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Chapter 2
CHAPTER 1
Earths
Ecosystems
How do organisms exchange energy
and nutrients in an ecosystem?
20
Lesson
Introduction to
Earths Ecosystems
PAGE
24
Lesson
Photosynthesis:
The Basic Process
of Life
PAGE
40
Lesson
Microscopic Organisms
on Earth
PAGE
54
Lesson
66
Lesson
PAGE
80
21
Literature
POEM
ELA R 6.3.6.
Identify and
analyze features of
themes conveyed through
characters, actions, and
images. ELA W 6.2.4.
Write responses to
literature.
22
from MY AMERICA
ed. Lee Bennet Hopkins
by Natasha Wing
Write About It
Response to Literature In this
poem the author describes a forest.
What is life like in this forest? What
plants and animals live there? Write an
essay explaining the main idea of the
poem. Use details from the poem to
show how the author makes her point.
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23
Lesson 1
Introduction
to Earths
Ecosystems
24
ENGAGE
Materials
trowel or spade
4 small stakes
meterstick
string
safety goggles
thermometer
eld guides
graph paper
Step
Draw Conclusions
Compare your observations about the two areas.
How do the temperatures differ? Which area
contains more living things? What statement
can you make about the effect of sunlight on
an ecosystem?
Explore More
Step
25
EXPLORE
What Is an Ecosystem?
Main Idea
6 LS 5.e
Vocabulary
ecosystem, p. 26
biotic factor, p. 27
abiotic factor, p. 27
humus, p. 32
topsoil, p. 32
minerals, p. 32
acidity, p. 33
alkalinity, p. 33
ecology, p. 34
population, p. 34
community, p. 35
habitat, p. 36
niche, p. 36
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Reading Skill
Main Idea
;OW\7RSO
2SbOWZa
Explore ecosystems
with a park ranger.
26
EXPLAIN
An Ecosystem
-Glossary
@
Ecosystems
Any living thing that is part of an
ecosystem is a biotic factor . This term
includes the root bio, which means
living. Living things include tiny
organisms, such as bacteria, as well as
the plants and animals people can see.
Any nonliving part of the ecosystem,
such as water, minerals, sunlight, air,
or soil, is an abiotic factor . This term
includes the prefix a-, which means
not or without.
How can you identify the abiotic
factors in an ecosystem? Abiotic factors
are the parts of the ecosystem that
help make life possible. For example,
sunlight provides warmth and energy.
Rocks provide shelter and, in time,
form soil. Water is so important to
living things that it is what scientists
Quick Check
Main Idea What are five abiotic
factors in an ecosystem?
Critical Thinking How do biotic
Reading Diagrams
How would the abiotic factors shown here
affect the organisms that live in the pond?
Clue: What are the nonliving things in the
picture?
27
EXPLAIN
Sunlight
Areas of Earth that receive greater
amounts of sunlight have higher
temperatures than other areas. The
equator is the part of Earth that
receives the most direct sunlight. Areas
around the equator that are not at
extremely high elevations are generally
known for their lush vegetation and
great diversity of living things.
Temperature
Temperature change is another
factor that affects living things.
In some regions the temperature
changes very little.
28
EXPLAIN
Quick Check
Main Idea How does temperature
29
EXPLAIN
30
EXPLAIN
Quick Check
Main Idea Why do plants need
water?
Critical Thinking Why is water
31
EXPLAIN
Soil Layers
32
EXPLAIN
Testing Soil pH
Quick Check
Main Idea Why is soil important?
Critical Thinking Why should
The pH Scale
distilled water
(pH 7)
antacid
(pH 10)
household
ammonia
(pH 11)
milk
(pH 6)
drain
cleaner
(pH 13)
WQ
Oa
P
`S
tomato
(pH 4)
[]
OZ
lemon
(pH 2)
WQ
R
W
OQ
b`
c
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\
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]
[
33
EXPLAIN
34
EXPLAIN
Tide-Pool Community
Quick Check
Main Idea What is ecology?
