Chapter 18 Resources PDF

Chapter Resources for Differentiated Instruction
Interactions Within Ecosystems

Lesson Lesson Lesson
Title Page Level
1 2 3
Get Ready to Read 1 all students
Quick Vocabulary 3 all students
Student Lab Safety Form 5 all students

Launch Lab 8 28 47 all students
Content Vocabulary ELL 9 29 48 all students
Lesson Outline ELL 10 30 49 all students
MiniLab 12 32 51 all students
Content Practice A 13 33 52 AL OL BL
Content Practice B 14 34 53 AL OL BL
Language Arts Support 15 all students
Math Skills 17 all students
School to Home 18 35 54 all students
Key Concept Builders 19 36 55 AL OL BL

Enrichment 23 40 59 all students
Challenge 24 41 60 AL OL BL
Lesson Quiz A 25 44 61 AL OL BL
Lesson Quiz B 26 45 62 AL OL BL
Skill Practice 42 all students
Lab A 63–65 AL OL BL
Lab B 66–68 AL OL BL
Lab C 69 AL OL BL
Chapter Key Concepts Builder 70 AL OL BL
Chapter Test A 71–73 AL OL BL
Chapter Test B 74–76 AL OL BL
Chapter Test C 77–79 AL OL BL
Answers (with Lesson Outlines) T2–T19
AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
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1 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 10
To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.
Appropriate
Title Frequency Overview
For
Get Ready Using the Get Ready to Read anticipation guide
to Read: in the Student Edition? This page matches the
1/Chapter anticipation guide in the Student Edition. Students can all students
What do
you think? complete this at the beginning of a chapter and check
their responses at the end.
Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick folding the Quick Vocabulary sheet in half, students will
1/Chapter have an easy reference tool. Lesson vocabulary, along all students
Vocabulary
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.
Need a standard lab safety form? Each FastFile

Student Lab includes this form that students can complete prior to
1/Chapter each lab. Students indicate that they understand all all students
Safety Form
aspects of the lab. There is a place for the student and
you to sign it.
Want a lab recording page for Student Edition

Launch Lab 1/Lesson Launch Labs ? Each recording page matches the all students
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.
Want to help students who need more vocabulary

Content practice? Content Vocabulary pages provide review and
1/Lesson all students
Vocabulary* reinforcement activities. Use these pages to help
students master content terms.
Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
Lesson use for review ? Lesson outlines follow the head and
1/Lesson subhead structure of the Lesson, emphasizing the major all students
Outline*
content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.
Want a lab recording page for Student Edition

MiniLab 1/Lesson MiniLabs ? This recording page matches the Student all students
Edition MiniLab, so students do not need to use their
textbooks in the lab.
AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Interactions Within Ecosystems iii

Appropriate
For
Need more options for content review? Content
Practice A is designed to help students who have
difficulties learning and understanding the vocabulary
Content and Key Concepts of each lesson:
Practice 1/Lesson
• Form A—helps struggling students grasp lesson AL AL AL
(Leveled)
content
• Form B—provides on-level and beyond-level AL OL BL
reinforcement of lesson content
Looking for a way to help students build reading

Language and writing skills in science? Language Arts
Arts 1/Chapter Support pages provide practice using vocabulary, all students
Support language structure clues, and writing skills with science
content.
Want help for students who need to practice

Math Skills 1/Chapter math skills ? This page provides additional practice all students
of the Math Skill in the Student Edition.
Looking for a way to help students with the

School to content ? The School to Home page provides support
1/Lesson all students
Home for a home-learning partner to help a student better
understand the Big Idea of a chapter.
Have students who need more practice with Key

Key Concept Concepts ? Key Concept Builders present the content
1/Lesson in a context different from the Student Edition. These AL AL AL

Builders
pages can be used whenever a student is struggling
with any of the lesson’s Key Concepts.
Looking for ways to help students to broaden their

Enrichment 1/Lesson understanding of lesson concepts ? Use Enrichment all students
pages to further explore information and Key Concepts
introduced in a lesson.
Want to motivate the independent learner ? The

Challenge 1/Lesson Challenge activity extends information in the Student
AL AL BL
Edition and challenges a student’s abilities. The activity
can be completed in class or at home.
Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson Concepts of a lesson:
Quiz 1/Lesson
(Leveled) • Quiz A—provides more guided questions AL
• Quiz B—provides more short-answer and completion AL OL BL
questions

iv Interactions Within Ecosystems

Appropriate
For
Need a lab recording page for the Skill Practice?
This corresponds to the Skill Practice in the Student
Skill Edition. Write-on lines are included for answers. Tables/
1/Chapter all students
Practice charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.
Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:
Lab • Version A—This version follows the student edition AL AL AL

1/Chapter
(Leveled) lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
• Version B—This version is the student edition lab. AL OL BL
• Version C—This version is designed to be a challenge AL AL BL
for independent learners. Students must complete
version B before doing version C.
Chapter Key Have students who need more practice with Key
Concepts 1/Chapter Concepts related to the Big Idea? This practice AL AL
AL
Builder page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:
Chapter • Version A—provides students with more guided AL AL AL

Test 1/Chapter questions
(Leveled) AL AL
• Version B—more short-answer and completion OL
questions
• Version C—challenges students with more difficult AL AL BL
and open-ended questions
Teacher Want all the answers in one place? These pages

Pages contain the answers for all the practice pages.

Interactions Within Ecosystems v

Name Date Class
Get Ready to Read

What do you think?
Before you read, decide if you agree or disagree with each statement.
On the line before each statement, place an A if you agree or a D if you
disagree. As you read this chapter, see if you change your mind about
any of the statements.
Before You After You

Statements
Read Read
1. In symbiosis, two species cooperate in a way that

benefits both species.
2. Overpopulation can be damaging to an ecosystem.
3. Sunlight provides the energy at the base of all food chains

on Earth.
4. A detritivore is a type of carnivore.

5. Human actions can have unintended effects on the

environment.
6. The only job of the U.S. Environmental Protection

Agency is to enforce environmental laws.
What have you learned?

After you read each lesson, return to this worksheet to see if you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.
Interactions Within Ecosystems 1

Name Date Class
Quick Vocabulary
Lesson 1 Lesson 2
carrying capacity largest number of cellular respiration series of chemical
individuals of one species that an reactions that convert the energy in
ecosystem can support over time food molecules into a usable source
of energy called ATP
community all the populations living
in an ecosystem at the same time consumer organism that cannot
make its own food
habitat place within an ecosystem
that provides the biotic and abiotic cycle from Greek kyklos, means
factors an organism needs to “circle or wheel”
survive and reproduce
detritivore organism that consumes
niche way a species interacts with the bodies of dead organisms and
the abiotic and biotic factors to wastes produced by living
obtain food, find shelter, and fulfill organisms
other needs
energy pyramid model that shows
population all the organisms of the the amount of energy available in
same species that live in the same each link of a food chain
area at the same time
food web model of energy transfer
predation act of one organism, the that can show how the food chains
predator, feeding on another in a community are interconnected

organism, its prey
producer organism that uses an
symbiosis a close, long-term outside energy source, such as the
relationship between two species Sun, and produces its own food
that usually involves an exchange
of food or energy

Name Date Class
Quick Vocabulary
Lesson 3
enforce to carry out effectively
nonrenewable resource natural
resource that is used up faster than
it can be replaced by natural
processes
renewable resource can be

replenished by natural processes at
least as quickly as it is used
resource depletion exhaustion of

one or more resources in an area
4 Interactions Within Ecosystems

Student Lab/Activity Safety Form
Teacher Approval Initials
Date of Approval
Student Name: Date:
Lab/Activity Title:
• Carefully read the entire lab and answer the following questions.
• Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.
1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.
2. Will you be working alone, with a partner, or with a group? (Circle one.)
3. What safety precautions should you take while doing this lab/activity?
4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.
Student Signature

Lesson 1 | Ecosystems
Student Labs and Activities Page Appropriate For:

Launch Lab 8 all students
Content Vocabulary ELL 9 all students
Lesson Outline ELL 10 all students
MiniLab 12 all students
Content Practice A 13 AL AL AL
Content Practice B 14 AL OL BL
Language Arts Support 15 all students
Math Skills 17 all students
School to Home 18 all students
Key Concept Builders 19 AL AL AL
Enrichment 23 all students
Challenge 24 AL AL BL
Assessment
Lesson Quiz A 25 AL AL AL
Lesson Quiz B 26 AL OL BL
Teacher Support
Answers (with Lesson Outlines) T2


Name Date Class
Launch Lab LESSON 1: 20 minutes
Who’s who?
Each member of an ecosystem plays a specific role and interacts with other factors in the
environment. This helps maintain a functioning system. Nonliving factors in an ecosystem
include the Sun, air, water, and soil; biotic factors include organisms.
Procedure
1. Have another member of your group 3. Take turns asking one yes or no question
use tape to attach a picture of an at a time to guess what organism you
organism to your back. Repeat for are in the ecosystem. Record the
each group member. questions and answers about your
organism in your Science Journal.
2. Play a game of “Twenty Ecosystem
Questions” with your group.
Think About This

1. Describe what you are in the ecosystem and what part you play.
2. In what ways does your part of the ecosystem interact with those of other members of
your group?

