop piecesof food as it is eating, and the anemone would eatthe food; the clown fish pick parasites off of theanemone.3. Possible answers: They have adapted to eat othertypes of food.Section Focus Transparency 3 (page 42)What’s For Dinner?Transparency Teaching Tips■ Use this transparency to introduce the concept ofproducers, consumers, and decomposers. Pointout that energy is transferred through feedinginteractions. Compare the feeding interactions ofthe rabbit, human, and fungus.■ Students may not recognize the fungus breakingdown the wood as a feeding interaction. Describethe process to students. Ask what will happen overtime to the wood. (It will break down further andits matter will be used by other organisms.) Ask:What if there were no organisms like the fungusto break down dead organisms? (Organisms couldnot recycle matter. The Earth would be coveredwith dead organisms.)■ Show students a piece of rotting fruit. Allow themto examine the softened tissues of the rotted partof the fruit. Point out that this is caused by thefungus secreting digestive enzymes. Parts of thefruit are being taken into the fungus as nutrition.■ With students’ direction, draw a food chain on theboard using the lettuce, fungus, rabbit, and ahuman. Then ask students what would happen ifany one of the organisms was missing from thefood chain.Content Background■ Green plants carry out photosynthesis. They trapenergy from sunlight and convert it to carbohydrates.When animals eat plants, they release theenergy and use it to carry out life processes. Inthis way, energy from the Sun is transferred fromorganism to organism.■ Unlike animals, fungi do not ingest food and thenabsorb nutrients from the food within their ownbodies. Instead, fungi break down food into nutrientsoutside their body. They do this by secretingdigestive enzymes onto the material they want tobreak down. Then they absorb the digestednutrients.Answers to Student Worksheet1. Possible answers: by eating and digesting food.2. Possible answers: All three forms of nutrition arerecycling matter.3. the SunTeaching Transparency (page 43)Food ChainSection 2Transparency Teaching Tips■ Discuss the relationship between the levels of thefood chain pictured in the transparency.■ Have students offer other animals that could besubstituted for each level—for instance, pondalgae for the field grasses or a crow for thesparrow.Reteaching Suggestion■ Change the habitat to a water-based one byreplacing the grasses with seaweed. Have studentsdo some research and suggest organisms thatwould fit into a food chain or food web in thewater habitat.Teacher Support & Planning<strong>Ecology</strong>T13
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Chapter 21 Resource: Ecology

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