Critical Thinking What is the
35
EXPLAIN
What roles do
organisms have?
The success of an ecosystem
depends on its ability to sustain life.
For life to thrive, there must be plenty
of resources, such as food and water.
In addition, the interactions among
living things must be in balance. To
achieve this balance, each member
of a community has a role to play.
A habitat is the place in which
a population lives. Your home is a
habitat. It provides you with the shelter
and food you need to survive. All of
an organisms needs must be met by
its habitat. If you have ever set up an
aquarium, you know that fish require
water, the proper temperature, food,
and oxygen. Some types of fish and
other aquatic organisms can share a
habitat. In natural ecosystems several
populations may share the same habitat.
The role of an organism in an
ecosystem is called a niche (nitch).
A niche includes everything the
36
EXPLAIN
Quick Check
Main Idea What is a habitat?
Critical Thinking Why can
Make a
Study Guide
Make a layeredlook book (see pp.
487490). Use the
titles shown. On
the inside of each
fold, write two
sentences about
the main idea of
the topic.
Writing Link
2SbOWZa
an abiotic factor?
plants
sunlight
animals
people
Math Link
Expository Writing
37
EVALUATE
Compare
When scientists compare they look for
similarities among objects, materials, and data. As
scientists study a particular ecosystem over time,
they can make comparisons. They can compare
the way the ecosystem functions in the present
with the way that it functioned in the past. With
this information they can predict what the
ecosystem might be like in the future.
Learn It
These hom
es in Lagun
a
were unaf f
ected by a Beach
landslide.
Try It
Scientists monitor how sudden events such as floods
38
EXTEND
age d these
A landslide dam Beach.
a
homes in Lagun
Apply It
Now use the information from your chart to create a Venn
39
EXTEND
Lesson 2
Photosynthesis:
The Basic
Process of Life
40
ENGAGE
Materials
growing plant
(a large-leafed
plant will work
best)
aluminum foil
paper clips
water
Step
Draw Conclusions
Interpret Data How did the changes you
observed progress after one day? After two
days? After a week? How do light and darkness
affect the growth of leaves?
Step
Explore More
Remove the foil from the leaves. Water the plant with
the same amount of water you used in the previous
week, and observe it each day for another week.
What happens when the leaves remain uncovered?
6 IE 7.a. Develop a hypothesis. 6 IE 7.d. Communicate the steps and
results from an investigation in written reports and oral presentations.
41
EXPLORE
Main Idea
6 LS 5.a
Vocabulary
chloroplast, p. 43
chlorophyll, p. 43
photosynthesis, p. 43
roots, p. 44
stem, p. 45
transpiration, p. 48
respiration, p. 50
Why is photosynthesis
important?
Every living thing needs energy to live and
grow. Some organisms, such as animals, get their
energy from eating plants. Where do the plants
get their energy from? Did you know that plants
store energy from the Sun in their cells?
-Glossary
@
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Reading Skill
Summarize
Ac[[O`g
42
EXPLAIN
Photosynthesis
Light
Water + Carbon dioxide Sugar + Oxygen
coleus plant
chloroplast
seen through
a microscope
Photosynthesis
Almost all organisms on Earth
depend on the Sun for energy. The
Suns energy is stored by plants as
food during the food-making process.
This activity goes on in plant cells that
have chloroplasts (KLORuhplasts),
structures found in the cells of leaves
and stems of green plants. Chloroplasts
contain a substance called chlorophyll
(KLORuhfil), a green substance in plants
that absorbs energy from sunlight.
When sunlight falls on a leaf, the
chlorophyll traps energy from the Sun.
Photosynthesis (fohtohSINthuhsis)
Quick Check
Summarize Where do plants
photosynthesis?
43
EXPLAIN
Roots
Most roots hold plants in the soil
and take in water and minerals to feed
the plants. There are two kinds of
roots: taproots and fibrous roots.
Taproots are thick and straight with
a few root hairs along the sides.