3. Key Concept Draw a diagram explaining how you think the different parts of
the ecosystem represented by your group interact.

Name Date Class
Content Vocabulary LESSON 1
Ecosystems
Directions: In this word search puzzle, find and circle the seven terms below. Then on each line, write the term
from the word bank that correctly completes each sentence. NOTE: You may need to change a term to its plural form.
carrying capacity community habitat niche

population predation symbiosis
M N G M B M X Z Y X Y
H S Y M B I O S I S T
L N T A T I B A H Y I
Q A N H T O B V H E C
H T N C L J Z W X W A
C M O P D T O Q J N P
O C I Z M D I M Y P A
M V T I Z B F J O T C
M P A U I N M P E V G
U J D N J S U J V K N
N A E P R L J Z V P I
I A R F A K A E H N Y
T V P T R P H X W Z R
Y C I E L C X V J Y R
W O Q W I H N U P Z A
N Q S N T M M D E Y C
1. is a close, long-term relationship between two species that

usually involves an exchange of food or energy.
2. A is all the organisms of the same species that live in the
same area at the same time.
3. A is the place within an ecosystem that provides the biotic
and abiotic factors an organism needs to survive and reproduce.
4. is the largest number of individuals of one species that an
ecosystem can support over time.
5. All the populations living in an ecosystem at the same time form
a .
6. A is the way a species interacts with the abiotic and biotic
factors to obtain food, find shelter, and fulfill other needs.
7. is the act of one organism feeding on another organism, its
prey.

Name Date Class
Lesson Outline LESSON 1
Ecosystems
A. Abiotic and Biotic Factors
1. All nonliving and living parts of the environment in a given area form
a(n) .
2. factors are the nonliving parts of an ecosystem and
include air, water, soil, and sunlight
3. factors determine what kinds of organisms can live in
an ecosystem.
4. factors are the living or once-living parts of an
ecosystem and include that are alive,
produced by these organisms, and the
remains of organisms that have died.
B. Habitats
1. The place within an ecosystem that provides food, water, shelter, and other biotic
and abiotic factors an organism needs to survive and reproduce is the
organism’s .
2. For example, in a dragonfly’s habitat provide leaves for

laying eggs and for young dragonflies.
C. Populations and Communities
1. All the organisms of the same species that live in the same area at the same time
are known as a(n) .
2. A(n) is made up of all the populations living in an
ecosystem at the same time.
D. Interactions of Living Things
1. A habitat can contain more than one .
2. Each species in a habitat uses in a different way
3. The way a species interacts with abiotic and biotic factors to obtain food, find
shelter, and fulfill other needs to survive is called a(n) .
4. The act of involves one organism, called the predator,
feeding on another organism, its prey.

Name Date Class
Lesson Outline continued
5. A close, long-term relationship between two species that usually involves an

exchange of food or energy is called .
a. When both species benefit from the relationship, it is
called .
b. When one species benefits from the relationship and the other species is neither
harmed nor benefited, it is called .
c. When one species (called the ) benefits and the other
(called the ) is harmed, the relationship is
called .
6. Interactions between two or more organisms that need the same resources at the
same time is known as .
E. Population Changes
1. The size of a(n) changes when individuals are born or
or when individuals move into or away from a
community.
a. A comparison of the size of a population to the amount of space available is
called density.
b. Individuals live close together in an area that has a(n)
population density and tend to have more for
resources.
2. The largest number of individuals of one species that an ecosystem can support
over time is called .
3. A species of organisms becomes if all the populations
of that species disappear from Earth; the of one species
can affect the of other populations in the ecosystem.

Name Date Class
MiniLab LESSON 1: 20 minutes
What did the rabbits do?

In 1859, a hunter brought 24 rabbits from England to Australia and released them to establish
a population for sport hunting. Rabbits had no natural predators in Australia, competed with
other grazers for food, and took over the burrows of other animals.
Procedure
1. Examine the rabbit population map 2. In your Science Journal, describe the
(Map A) shown in your textbook. information that Map A provides about
The rabbit population in Australia the extent of Australia’s rabbit
increased from 24 rabbits in 1859 population today.
to 600 million rabbits in 1950.
3. Discuss some reasons why North America
Draw a possible graph of this
has not experienced the overpopulation
population change in your Science
of rabbits that is seen in Australia.
Journal.
Analyze and Conclude

1. Infer why the rabbit population in Australia experienced exponential growth.

2. Compare Map A and Map B (number of animal species) shown in your textbook.
Describe the relationship between the information given in the two maps.
3. Key Concept Explain how the introduction of rabbits and the rapid increase in
their population affected the ecosystem in Australia.

Name Date Class
Content Practice A LESSON 1
Ecosystems
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
1. the place within an ecosystem that provides the A. symbiosis

biotic and abiotic factors an organism needs to
B. habitat
survive and reproduce
C. carrying capacity
2. all the organisms of the same species that live in
the same area at the same time
D. predation
E. population
3. all the populations living in an area at the same
time F. niche
G. community
4. the way a species interacts with the abiotic and
biotic factors to obtain food, find shelter, and
fulfill other needs
5. the act of one organism—the predator—feeding

on another organism—its prey
6. a close, long-term relationship between two species

that usually involves an exchange of food or
energy
7. the largest number of individuals of one species

that an ecosystem can support over time

Name Date Class
Content Practice B LESSON 1
Ecosystems
Directions: On each line, write the term or phrase that correctly completes each sentence.
1. A garden is an example of a(n) .
2. Ecosystems contain all the and

parts of the environment in a given area.
3. Every lives in a particular habitat.
4. More than one can live in the same habitat.
5. Giraffes, kudus, and steenboks have different .
6. A(n) is an organism that hunts and kills other organisms

for food.
7. is an organism that is caught and eaten by a predator.

8. The three types of symbiosis are ,
, and .
9. Organisms that share the same habitat often for resources.
10. The number of individuals in a population is always .
11. There is a limit to the an ecosystem can provide.
12. If all populations of a species disappear from Earth, the entire species
becomes .

Name Date Class
Language Arts Support LESSON 1
Writing Activity: Writing Nonfiction

Nonfiction writing is very different from fiction writing. Nonfiction writing describes
something true, such as real people, places, events, or things. Because nonfiction writing
describes something true, it must include many facts. A fact is something that is true that
can be proved. It is also acceptable to include opinion in nonfiction writing. Opinion is
your feelings or how someone else feels about a topic.
Directions: Write a nonfiction paragraph about a local habitat using three of the terms from the list below. After
you have written your paragraph, underline the facts that you included.
community habitat niche population


Name Date Class
Language Arts Support LESSON 1
Word-Usage Activity: Irregular Verbs

Most verbs change from present tense to past tense by adding an –ed to the end. Irregular
verbs do not use –ed to change to past tense, as shown in the sentences below:
Everyone brought gifts to the birthday party last Saturday. (past tense of bring)
Our teacher said that more than one population can live in the same habitat.
(past tense of say)
Directions: Read each sentence. Write the correct form of the underlined verb on the lines provided.
1. The population of rabbits growed when they were released

in Australia because they had no natural predators.
2. The population of lions do not increase when the number

of prey decreased.
3. Many animals use the same resources in a habitat but may

had a different way to use the resources.
4. In the forest, the hawk catched small mice and snakes to

eat.
5. In a habitat, it is not likely that a predator will be ate by

another animal until it dies.

6. A decrease in plant growth leaded to a decrease in the
population of plant-eating animals.
7. The prairie’s population exceeded its carrying capacity,

so it become overcrowded.
8. When food in the habitat runned out, the animals left

or died.