If you have ever tried to pull a
dandelion out of the ground, you
know that taproots grow very
deep and strong.
Fibrous roots do not grow as
deep, but they branch out into
a network of thin, hairy roots.
These roots can form thick mats.
Plants such as marigolds and
grass have fibrous root systems.
Some plants, such as orchids, have
aerial roots. Aerial roots do not anchor
the plant to the ground or absorb
minerals from the soil. Instead they
reach out above the ground for water
and sunlight to nourish the plant. To
get the sunlight and water they need,
plants with these roots grow high in
the branches of rain-forest trees.
Their green aerial roots are actually
able to carry out photosynthesis.
Roots also store some of the food that
the plant produces. This is why edible
roots such as carrots, sweet potatoes, and
sugar beets have such high nutritional
value. When animals eat these roots,
energy from the Sun passes along to them.
44
EXPLAIN
Parts of a Root
Xylem Tissue
through which
water and
minerals flow up
through the plant
Phloem Tissue
through which
food from the
leaves moves
down through
the plant
Epidermis The
outermost layer
of the root
Parts of a Stem
Soft Stem
Woody Stem
cambium
xylem
phloem
Reading Diagrams
How are the xylem, the phloem, and the
cambium arranged differently in a woody
stem and in a soft stem?
Stems
Stems are the parts of a plant
Quick Check
Summarize What functions do
46
EXPLAIN
Leaves
Collect a variety of leaves.
Observe Examine each leaf with
a hand lens, and write down each
structure that you can identify.
Place a piece of white paper over
the leaf, and rub back and forth
with a crayon, making a print of
the leaf.
Identify On the rubbing, identify
the leaf as simple or compound,
and label each structure.
Using two different-color crayons,
trace the flow of water and food
through the veins.
Quick Check
Summarize What do leaves do
for a plant?
Critical Thinking What is the
Quick Check
Summarize What three forces move water upward
through a plant?
Critical Thinking What would happen to the plant if
48
EXPLAIN
vein
petiole
Reading Diagrams
What causes water to travel from a plants
roots to its stem?
xylem
49
EXPLAIN
Photosynthesis
Light
Water + Carbon dioxide Sugar + Oxygen
happens only in cells with chloroplasts
needs sunlight
stores energy
turns energy to a sugar
produces oxygen
uses water to make food
uses carbon dioxide
Respiration
Quick Check
Summarize What role does
Make a
Study Guide
Make a three-tab book
(see pp. 487490).
Use the titles shown.
On the inside of each
tab, summarize how
that topic can help you
understand how plants
make food.
Writing Link
Ac[[O`g
Math Link
Write a Narrative
51
EVALUATE
Life in the
Good expository writing
introduces the main idea
and develops it with facts
and supporting details.
gives important information
about a topic.
summarizes information
from a variety of sources.
uses transition words, such
as therefore and then, to
connect ideas.
draws a conclusion based
on the facts and information
presented.
52
EXTEND
Write About It
Expository Writing Write a report
telling how sunlight helps support your
life. Engage your reader right away, and
clearly state your purpose for writing.
Introduce the main idea, and develop it
with facts. Use supporting details and
precise verbs, nouns, and adjectives to
describe and explain your subject. Do
print and online research. Summarize
your findings at the end of the report.
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53
EXTEND
Lesson 3
Microscopic
Organisms
on Earth
54
ENGAGE
6 LS 5.b. Students know matter is transferred over time from one organism to
others in the food web and between organisms and the physical environment.
Materials
microscope
4 microscope
slides
dropper
water
toothpick
small pieces
of newspaper
onion skin
sand
yeast
Step
Draw Conclusions
Observe What did you learn about the
way objects appear when viewed through a
microscope? What happened to your observations
as you changed from low power to high power?