Name Date Class
Math Skills LESSON 1
Use Graphs
To understand a line graph:
• Identify what the graph describes by reading the title and key.
• Read the numbers on the x- and y-axes to find the scale of the graph. In the line graph
below, the wolf line and the moose line have different scales.
• Interpret a data point by locating which line the point lies on and where the point is
along the x- and y-axes. If the point is not on a grid line, estimate its value.
Population Changes of Wolves and Moose
50 Wolves 2,500
Moose
40 2,000
30 1,500
Wolves
Moose
20 1,000
10 500
0 0
19
19
19
19
19
20
55
65
75
85
95
05
Year
What was the moose population in 1965?
Step 1 Use the key to find the line that represents moose population.
The key tells you that the lighter line represents moose population.
Step 2 Follow the grid line for 1965 upward until it meets the moose line.
Step 3 Use the y-axis labeled Moose to determine the moose population in 1965.
The moose-population scale is along the right side of the graph. The point for 1965 is about
two grid lines above 1,500. On the moose scale, there are four grid lines from 1,500 to
2,000, so every grid line represents 125 moose.
There were about 250 more than 500 moose, or about 750 moose, in 1965.
Practice
1. In what year was the population of wolves largest?
2. What is the value of each gridline along the wolf-population scale?
3. During what period of years was the moose population less than 500 individuals?
4. Does the graph ever show an equal population of wolves and moose? Explain your answer.

Name Date Class
School to Home LESSON 1
Ecosystems
Directions: Use your textbook to complete the activity.
Do research using newspapers, magazines, or photos from the Internet to create a collage
that shows an ecosystem. Your collage should show and clearly label the following features
of the ecosystem:
• the ecosystem’s biotic and abiotic factors
• habitats within the ecosystem
• populations within the ecosystem
• if possible, a predator-prey relationship and a symbiotic relationship among populations
in the ecosystem
Display your collage when you complete it.

Name Date Class
Key Concept Builder LESSON 1
Ecosystems
Key Concept How can you describe an ecosystem?
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
1. A garden is an example of an ecosystem.
2. Ecosystems contain only the living parts of the environment in a given area.
3. The living parts of an ecosystem are called abiotic factors.
4. The abiotic factors of an ecosystem determine what kinds of organisms can live
there.
5. The living or once-living parts of an ecosystem are called biotic factors.

6. Abiotic factors include living organisms, wastes produced by living organisms,

and the decayed remains of dead organisms.
7. Many organisms, including water lilies and dragonflies, cannot survive in

wetland ecosystems.

Name Date Class
Ecosystems
Key Concept In what ways do living organisms interact?
Directions: On the line before each statement, write the letter of the phrase that matches it correctly. Each phrase
is used only once.
1. Every species lives . A. forms a population

B. interacts with the
2. Each species of dragonfly in a wetland abiotic and biotic
factors in its habitat
ecosystem .
to survive
C. in a particular habitat
3. Different species in a particular
D. have different ways of
habitat . using the resources
E. benefit from the
4. A niche is the way a relationship
species . F. caught and eaten by a
predator
5. Prey is an organism that G. benefits from the

relationship

is .
H. benefits and the other
is harmed
6. In mutualism, both
species .
7. In commensalism, one
species .
8. In parasitism, one
species .

Name Date Class
Ecosystems
Key Concept How do population changes affect ecosystems?
Directions: Use the graph to answer each question on the lines provided.
Population Changes of Wolves and Moose
50 Wolves 2,500
Moose
40 2,000
30 1,500
Wolves
Moose
20 1,000
10 500
0 0
19
19
19
19
19
20
55
65
75
85
95
05
Year
1. How does the wolf population in 1980 compare to the wolf population in 1960?
2. When the wolf population is very high, the moose population is very low. Why do you
think this is?
3. What might happen if the wolf population continues to increase?

Name Date Class
Ecosystems
Key Concept How do population changes affect ecosystems?
Directions: On the line before each statement, write the letter of the correct answer.
1. Competition describes interactions between two or more organisms that need

the same resource at .
A. in a hurry.
B. the same time.
C. different times.
2. Populations when offspring are produced.

A. increase
B. decrease
C. remain the same
3. Populations when individuals die or move away.

A. increase
B. decrease
C. remain the same
4. If a moose population gets too large, the moose will eat so many plants that

they can plant life.
A. repair
B. damage
C. improve
5. The arrival of a competing species can carrying capacity.

A. injure
B. reduce
C. increase
6. of one population can affect other populations.

A. Survival
B. Stamina
C. Extinction

Name Date Class
Enrichment LESSON 1
Coral Reefs at Risk

Coral reefs are one of the ocean’s most corals need sunlight for photosynthesis, so
beautiful and important features. Reef they cannot survive in water that is more
colonies are home to large numbers of than 150 m deep.
plants and animals. Even though reefs
cover only two percent of the ocean floor, Threats to a Fragile Ecosystem
they contain nearly 25 percent of the More than one-quarter of the world’s
ocean’s species. The reefs also protect coral reefs have been destroyed by
shorelines from erosion. pollution, tourism, overfishing, and the
forces of nature. Tourists who take pieces
Years in the Making of coral or buy it for souvenirs contribute
Coral reefs form over thousands of years to reef destruction. Boats pollute the water
from coral polyps and tiny, single-celled with petroleum products, sewage, and
algae. The algae live inside the coral and litter. Overfishing also upsets the balance
carry on photosynthesis, which provides of the reefs. Boaters crash into the reefs,
the coral with nutrients. The algae also and swimmers often bump or stand on the
help coral change calcium salts in seawater coral, causing it to weaken. Waves caused
into hard, calcium carbonate, skeletonlike by hurricanes can cut through coral reefs.
structures. After coral polyps die, the hard Higher water temperatures over time,
structures remain. Living polyps build on possibly due to global warming, also have
deposits of these hard structures. been blamed for coral damage.
Even though coral reefs appear to be Many national and international groups
solid structures, they are fragile. They live in are working to save the coral reefs. However,
tropical areas of the world. Coral must live in some nations, such as Indonesia, at least
in warm seawater, but the water shouldn’t half of the reefs are already gone. In parts of
be too warm. The water also must be clean. the Indian Ocean, rising water temperatures
If it isn’t, the feeding tentacles of the coral already have destroyed 90 percent of the
can be clogged by sediment. The algae in coral reefs.
Applying Critical-Thinking Skills

Directions: Answer each question.
1. Infer Coral animals depend on algae to help them build reefs and obtain food for growth.
How might the algae benefit from living inside the coral polyps?
2. Judge Tourism and activities, such as fishing and diving, can help support a nation’s
economy. Should residents take more steps to protect the coral reefs even if it will hurt
their economy? Why or why not?
3. Compare Some scientists compare the loss of coral reefs to the loss of rain forests. How
are the consequences similar?

Name Date Class
Challenge LESSON 1
Relate Carrying Capacity and Human Population

You have studied carrying capacity and you understand how it controls population
growth in nature. What do you think is Earth’s carrying capacity for humans?
1. Research population growth and growth curves. Find a graph that shows how an
exponentially growing population changes when it reaches its carrying capacity.
2. Graph the following data:
Year Billions of People

1650 0.50
1750 0.70
1850 1.0
1925 2.0
1956 2.5
1966 3.3
1970 3.6
1974 3.9
1976 4.0

1980 4.4
1991 5.5
2000 6.0
2004 6.4
2009 6.8
3. Write a paragraph that addresses the following questions.

a. Has the human population reached its carrying capacity? If it has been able to grow
beyond what the natural environment can support, then why and how?
b. What happens to a population when its rate of growth slows? Does that mean the
population stops growing? Explain.
4. Present your research, graph, and paragraph to your class for discussion. Ask your
classmates if they think there is a carrying capacity for humans. Compile the data for
yes and for no. Do you agree? What is your opinion?

Name Date Class
Lesson Quiz A LESSON 1
Ecosystems
True or False
statement is false, change the underlined word to make it true. Write your changes on the lines provided.
1. The nonliving parts of an ecosystem are called abiotic factors.
2. A population is made up of many different species.
3. Animals that live in the same place but use different resources have different
niches.
4. Overpopulation occurs when the population size exceeds the carrying capacity.
Matching
used only once.
5. the loss of all members of a population A. carrying capacity
6. the exchange of food or energy between two B. extinction

organisms through a long-term relationship C. predation
7. the act of one organism feeding on another D. symbiosis
organism
8. largest number of a species that can be supported

by an ecosystem

Name Date Class
Lesson Quiz B LESSON 1
Ecosystems
Short Answer
Directions: Respond to each statement on the lines provided.
1. Describe the types of biotic and abiotic factors you might find in a desert ecosystem.
2. Contrast habitat and niche.
3. Identify one type of interaction between living things that could cause a population
to decline. Then identify a different type of interaction that could cause a population
to increase.

Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all terms
are used.
4. the loss of all members of a population A. carrying capacity
5. the exchange of food or energy between two B. competition

organisms through a long-term relationship C. extinction
6. the act of one organism feeding on another D. overpopulation
organism
E. predation
7. maximum number of a population that can be F. symbiosis
supported by an ecosystem

Lesson 2 | Energy and Matter

Skill Practice 42 all students
Assessment
Teacher Support


Name Date Class
Where is the matter?

Matter can change form but cannot be destroyed as it is recycled through ecosystems. Matter
exists as a solid, a liquid, or a gas as it performs different functions in an ecosystem.
Procedure
1. Read and complete a lab safety form. 3. Lift the jar and light the candle using a
match. Extinguish the match. Quickly
2. Measure the height of a votive
cover the candle with the jar, and let it
candle and wick with a ruler. Place
burn until the flame goes out.
the candle in a petri dish, cover it
with a jar, and find the mass of the 4. Keeping the candle sealed with the jar,
setup to within 0.01 g on a balance. find the mass of the petri dish, the
Record the results in the Data and candle, and the jar. Measure the height
Observations section below. of the burnt candle and wick. Record
the values below.
Tie back any long hair or loose
clothing.
Data and Observations

Think About This
1. What changes did you observe during the burning of the candle?
2. How did the mass of the candle and the other equipment after the burning compare
with their mass before the burning?
3. Key Concept How do you think matter changed form in this lab?

Name Date Class
Energy and Matter

Directions: Explain the relationship between the terms in each pair on the lines provided. Use complete sentences.
1. cellular respiration; cycle
2. energy pyramid; food chain
3. consumers; producers
4. food chain; energy pyramid
5. detritivores; consumers
6. food web; food chain

Name Date Class
Energy and Matter

A. Food Energy
1. Every organism needs a constant supply of to stay alive.
2. An important part of the of a species is the way the
species gets its energy.
3. Organisms that use an outside energy source such as the Sun and produce their
own food are called .
B. Consumers
1. Organisms that cannot make their own food are called ,
and they obtain energy by consuming other or
compounds produced by other .
2. are consumers that eat producers.
3. are consumers that eat producers and other consumers.
4. are consumers that eat herbivores, omnivores, and
other types of carnivores.
5. Consumers that eat the bodies of dead organisms and wastes produced by living

organisms are called .
a. Detritivores that eat the bodies of animals killed by carnivores or omnivores are
called .
b. Detritivores that are microscopic and cause decay of dead organisms or wastes
produced by living organisms are called .
C. The Flow of Energy
1. The first step in the flow of energy through a(n) occurs
when producers convert energy from the into their
own .
2. Food is from one organism
to another in an ecosystem through feeding relationships.
3. A(n) is a simple model that shows how energy moves
from a producer to one or more through feeding
relationships.

Name Date Class
4. A model of energy transfer that can show how the food chains in a community are
interconnected is called a(n) .
5. Most food chains have at least links but no more
than links because through each stage of energy
transfer some of the stored energy is as heat.
a. A model that shows the amount of energy available in each link of a food chain
is called a(n) .
b. In a community, there are always more than
consumers.
D. Cycling Materials
1. Organisms do not need only a constant supply of energy; they also
need to make cells and tissues.
a. Matter cannot be or destroyed, but it can
form, cycling through ecosystems.
b. Three pathways for matter to move through ecosystems are the
cycle, the water , and
the -carbon dioxide cycle.

2. Living things use nitrogen to make .
3. These nitrogen-fixing live in the soil and change
nitrogen into compounds that plants and other
producers absorb.
4. is essential for every process occurring in cells and
tissues, such as respiration, photosynthesis, and
digestion.
a. Due to the processes of , water vapor from Earth’s
surface into the atmosphere.
b. Water vapor in the atmosphere cools and , forming
clouds; water returns to Earth as .
5. Most living things need oxygen for respiration; in this
process, is released into the atmosphere.

Name Date Class
Who’s in the web?

All ecosystems, from your backyard or school playground to a tropical rain forest or arctic
area, operate under the same ecological principles. In every ecosystem, plants and animals
are connected with one another in interdependent relationships.
Procedure
1. Read and complete a lab safety form. 4. Link with different-colored yarn to a
plant or an animal that needs you to
2. Display your Organism ID on your
survive.
head, arm, or shirt. Take your assigned
game position. 5. Make a yarn link with another possible
connection, and react to scenarios
3. With a piece of yarn, link up with
announced by the group.
another organism that you need to
survive.

1. Describe the organisms that you linked with and those that linked to you. Explain why
each link formed.

2. Explain how the food web reacted to one of the scenarios.
3. Key Concept Draw a diagram of the connections that included your organism.
Using a different color, trace the path of the Sun’s energy through the ecosystem.

Name Date Class
Energy and Matter

Directions: Unscramble the word bank terms. Then on the lines provided, write the unscrambled term that
correctly completes each sentence. Some terms may be used more than once.
errpodcus ssuocnemr
isvroedterit fdoo bwe
rgeyne maipdyr
1. are organisms that use photosynthesis or other chemical

processes to produce their own food.
2. Organisms that cannot make their own food are called .
3. Most make energy-rich compounds through photosynthesis.
4. consume the bodies of dead organisms and wastes produced

by living organisms.
5. The is a model of energy transfer that can show how the

food chains in a community are interconnected.
6. obtain energy and nutrients by consuming other organisms

or compounds produced by other organisms.
7. A(n) is a model that shows the amount of energy available

in each link of a food chain.
8. include termites, wood lice, and earthworms.
9. The loss of energy at each level of a(n) helps explain why

there are always more producers than carnivores in a community.

Name Date Class
Energy and Matter

Directions: Circle the term that correctly completes each sentence.
1. need(s) a constant supply of energy, matter to build cells,

and tissues.
Earth Living organisms
2. Proteins are to all life.
essential unnecessary
3. The describes how nitrogen moves from the atmosphere to

the soil into the bodies of living organisms and back to the atmosphere.
nitrogen cycle oxygen cycle
4. During the water cycle, water moves from Earth’s surface into the
and then back again.
core atmosphere

5. All freshwater on Earth’s surface and in living organisms is
through the water cycle.
recycled disposed of
6. Water evaporates from Earth’s surface and rises into the atmosphere
as .
transpiration water vapor
7. The cells of most organisms, including those in all plants and animals, require
for cellular respiration.
oxygen water
8. The oxygen and carbon dioxide cycles include processes such as photosynthesis and
the of fossil fuels.
extinction formation

Name Date Class
Energy and Matter

Directions: Use your textbook to respond to each statement.
1. Energy cannot be created or destroyed, and it moves through an ecosystem

through feeding relationships.
Diagram a simple food chain. In addition to the names of the organisms, label them
as producers or consumers. Label the consumers as herbivores, carnivores, or omnivores.
2. Some energy is lost as it is transferred through feeding relationships in

ecosystems.
Create an energy pyramid of the food chain you drew in Question 1 above. Then
explain how it shows the loss of energy at each successive link in the food chain.
3. Matter is not created or destroyed as it cycles through Earth’s environment.

List three cycles of matter and give an example of one essential need each fulfills for
living organisms.

Name Date Class
Energy and Matter

Key Concept How does energy move through an ecosystem?
Directions: Write a descriptive story in which an omnivore, herbivore, carnivore, and detritivore are characters.
Make sure that each character exhibits the qualities listed below and that your story illustrates the way in which
energy moves through an ecosystem. Be creative.
Herbivores eat producers. They include butterflies, aphids, snails, mice, rabbits, fruit-
eating bats, gorillas, and cows.
Omnivores eat producers and consumers. They include corals, crickets, ants, bears, robins,
raccoons, pigs, rats, and humans.
Carnivores eat herbivores, omnivores, and other carnivores. They include scorpions,
octopuses, sharks, tuna, frogs, insect-eating bats, moles, and owls.
Detritivores consume the bodies of dead organisms and wastes produced by living
organisms. They include termites, wood lice, and earthworms.

Name Date Class
Energy and Matter

Key Concept How does energy move through an ecosystem?
Directions: Complete the chart by writing each phrase in the correct column. Each phrase is used only once.
cannot make their own food

fall into one of four types: herbivores, omnivores, carnivores, or detritivores
green plants, algae, and some kinds of bacteria
make energy-rich compounds through photosynthesis
obtain energy and nutrients by consuming other organisms or compounds
produced by other organisms
organisms that use photosynthesis or other chemical processes and produce
their own food
those that use chemosynthesis include bacteria that live in hot springs or near
deep-sea thermal vents
Producers Consumers
• •

Name Date Class
Energy and Matter

Key Concept How does matter move through an ecosystem?
Directions: Use the diagram to answer each question on the lines provided.
The Sun
Banana plant
Golden lion
tamarin
Leaves Three-toed sloth

Jaguar
Ocelot

Berries
Beetle
1. Which three members of the rain forest food web take energy directly from the Sun?
2. From what two sources does the golden lion tamarin receive its food?
3. How would the food web be affected if the banana plants, berries, and leaves suddenly
died?