Explore More
Step
55
EXPLORE
Main Idea
6 LS 5.b
Vocabulary
microscope, p. 57
electron microscope, p. 57
prokaryote, p. 58
eukaryote, p. 58
protist, p. 59
-Glossary
@
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]QcZO`ZS\a
Reading Skill
Classify and Categorize
Compound Microscope
Q]O`aSORXcab[S\b
Y\]P
Reading Diagrams
What parts of the microscope would
you use to change the focus?
Clue: Look at the diagram, and read
the labels.
]PXSQbWdSZS\a
abOUSQZW^a
abOUS
RWO^V`OU[
ZWUVb
a]c`QS
POaS
56
EXPLAIN
TW\S
ORXcab[S\b
Y\]P
O`[
Quick Check
Classify and Categorize Describe
58
EXPLAIN
diatoms
dinoflagellate
Protists
Another kind of microscopic
organism is a protist. A protist is a
single-celled, eukaryotic organism that
cannot be clearly classified as animal
or plant. Many protists are capable
of producing their own food through
photosynthesis, like plants. Others eat
microscopic organisms.
One example of a photosynthetic
protist is a diatom. Diatoms live in
either salt water or fresh water. These
protists are very small and have
shapes such as straight lines, circles,
or squares. Because there are so many
diatoms living in lakes and oceans,
they are some of the most important
producers of oxygen and are a major
food source for many other organisms.
Another kind of protist is a
dinoflagellate (dighnuhFLAJuhluht) .
A dinoflagellate has characteristics
of both plants and animals. Some
Quick Check
Classify and Categorize How
59
EXPLAIN
60
EXPLAIN
Protozoans
paramecium magnified 100 times
Observing Protists
Slide a metric ruler onto the stage
of your microscope, and focus on
it, using the highest power. Measure
the field of view, and record your
measurement in millimeters.
Obtain a pond-water
sample from your
teacher. Put a drop of
the water in the center
of a microscope slide.
Gently place a coverslip
over it.
Quick Check
Classify and Categorize How are
61
EXPLAIN
lake ecosystem
Quick Check
Classify and Categorize What are the
These mushrooms
help recycle
the log.
Vocabulary A(n)
produces
an enlarged image of an object.
Make a
Study Guide
Make a three-tab book
(see pp. 487490).
Use the titles shown.
On the inside of each
tab, write several
sentences that classify
and categorize each of
the topics.
Writing Link
Math Link
Write a Narrative
Determine Magnification
63
EVALUATE
64
EXTEND
Meet a Scientist
Write About It
Main Idea
1. Why do museums ask for help
from scientists like Maria Pia
Di Bonaventura?
2. How does Maria Pias work help protect
works of art and other artifacts?
Main Idea
Look for the question or
problem being discussed.
Think about how the details
relate to each other.
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65
EXTEND
Lesson 4
Earths Food
Chains, Webs,
and Pyramids
66
ENGAGE
Materials
hole punch
scissors
Step
Draw Conclusions
Observe How many levels are in your model?
What happens to the number of organisms in
each level as you move away from the Sun?
Explore More
What changes might occur in an ecosystem into
which the predators move? Make a prediction and
test it. Then analyze and present your results.
6 IE 7.d. Communicate the steps and results from an
investigation in written reports and oral presentations.
67
EXPLORE
Main Idea
6 LS 5.b
Vocabulary
producer, p. 69
consumer, p. 69
decomposer, p. 69
food chain, p. 70
primary consumer, p. 71
secondary consumer, p. 71
tertiary consumer, p. 71
food web, p. 72
herbivore, p. 72
carnivore, p. 72
omnivore, p. 73
predator, p. 73
prey, p. 73
scavenger, p. 73
energy pyramid, p. 76
-Glossary
@
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Reading Skill
Compare and Contrast
2WTTS`S\b
/ZWYS
2WTTS`S\b
cattle grazing,
Big Sur, California
Producers
Explore food webs
with a park ranger.
Explore energy
pyramids with
a farmer.