Name Date Class
Energy and Matter

Key Concept How does matter move through an ecosystem?
Directions: Use the diagram to respond to each statement on the lines provided.
1. Explain why there are always more producers than carnivores in a community.
2. Describe the conversion of light energy in a blackberry plant.
3. Describe the conversion of energy when a robin eats blackberries.

Name Date Class
Enrichment LESSON 2
Cycling Water in Space

Astronauts on the International Space The life-support system is not perfect,
Station (ISS) require the same amount of however. Over time, water will be lost in
water as they use on Earth. Although some several ways. The water-purification system
water and food supplies can be carried to will produce some unusable water as brine,
the station by shuttle missions, it is too and the air-purification systems will remove
expensive to ship all the water needed. some humidity that could have been
To solve this problem, the Environmental transformed into water. When astronauts
Control and Life Support System (ECLSS) go outside the ISS, some air that contains
Water Recycling System (WRS) will recycle humidity will flow out through the air locks.
most of the water used onboard. It will Engineers hope to increase the
recycle moisture in breath, sweat, and urine efficiency of the WRS to 95 percent. This
as well as humidity generated by animals way, the moisture contained in food
onboard, such as lab rats. This will save supplies would replace the other 5 percent.
more than 18,000 kg of water per year.
Clearing the Air
Purer than Water on Earth The ECLSS also purifies the air that
Did you know that the water you drink astronauts breathe on the ISS. Humans and
on Earth also comes partly from recycled animals take in oxygen and release carbon
breath, sweat, and urine? Wastewater that dioxide. Currently, the system vents carbon
flows into the ground passes through the dioxide to the outside. Eventually,
soil, which filters it. Microbes in the soil act engineers hope to recycle carbon dioxide.

on organic substances, which helps clean the Humans and animals also emit small
water chemically. When wastewater amounts of other gases such as ammonia
evaporates into the atmosphere, it leaves and methane. Scientific experiments also
impurities behind. That’s why rain is nearly create vapors that must be removed from
pure freshwater. the air. Activated charcoal filters will
On the ISS, machines do the work of remove these gases.
these natural processes. First, a filter Where will the oxygen come from? In a
removes particles larger than water molecules. process called electrolysis, solar panels on
Then wastewater passes through layers that the ISS will produce electricity which, in
remove other impurities. Finally, a catalytic turn, splits water into hydrogen gas and
oxidation reactor removes volatile organic oxygen gas. On Earth, this process occurs
compounds and kills bacteria and viruses. as part of photosynthesis.

Directions: Answer each question.
1. Compare How does the method of purifying water on the ISS differ from natural
purification methods on Earth?
2. Infer Eventually, engineers hope to use plants in space to cycle oxygen and filter the
air. Why do you think they now use machines?

Name Date Class
Challenge LESSON 2
The Case of the Dead Detritivores

How do you think the world would change if all the detritivores—mold, bacteria, fungi,
ants, termites, and so on—died? Draw a panel of four illustrations that would show what would
happen over time if there were no organisms to recycle matter back to the soil or atmosphere.
To accompany your panel, write a dramatic description of the process you might observe.
Illustrations Descriptions

Name Date Class
Skill Practice Analyze Data LESSON 2: 40 minutes
How much water can be conserved in greenhouses

and nurseries?
Water-conservation scientists collect and study data on, among other things, how water is
used in greenhouses. These studies involve observing the relationships between environmental
factors and how much water is used to grow crops.
Learn It
In science, data analysis involves classifying, comparing, and recognizing cause and effect.
Patterns that help scientists determine the meaning of the data then can be identified.
Try It
1. Use Table 1 to calculate the percentage of applied water actually used by the plants. Fill
in the table with those values.
Table 1 Greenhouse Watering Data

Applied Water Water Drainage Solar Radiation Percent Water
Day ( m3 ) ( m3 ) ( Jcm2 ) Used
1 72 26 2,649
2 72 38 1,696

3 72 42 1,459
4 72 34 1,977
5 72 39 1,745
6 72 38 1,518
7 72 43 1,665
2. Draw a bar graph in the space below showing the percentage of applied water used at
different levels of solar radiation.

Name Date Class
Skill Practice continued
3. From the information in Table 1, identify which growing method consumes the largest
amount of water. Record your answer.
4. From the information in Table 2 in your textbook, identify the year in which there
were no greenhouse operations. Record your answer.
Apply It
5. Analyze your data and make a graph in the space below to show the relationship
between solar radiation and the amount of water used. Describe this relationship.
6. Evaluate the information in Table 3 in your textbook, and describe the growing
method that uses water most efficiently. Explain how you reached your conclusion.
7. Compare the data in Table 2 in your textbook to determine the growing method that
had the largest area increase between 1996 and 2006.
8. Key Concept Predict which method of cultivation most likely will be used the
most in the future.

Name Date Class
Energy and Matter

True or False
1. Producers include organisms such as plants and some bacteria.
2. The nitrogen cycle describes how nitrogen moves from the atmosphere to the
soil and living things and back again.
3. Earth’s water cycle includes freshwater but not salt water.
4. Oxygen and carbon dioxide that are recycled by the oxygen and carbon dioxide
cycles are used in cellular respiration and photosynthesis.
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term
is used only once.

5. a model that shows the amount of energy A. chemosynthesis
available in each link of a food chain
B. energy pyramid
6. a model that shows the pathway of energy C. food web
movement from organism to organism in an
ecosystem
D. photosynthesis
7. produces glucose using energy in methane or

hydrogen sulfide
8. produces glucose using energy in light

Name Date Class
Energy and Matter

Short Answer
1. Contrast producers and consumers.
2. Explain how the law of conservation of matter helps explain the need for the nitrogen
cycle, the oxygen and carbon dioxide cycles, and the water cycle.
3. Identify one life process that could not exist without the nitrogen cycle and two that
could not exist without the oxygen and carbon dioxide cycles.
Matching
are used.
4. a model that shows the amount of energy A. cellular respiration

available in each link of a food chain
B. chemosynthesis
5. a model that shows the pathway of energy C. consumer
movement from organism to organism in an
ecosystem
D. energy pyramid
E. food web
6. produces glucose using energy in methane or
hydrogen sulfide F. photosynthesis
7. produces glucose using energy in light

Lesson 3 | Humans and Ecosystems

Lab A 63 AL AL AL
Lab B 66 AL OL BL
Lab C 69 AL AL BL
Chapter Key Concepts Builder 70 AL AL AL
Assessment
Chapter Test A 71 AL AL AL

Chapter Test B 74 AL OL AL
Chapter Test C 77 AL AL BL
Teacher Support


Name Date Class
How can you conserve resources by reusing items?

One of the simplest actions individuals can take to protect the environment is to reuse items.
Many of the items that you use today can be made into something else and used again.
Procedure
1. Read and complete a lab safety form. 3. From the selection of items provided,
choose one item and design a new use
2. Think about items you have seen that
for it.
can have more than one use. Write
your list in the Data and Observations 4. Describe or sketch the new reusable
section below. item you designed. Explain how it can
be used.
Data and Observations

Think About This

1. Choose an item from those presented by your classmates. Brainstorm another way the
item could be reused.
2. Key Concept How does the practice of reusing items protect ecosystems?

Name Date Class
Humans and Ecosystems

Directions: Write the definition of the term. Then write a sentence that includes the term and shows your
knowledge of the term’s meaning.
1. renewable resource
Definition:
Sentence:
2. nonrenewable resource
Definition:
Sentence:
3. enforce
Definition:

Sentence:
4. resource depletion
Definition:
Sentence:

Name Date Class

A. Affecting the Environment
1. All organisms, including , change the environment.
2. Humans use many of the same natural as other species.
a. Natural resources that can be replenished by natural processes at least as quickly
as they are used are known as resources.
b. Natural resources that are used up faster than they can be replaced by natural
processes are known as resources.
c. Fossil fuels are a(n) resource that people are hoping
to replace with resources.
d. The exhaustion of one or more resources in an area is known as
; the loss of in the
Ogallala Aquifer is an example.
3. Human actions can have consequences on the
environment.
a. An unintended consequence of using CFCs is damage to
the .
b. Burning fossil fuels increases the amount of and
other greenhouse in the atmosphere.
c. The amount of gases released by a person,
organization, event, or product is its carbon .
d. An increase in greenhouse gases is leading to an increase in Earth’s average
temperature, which is called .
e. Global could be the result of global warming, which
could affect what kinds of could be grown in particular
places, cause an increase in floods and , and raise the
level of the oceans.
B. Protecting the World
1. Understanding how people affect the helps people
figure out ways to cause less harm; developing energy
resources and reducing are also important.

Name Date Class
2. Passing laws is one way to help prevent

to the environment.
a. The , abbreviated as EPA, is the government agency
that is responsible for enforcing environmental laws.
b. The helps prevent extinction of some species and
helps protect their habitats.
c. Air and water have been reduced due to two laws—the
Act and the Act.
3. can do many things to help keep the environment
healthy.
a. habitats and ecosystems (that is, bringing them back
to their original state) is one way of contributing to environmental health.
b. ways that we do daily tasks to use fewer resources is
another way to contribute to environmental health.
c. waste and pollution by cutting down on energy use
also leads to a healthier environment.
d. items by repairing them or figuring out another way
to use them helps cut down on garbage.

e. , which is processing things so the materials they are
made of can be used again, conserves resources.

Name Date Class
How can you calculate a carbon footprint?

A carbon footprint is an estimate of the amount of carbon dioxide that is produced through
home energy use, transportation, diet, and household waste. CO2 emissions are called
greenhouse gas emissions because of the ways in which they impact the environment.
Procedure
1. Study the table provided by your 2. Calculate the carbon footprint for each
teacher. This table describes home household by entering the data into
energy use, transportation, diet, and a carbon-footprint calculator.
household waste of the households of
two fictitious students. Note the
differences between households.

1. Compare the carbon footprints of the two households. How are they different?
2. Analyze How would you calculate the individual carbon footprint values for students
A and B?
3. Key Concept Evaluate which of these 4-person households has the greatest effect
on the ecosystem. Explain your answer.

Name Date Class

Directions: Answer each question or respond to each statement in the space provided.
Question Answer
1. What is a renewable
resource?
2. What is a nonrenewable
resource?
3. Describe resource
depletion.
4. List two effects of

pollution.

5. What is a carbon
footprint?
6. List one strategy for

protecting the
environment.
7. What role does the U.S.

Environmental Protection
Agency play in protecting
our environment?
8. Write the 5Rs that you

can use to keep the
environment healthy.

Name Date Class

Directions: Complete the chart by writing each statement below under the correct heading.
About 3.5 billion years ago, through the process of photosynthesis,

cyanobacteria increased the concentration of oxygen in the atmosphere
from almost zero to higher than it is today.
Beavers build dams, reducing forest habitat and creating ponds.
From the 1940s to the 1970s, people pumped water out of the Ogallala Aquifer
much faster than it could be replenished by natural processes.
Humans use renewable and nonrenewable resources.
The Endangered Species Act lists species threatened or endangered with
extinction, designates habitats to protect them, and outlaws actions that
would harm them.
The Sun is being used to generate electricity.
Wind power is reducing our consumption of fossil fuels.
Affecting the Environment Protecting the World

• •
•
•

Name Date Class

Directions: Use your textbook to respond to each statement.
1. All organisms, including humans, change their environment.

Identify a positive and a negative change that humans have made to the environment.
2. Natural resources can be renewable or nonrenewable.

Explain why people can take different approaches for using renewable resources and
nonrenewable resources.
3. The actions of people can have unintended negative effects on the

environment.

Describe one unintended negative effect that resulted from human actions and
explain what was done to correct it.
4. Humans can work to protect ecosystems and resources.

Write a letter to the editor of your local newspaper and explain why you think
protecting the environment is important. In your letter, describe one action you think
ordinary people can take to make a difference.

Name Date Class

Key Concept In what ways do humans affect ecosystems?
Directions: With a partner, write five questions about the ways humans affect ecosystems. Answer each question
on the lines provided.
1. Question:
Answer:
2. Question:
Answer:
3. Question:
Answer:
4. Question:
Answer:
5. Question:
Answer:

Name Date Class

Key Concept In what ways do humans affect ecosystems?
Directions: Use the maps to answer each question or respond to each statement on the lines provided.
Concentration
of ozone
High
1989 Low 2028

1. Which part of the planet had the highest concentration of ozone in 1989?
2. What could have happened to Earth’s ozone layer without the Montreal Protocol?
3. List three problems that may have been amplified or increased had the international
treaty not been signed.

Name Date Class

Key Concept What can humans do to protect ecosystems and their resources?
Directions: Circle the term in parentheses that correctly completes each sentence.
1. Scientists are working to develop (renewable/nonrenewable) energy resources that can

reduce pollution and people’s dependence on fossil fuels.
2. Other strategies for protecting the environment include making and enforcing
environmental laws and taking steps in people’s daily lives to (increase/reduce) their
impact on the planet.
3. Harnessing the power of the wind and the Sun to generate (electricity/heat) already is
reducing our consumption of fossil fuels.
4. The Clean Air Act includes regulations designed to reduce (oxygen/carbon dioxide)
emissions.
5. The Clean Water Act has helped make significant improvements to water
(quality/quantity).
Directions: Draw a wind turbine, underwater turbine, or solar panel in the space provided. Label your drawing
and write a brief statement explaining how the renewable energy resource functions.

Name Date Class

Key Concept What can humans do to protect ecosystems and their resources?
Directions: On the line before each description, write restore, rethink, reduce, reuse, or recycle.
1. Things can be processed to be used again for another

purpose.
2. Habitats and ecosystems that have been damaged can be

brought back to their original state.
3. Instead of dumping paper, plastic, glass, metal, yard waste,

used appliances, and electronics in landfills, you can do this.
4. Examples include planting trees to restore forests or

removing trash to clean up streams and beaches.
5. A gym owner in Oregon invented a way for people

exercising on spin bikes to generate electricity for the
gym’s video and sound systems.

6. A train station in Tokyo uses tiles that convert people’s
footsteps into electricity.
7. You can use fewer resources whenever possible.
8. You can have broken items repaired instead of replacing

them.
9. Walk or ride your bicycle instead of riding in a vehicle.

Name Date Class
Enrichment LESSON 3
Nitrogen fertilizers—Too much of a good thing?

Nitrogen fertilizers help plants grow. nitrogen fertilizers. Nitrogen became
This can increase the amount of crops that part of the runoff that seeped into the
can be harvested, which can increase food groundwater and contaminated
production. The overuse of nitrogen area well water.
fertilizers, however, can cause some In addition to making drinking water
environmental and health problems. unsafe, nitrogen can kill water plants and
algae. With plants and algae gone, fish and
Decades of Runoff other living organisms that rely on them
In the 1960s, researchers first noticed for food also disappear.
the effects of large amounts of nitrogen in Nitrates and water vapor in the
lakes and rivers. Too much nitrogen can atmosphere can combine and form acid
result in excessive plant, algal, and bacterial rain. Acid rain affects the trees and soils of
growth in water. Excessive algal growth can the world’s forests. Acid rain takes important
shade other photosynthetic organisms and minerals out of the soil. Because the soil
cause them to die. Researchers now say lacks necessary minerals, the trees are weak.
nitrogen fertilizers can have a negative They become targets for mildew, insects, and
effect on forests and coastal waters as well. disease.
Nitrogen from farmlands washes into
rivers, lakes, and oceans. Much of the land Possible Solution
can no longer absorb it or break it down. Recognizing the dangers of excess
In the 1980s, scientists found that well nitrogen is the first step in fixing the
water in an Iowa community had been problem. To help, farmers can rotate their
contaminated. The water contained crops. First, they can plant legumes to leave
dangerous levels of nitrates, a kind of nitrogen in the soil. Then they can plant
by-product of nitrogen fertilizer. Scientists corn to take nitrogen out of the soil. If
traced the problem to the increased use of farmers plant soybeans one year and corn
nitrogen fertilizer by local corn growers. the next, the nitrogen left by the soybeans
Corn needs a lot of fertilizer, so farmers enables them to use less nitrogen fertilizer
spread manure on their fields and applied during a corn crop year.

Directions: Answer each question or respond to each statement.
1. Summarize Trace the journey of nitrogen from application on a farm to runoff in the
ocean. Where would it go, and how might it affect the environment?
2. Judge Do the benefits outweigh the problems caused by nitrogen-based fertilizer?
Justify your answer.