68
EXPLAIN
Consumers
If an organism cannot create
its own food, it must directly or
indirectly consume, or eat, other
organisms. Consumers get energy
by feeding directly on producers
or by eating animals that feed on
producers. If you eat fish, chicken,
or beef, you are indirectly getting
energy from a producer. The steer
that is now a steak either grazed on
grass or was fed a mixture of grains.
These mushrooms are
returning important
substances to the
environment by
breaking down
the stump of
a maple tree.
Decomposers
Decomposers break down dead
Quick Check
Compare and Contrast What are
69
EXPLAIN
bS`bWO`gQ]\ac[S`
SObaO\W[OZa
aSQ]\RO`gQ]\ac[S`
SObaO\W[OZa
^`W[O`gQ]\ac[S`
SOba^ZO\ba
RSQ][^]aS`
Reading Diagrams
What is the path of energy
in this forest food chain?
Clue: Follow the arrows.
70
EXPLAIN
Quick Check
Compare and Contrast How do
Herbivores
Just like food chains, all food webs
begin with producers. Herbivores are
primary consumers, or animals that
eat producers. On land, herbivores
have flat-edged teeth in the fronts
Land Food Web
A food web is a series of overlapping
food chains. It is a more accurate
representation of the feeding
relationships in an ecosystem
than a food chain,
because most
animals eat more
than one thing.
72
EXPLAIN
Carnivores
Carnivores are secondary and
Omnivores
Animals that eat both producers
and consumers are omnivores . Many
animals, including humans, are
omnivores. Raccoons will eat fruits,
nuts, grains, birds eggs, young rabbits,
rodents, fish, turtles, and even scraps
from your garbage.
Predators
Living things that hunt and kill other
living things for food are predators .
The animals they hunt are prey . Most
animals, at one time or another, will be
both predator and prey. A snake can eat
a mouse one day and find itself as prey
for a hawk the next day.
Reading Diagrams
The California condor
is a large scavenger.
Scavengers
Have you ever been on a scavenger
hunt? It is a game in which you have to
find items. In the same way, scavengers
seek out the remains of dead animals
to eat. They eat meat without hunting
or killing the prey. Jackals, vultures,
and crows are scavengers. Fungi are
another type of scavenger. Fungi such
as mushrooms get their energy from
decaying plants and animals.
Quick Check
Compare and Contrast What
Intertidal Zone
The intertidal (inturTIGHduhl)
zone is the area of the ocean at the
edge of the land. This area is affected
red knots
74
EXPLAIN
Ocean Zones
From just beyond the low-tide
line to the point where the open
ocean begins is an area where
sunlight penetrates and waters are
calmer. There you will find
some of the worlds most
magnificent underwater
habitats. For example,
the giant kelp forests
off the California coast
provide food and shelter
to hundreds of species
of fish, invertebrates,
marine birds, and marine
mammals. This is a region
of complex food webs with
predators such as sea lions and
harbor seals and many types of
prey at every feeding level.
In the open ocean, most organisms
live in three main zones. The top, or
sunlight, zone reaches from the surface
down to about 200 meters (656 feet).
Plankton live near the surface, where
the sunlight penetrates the water.
Squid, octopuses, whales, fish, and
many other organisms feed on the
plankton.
Between about 200 meters (656
feet) and 1,000 meters (3,280 feet)
there is little light. This zone, the
twilight zone, is dark and cold, with
little food available. Animals that live
in this zone have adaptations for these
harsh conditions. The third zone down
has no light and is called the midnight
zone. No photosynthetic organisms
grow here, and some animals are
eyeless.
Quick Check
Compare and Contrast What are
76
EXPLAIN
Quick Check
Compare and Contrast What do the
Make a
Study Guide
Make a three-tab book
(see pp. 487490).
Use the titles shown.
On the inside of each
tab, compare and
contrast the role of
each topic with others
in the lesson.
Writing Link
are
transferred.
Vocabulary A(n)
eats
the remains of dead animals it finds.
/ZWYS
2WTTS`S\b
Math Link
Persuasive Writing
Use Percents
77
EVALUATE
78
EXTEND
Bird
Body length
(in centimeters)
Wingspan
(in centimeters)
Ratio of body
to wingspan
Bald eagle
80
200
0.40
White-tailed hawk
50
120
0.44
Gray hawk
38
89
Swainsons hawk
46
124
Sharp-shinned hawk
27
54
Long-eared owl
33
99
Golden eagle
81
198
Coopers hawk
39
71
0.40
0.50
0.50
0.55
Number Line
0.30
0.60
Solve It
1. Which birds body length is half of its wingspan?
2. If a raptors wingspan were 112 centimeters, how long
would its body have to be for it to have a body-towingspan ratio of 0.45?
3. Use a tape measure to determine the ratio of your arm
span to your body length. Will everyone in your class
have the same ratio? Why or why not?
79
EXTEND
Lesson 5
Earths Cycles
for Life
80
ENGAGE
6 LS 5.b. Students know matter is transferred over time from one organism to
others in the food web and between organisms and the physical environment.
Materials
soil
lamp or window
with sunlight
Step
Draw Conclusions
What did you see the first day? What did you
see the second day?
Step
Explore More
What might happen if you added some small plants to
the bottle? Some small rocks? What might happen if
you added more heat or placed the bottle in the shade?
6 IE 7.e. Recognize whether evidence is consistent with a proposed explanation.
81
EXPLORE
Main Idea
6 LS 5.b
Vocabulary
precipitation
water cycle, p. 83
evaporation, p. 83
condensation, p. 83
precipitation, p. 83
carbon cycle, p. 84
nitrogen cycle, p. 86
nitrate, p. 87
nitrite, p. 87
composting, p. 88
-Glossary
@
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Reading Skill
Main Idea
;OW\7RSO
Ac\
^`SQW^WbObW]\
Q]\RS\aObW]\
Q]ZZSQbW]\
`c\]TT
SdO^]`ObW]\
82
EXPLAIN
condensation
Quick Check
Main Idea What form of water does
83
EXPLAIN
84
EXPLAIN
Quick Check
Main Idea Why is the carbon
Reading Diagrams
What happens to carbon when
living things die?
Clue: Read the text boxes.
85
EXPLAIN
nitrogen gas
nitrites with
ammonia
nitrites
nitrates
Uses of Nitrogen
Lightning can change the nitrogen
found in the atmosphere into a watersoluble compound that dissolves in
rainwater to form nitric acid. A small
amount of nitrogen is absorbed into
soil this way.
The rest of the nitrogen in soil
comes from bacteria. Certain bacteria,
called nitrogen-fixing bacteria, live in
Fertilizers
Fill two plastic cups with pond
water or water from an aquarium.
Add a few water plants, such as
elodea, to each cup.
Add a teaspoon of houseplant
food to one cup, and label the
cup.
Be Careful. Always wear
protective gloves when handling
plant foods.
nitrogen compounds
Reading Diagrams
What role do decomposers
play in the nitrogen cycle?
Quick Check
Main Idea What is the nitrogen
cycle?
Critical Thinking Why do some
composting
Composting
What happened to the fallen tree
also applies to your yard and some
of the food scraps around your home.
Certain kinds of scraps from the food
you eat or cuttings from your yard still
contain nutrients and other substances
that can be recycled. Composting is
the process in which decomposers
break down organic matter so it can
be used as a natural fertilizer for
gardening or farming. You can make
compost by mixing three parts dry
leaves and plant material, one part
fresh grass clippings, and one part
vegetable food scraps. Decomposers
soon go to work, breaking down these
materials into nitrogen and other
elements that make the soil rich.
Quick Check
Main Idea What is the role of
decomposers in an ecosystem?
Critical Thinking What is the
Make a
Study Guide
Make a three-tab folded book (see
pp. 487490). Use the titles shown.
On the inside of each tab, write two
sentences about
the main idea of
the topic.