Name Date Class
Challenge LESSON 3
Acid Rain—Good News and Bad News

Research the problem of acid rain. Where does acid rain come from? Find out what it is,
where it occurs, when it first started, and what effects it has on the natural environment.
Investigate the 1970 Clean Air Act and the 1990 Amendments to the Clean Air Act.
Organize your findings into two columns, one headed “Bad News” and the other headed
“Good News.” Use your organized notes to write an article for a magazine.
Bad News Good News

Name Date Class

True or False
1. The 5Rs are restore, rethink, reduce, reuse, and recover.
2. Fossil fuels are examples of renewable resources.
3. The Clean Air Act gave the federal government the power to create standards
for the amount of pollution released into the air.
4. Habitats and ecosystems that have been damaged can sometimes be restored, or
brought back to their original state.
Matching
used only once.
5. enforces environmental laws A. CFCs
6. contribute to global warming B. EPA

C. greenhouse gases
7. exhausts resources in an area
D. resource depletion
8. cause damage to the ozone layer

Name Date Class

Short Answer
1. Describe how planting trees can be an example of one of the 5Rs.
2. Explain why fossil fuels are nonrenewable resources even though they are constantly
being formed under Earth’s surface.
3. Identify an important environmental law and explain how it has worked to protect
the environment.

Matching
are used.
4. enforces environmental laws A. CFCs
5. contribute to global warming B. EPA

C. greenhouse gases
6. exhausts resources in an area
D. resource depletion
7. cause damage to the ozone layer
E. smog
F. UV light

Name Date Class
Lab A 2 class periods
Measure Your Carbon Footprint

The amount of carbon emitted by the actions you take during your daily life can be calculated
and described by a value called the carbon footprint. The greater the size of your carbon
footprint, the greater the negative impact your actions have on the environment. The 5Rs—
restore, rethink, reduce, reuse, and recycle—describe ways in which people can reduce their
carbon footprints in an effort to conserve Earth’s resources.
Question
What information is used to measure a carbon footprint? How can the size of a person’s
carbon footprint be reduced?
Materials
graph paper computer with Internet access
Procedure
1. Read and complete a lab safety form.
2. Use the table below to record your household information.
Energy Use Household

Home energy (household type and number of bedrooms)
Heating and cooling (level of efficiency or amount of electricity used)
Lighting (type and number of bulbs)
Appliances (energy star? unplug when not in use?)
Hot water (conservation behaviors?)
Personal vehicles (type of car, annual mileage)
Air travel (miles per trip)
Food and diet (heavy, average, or low use of meat in diet?)
Recycling and waste (amount of recycling and composting)
3. Calculate your carbon emissions score using the table and the information provided.
Record it below.

Name Date Class
Lab A continued
4. Compare your score with the average per capita score in the United States and the
average per capita score in the world.
Using these values, create a bar graph to show how the three compare.
Title:
5. Using what you know about carbon footprints and what affects them, estimate your
carbon footprint 5 years ago.

Predict what your carbon footprint will be in 5 years. Include any changes that
you might make to decrease your carbon footprint.
6. Modify your plan to include as many 5R practices as possible. Record your revisions
below.
Lab Tips
• When calculating your carbon footprint, think about the habits of your entire
household.
• Remember that many factors are involved in calculating a carbon footprint.
• Make sure your plan to reduce your carbon footprint contains all of the 5Rs.

Name Date Class
Lab A continued

7. Draw a line graph showing your estimated carbon footprint of 5 years ago, your
carbon footprint today, and your predicted carbon footprint after you have used your
5R policies.
Title:
What does the graph show about the changes to your carbon footprint over time?
8. The Big Idea A shoe company states that the carbon footprints of its boots range
from 0.055–0.090 tons per pair. Describe the factors that might result in this carbon
footprint and the ways that it could be reduced. What could you do to offset the
amount of carbon released by the production of these boots?
Remember to use scientific

methods.
Make Observations
Ask a Question
Form a Hypothesis
Communicate Your Results
Test your Hypothesis
A spokesperson for a major food industry says that the
company does not plan to list a product’s carbon footprint Analyze and Conclude
on its packaging. Create a presentation that could convince
Communicate Results
the company that including this information is important.

Name Date Class
Lab B 2 class periods
Measure Your Carbon Footprint

The amount of carbon emitted by the actions you take during your daily life can be calculated
and described by a value called the carbon footprint. The greater the size of your carbon
footprint, the greater the negative impact your actions have on the environment. The 5Rs—
restore, rethink, reduce, reuse, and recycle—describe ways in which people can reduce their
carbon footprints in an effort to conserve Earth’s resources.
Question
What information is used to measure a carbon footprint? How can the size of a person’s
carbon footprint be reduced?
Materials
graph paper computer with Internet access
Procedure
1. Read and complete a lab safety form.
2. Use the table below to record your household information.
Energy Use Household

Home energy (household type and number of bedrooms)

Heating and cooling (level of efficiency or amount of electricity used)
Lighting (type and number of bulbs)
Appliances (energy star? unplug when not in use?)
Hot water (conservation behaviors?)
Personal vehicles (type of car, annual mileage)
Air travel (miles per trip)
Food and diet (heavy, average, or low use of meat in diet?)
Recycling and waste (amount of recycling and composting)
3. Calculate your carbon emissions score using the table and the information provided.
Record it below.

Name Date Class
Lab B continued
4. Compare your score with the average per capita score in the United States and the
average per capita score in the world. Using these values, create a bar graph in the space
below to show how the three compare.
5. Using what you know about carbon footprints and what affects them, estimate your
carbon footprint 5 years ago and predict what your carbon footprint will be in 5 years.
Include any changes that you might make to decrease your carbon footprint.
6. Modify your plan to include as many 5R practices as possible. Record your revisions
below.
Lab Tips
• When calculating your carbon footprint, think about the habits of your entire
household.
• Remember that many factors are involved in calculating a carbon footprint.
• Make sure your plan to reduce your carbon footprint contains all of the 5Rs.

Name Date Class
Lab B continued

7. Draw a line graph in the space below showing your estimated carbon footprint of 5 years
ago, your carbon footprint today, and your predicted carbon footprint after you have
used your 5R policies. What does the graph show about the changes to your carbon
footprint over time?
8. The Big Idea A shoe company states that the carbon footprints of its boots range
from 0.055–0.090 tons per pair. Describe the factors that might result in this carbon
footprint and the ways that it could be reduced. What could you do to offset the
amount of carbon released by the production of these boots?

Remember to use scientific
methods.
Make Observations
Ask a Question
Form a Hypothesis
Communicate Your Results
A spokesperson for a major food industry says that the Test your Hypothesis
company does not plan to list a product’s carbon footprint Analyze and Conclude
on its packaging. Create a presentation that could convince
the company that including this information is important. Communicate Results
Extension
Research the carbon footprint of a commonly used product. The total carbon footprint
includes production, shipping, storing, retailing, and use of the product. Use a graphic
organizer to trace the original sources of all of the materials and processes used in the
production of the product.

Name Date Class
Lab C
Carbon Footprint Monitoring

Directions: Use the information and data from the Lab Measure Your Carbon Footprint to perform this lab.
You have learned that each of us has a carbon footprint that is determined by how we use
our resources, including the food we eat, how we get around, our daily habits, and what we
choose to buy. In Lab B, you calculated the carbon footprint for your household and predicted
what your new carbon footprint would be in 5 years if you implemented some changes. Develop
a daily tracker of those changes for each member of your household and keep track of what
changes your household makes for the amount of time specified by your teacher.
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.

Name Date Class
Chapter Key Concepts Builder

End-of-Chapter Practice
Directions: Work with a small group to create a plan for protecting the environment.
Begin by reviewing the different strategies for protecting the environment.
Identify renewable energy Note environmental laws: List the ways people are reducing
resources: their impact on the planet:
As a group, think of ways you can protect the environment. List them.
Next, create a written plan for putting your idea to work. Identify renewable energy resources

and environmental laws that will help your plan. List ways people can use your plan to
lessen their impact on the planet. Make sure that your ideas are new and creative and that
they have been expressed clearly and precisely.
Now create a display for your plan. Think about:
Ideas for organizing your display: The materials you will need: Your individual responsibilities:
After your display is complete, present it to the class.

Name Date Class
Chapter Test A

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
1. Which term describes an interaction between two organisms that benefits both
organisms?
A. predation
B. mutualism
C. competition
2. Population density involves the

A. age of the population.
B. size of the organisms in the population.
C. amount of space available for the population.
3. Which cycle includes the activity of bacteria on the roots of plants?

A. water cycle
B. carbon cycle
C. nitrogen cycle
4. Which product of human activity contributes to global warming?

A. CFCs
B. acid rain
C. carbon dioxide
5. The actions you can take to keep the environment healthy are called
A. the 5As.
B. the 5Rs.
C. the 5Qs.
6. Which description could be considered a population?

A. a large meadow
B. a group of rabbits living in a meadow
C. all the plants and animals that live in a meadow
7. Which part of an energy pyramid contains the largest number of organisms?