Writing Link
water,
2SbOWZa
Math Link
Expository Writing
89
EVALUATE
Materials
Inquiry Structured
small cup
bromothymol
blue
elodea
Step
straw
graduated
cylinder
90
EXTEND
Step
Step
Draw Conclusions
Explain What made the bromothymol blue change color
in step 1?
Analyze If you had continued blowing into the test tube
instead of capping it, what do you think would have happened
during the 2-hour experiment?
Infer What part of the carbon cycle did you represent when
you blew into the test tube?
Inquiry Guided
Draw Conclusions
Did your results support your hypothesis? Why or why not? What
do you think would happen to the water cycle in a large land area
if volcanic ash blocked the Suns rays for a few months?
Inquiry Open
What can you learn about the nitrogen cycle? For
example, does pollution affect it? Come up with a
question to investigate. Then design an experiment to
answer your question, and carry out your experiment.
Organize your experiment to test only one variable,
or one item being changed. Write down the steps so
that another group could complete the experiment by
following your instructions.
Form a Hypothesis
Draw Conclusions
91
EXTEND
CHAPTER 1 Review
Summarize the Main Ideas
An ecosystem consists of
the living and nonliving
things in an area that
interact with each other.
(pp. 2437)
nitrogen cycle, p. 86
energy
pyramid, p. 76
omnivore, p. 73
eukaryote, p. 58
Photosynthesis is the
process of making food
by using sunlight.
(pp. 4051)
Microscopic producers,
consumers, and
decomposers are parts
of the food chain.
(pp. 5463)
Make a
Study Guide
transpiration, p. 48
water cycle, p. 83
niche, p. 36
1. Energy from sunlight is a(n)
. 6 LS 5.e
2. Everything an organism does
and everything it needs make up its
. 6 LS 5.e
3. A complex organism that has
a nucleus in each cell would be
classified as a(n)
. 6 LS 5.b
4. A(n)
would eat both
producers and consumers. 6 LS 5.b, c
5. The term
describes the
loss of water from leaves. 6 LS 5.a
6. A model showing how energy
moves through a food chain is
a(n)
. 6 LS 5.b
7. Evaporation, condensation, and
precipitation are parts of the
. 6 LS 5.b
8. Denitrifying bacteria are an important
part of the
. 6 LS 5.b
92
What to Do
10. Critical Thinking How does the
angle at which the Suns rays strike
Earth affect the number and types
of organisms found in different areas
of the world? 6 LS 5.b, e
11. Predict What two effects might
occur if most of the phytoplankton
living in the worlds oceans were
destroyed? 6 LS 5.a
12. Infer Explain why Earth is probably
the only planet in our solar system
that has soil. 6 LS 5.b
13. Explanatory Writing Be a teacher
for the day. How would you explain
the nitrogen cycle to your students?
6 LS 5.b
93
fresh water
composing organisms
increased sunlight
food
A
B
C
D
to
to
to
to
producers
consumers
decomposers
composers
Category B
tomato plant
elephant
fern
panther
cyanobacteria
humpback whale
willow tree
field mouse
grass
hawk
consumers.
B primary consumers and
scavengers.
C producers and consumers.
D omnivores and producers.
94
tertiary consumer.
decomposer.
secondary consumer.
top predator.
consumers.
B The crow will always eat only
seal
penguin
fish
plant
cooler areas.
C They store water in spongy tissues.
D They do not grow in desert
environments.
9 9 Microscopic organisms that recycle
organic materials back into the food
chain are 6 LS 5.b
A
B
C
D
insects or grasses.
C The crow is the only organism
that eats insects and grasses.
D Crows will eat both insects
and grasses.
12 2 Some populations occupy niches
of such importance that many other
organisms depend on them. These
populations are called keystone
species. Which of the following
is an example of a keystone
species? 6 LS 5.e
A Venuss-flytraps catching flies
in the garden
B moles digging in the soil, creating
long tunnels under grass
C beavers building a dam, creating
a valuable wetland
D birds building a nest high up
in a tree
producers.
decomposers.
users.
consumers.
95