A. the top
B. the middle
C. the bottom

Name Date Class
Chapter Test A continued
Completion
Directions: On each line, write the term that correctly completes each sentence. Each term is used only once.
consumer detritivore habitat niche
8. A cannot make its own food.

9. A consumes the bodies of dead organisms and the wastes
of living organisms.
10. A is the place within an ecosystem that provides needed
biotic and abiotic factors.
factors around it to survive.
Interpreting a Diagram
Directions: Use the diagram to respond to each statement.
12. Name the graphic shown to the right.
13. Describe the interaction between the

organisms on different levels.

14. Tell what moves between the plants,
robins, and hawk.

Name Date Class
Chapter Test A continued
Short Answer
15. Contrast an environment where overpopulation is occurring with an environment in

which the population is below carrying capacity.
16. Recall one form of carbon in the carbon cycle.
17. Identify a nonrenewable resource that people use and explain why the resource is
nonrenewable.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
18. Describe competition in nature and give an example.
19. Summarize some ways in which people can help conserve resources.

Name Date Class
Chapter Test B

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
1. Which cycle supplies an essential part of proteins to our bodies?

A. water cycle
B. carbon cycle
C. oxygen cycle
D. nitrogen cycle
2. Which term describes a relationship between two organisms that need the same
resource?
A. predation
B. parasitism
C. competition
D. commensalism
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.
carrying capacity community consumer detritivore

habitat niche population producer

3. A cannot make its own food.
4. A consumes the bodies of dead organisms and the wastes

of living organisms.
5. A is the place within an ecosystem that provides needed


factors around it to survive.
7. A is all the organisms of the same species that live in the

same area at the same time.


Name Date Class
Chapter Test B continued
9. Explain what the energy pyramid

models.
10. Describe the relationship between

robins and hawks.
11. Analyze why there are more organisms

at the lower levels and fewer at the
higher levels of the energy pyramid.
12. Diagram a food chain using the organisms in the graphic.
Short Answer
13. Predict how growth in a population of parasites would affect an ecosystem.

Name Date Class
Chapter Test B continued
14. Define population density.
15. Contrast renewable and nonrenewable resources.
16. Analyze the connection between fossil fuels and global climate change.
17. List the 5Rs of environmental conservation.
Concept Application

18. Expound on the statement that the nitrogen in the plants outside right now is the
same nitrogen that has been on Earth for millions of years.
19. Describe some ways that humans can protect ecosystems and their resources.

Name Date Class
Chapter Test C

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
1. Which of the following is NOT one of the 5Rs of protecting the environment?
A. reuse
B. revise
C. reduce
D. rethink
2. In which relationship does one organism benefit, while the other is not helped
or harmed?
A. predation
B. parasitism
C. mutualism
D. commensalism
3. Which organisms are needed to convert nitrogen in the atmosphere into a form
usable by other organisms?
A. fungi
B. plants
C. animals
D. bacteria
Completion
Directions: On each line, write the term that correctly completes each sentence.
4. A(n) cannot make its own food.

5. A(n) consumes the bodies of dead organisms and the
wastes of living organisms.
6. A(n) is the place within an ecosystem that provides needed
7. A(n) is the way a species interacts with the abiotic and
biotic factors around it to survive.
8. A(n) is all the organisms that live in the same area at the
same time.

Name Date Class
Chapter Test C continued
10. Explain what the graphic models.
11. Explain why the model is pyramid

shaped.
12. Describe what happens to energy that is

lost in the model.
13. Hypothesize what would happen if the

organisms at the bottom of the pyramid became extinct.

Short Answer
14. Describe the roles that plants and humans play in the oxygen and carbon dioxide cycles.
15. Assess how two species can live in the same habitat but not share the same niche.
Examine why this relationship must occur to avoid competition.

Name Date Class
Chapter Test C continued
16. Evaluate how parasitism could impact an ecosystem.
Concept Application
17. A scientist studying a population of rabbits in a meadow habitat tells you that
the population of rabbits has decreased and that the population density has
increased. Infer how this is possible.
18. Assess how human activity determines whether a resource such as freshwater taken
from the Ogallala Aquifer is considered a renewable resource or a nonrenewable resource.
19. Formulate a plan to protect a resource in your community. Describe your plan and
include a way to evaluate its impact.

Teacher Pages
Lesson Outlines for Teaching T2
Answers T8
Interactions Within Ecosystems T1

Lesson Outline for Teaching
Lesson 1: Ecosystems
A. Abiotic and Biotic Factors
1. All nonliving and living parts of the environment in a given area form a(n) ecosystem.
2. Abiotic factors are the nonliving parts of an ecosystem and include air, water, soil,
and sunlight.
3. Abiotic factors determine what kinds of organisms can live in an ecosystem.
4. Biotic factors are the living or once-living parts of an ecosystem and include
organisms that are alive, wastes produced by these organisms, and the decayed
remains of organisms that have died.
B. Habitats
1. The place within an ecosystem that provides food, water, shelter, and other biotic
and abiotic factors an organism needs to survive and reproduce is the organism’s
habitat.
2. For example, plants in a dragonfly’s habitat provide leaves for egg-laying and food
for young dragonflies to eat.
C. Populations and Communities
1. All the organisms of the same species that live in the same area at the same time
are known as a(n) population.
2. A(n) community is made up of all the populations living in an ecosystem at the
same time.

D. Interactions of Living Things
1. A habitat can contain more than one population.
2. Each species in a habitat uses resources in a different way.
3. The way a species interacts with abiotic and biotic factors to obtain food, find
shelter, and fulfill other needs is called a(n) niche.
4. The act of predation involves one organism, called the predator, feeding on another
organism, its prey.
5. A close, long-term relationship between two species that usually involves an
exchange of food or energy is called symbiosis.
a. When both species benefit from the relationship, it is called mutualism.
b. When one species benefits from the relationship and the other species is neither
harmed nor benefited, it is called commensalism.
c. When one species (called the parasite) benefits and the other (called the host) is
harmed, the relationship is called parasitism.
T2 Interactions Within Ecosystems

6. Interactions between two or more organisms that need the same resources at the
same time is known as competition.
E. Population Changes
1. The size of a(n) population changes when individuals are born or die or when
individuals move into or away from a community.
a. A comparison of the size of a population to the amount of space available is
called population density.
b. Individuals live close together in an area that has a(n) high population density
and tend to have more competition for resources.
2. The largest number of individuals of one species that an ecosystem can support
over time is called carrying capacity.
3. A species of organisms becomes extinct if all the populations of that species
disappear from Earth; the extinction of one species can affect the carrying capacity
of other populations in the ecosystem.
Discussion Question
Which kinds of organisms do you think would affect an ecosystem more if they became
extinct—plants or animals? Explain your answer.
Plants are the bases of most food chains, so they would affect ecosystems more if they
became extinct. The population(s) of the organism(s) that depend on the extinct plant
species as a source of food would also decrease, affecting the organisms that prey on the
plant eaters, all the way up the food chain. The extinction of an animal species will directly
affect any predators, prey, or plant species that interact with the animal species.

Lesson 2: Energy and Matter
A. Food Energy
1. Every organism needs a constant supply of energy to stay alive.
2. An important part of the niche of a species is the way the species gets its energy.
3. Organisms that use an outside energy source such as the Sun and produce their
own food are called producers.
B. Consumers
1. Organisms that cannot make their own food are called consumers, and they obtain
energy by consuming other organisms or compounds produced by other organisms.
2. Herbivores are consumers that eat producers.
3. Omnivores are consumers that eat producers and other consumers.
4. Carnivores are consumers that eat herbivores, omnivores, and other types of carnivores.
5. Consumers that eat the bodies of dead organisms and wastes produced by living
organisms are called detritivores.
a. Detritivores that eat the bodies of animals killed by carnivores or omnivores are
called scavengers.
b. Detritivores that are microscopic and cause decay of dead organisms or wastes
produced by living organisms are called decomposers.
C. The Flow of Energy

1. The first step in the flow of energy through a(n) ecosystem occurs when producers
convert energy from the environment into their own food.
2. Food energy is transferred from one organism to another in an ecosystem through
feeding relationships.
3. A(n) food chain is a simple model that shows how energy moves from a producer
to one or more consumers through feeding relationships.
4. A model of energy transfer that can show how the food chains in a community are
interconnected is called a(n) food web.
5. Most food chains have at least three links but no more than five links because
through each stage of energy transfer some of the stored energy is lost as heat.
a. A model that shows the amount of energy available in each link of a food chain
is called a(n) energy pyramid.
b. In a community, there are always more producers than consumers.

D. Cycling Materials
1. Organisms do not need only a constant supply of energy; they also need matter to
make cells and tissues.
a. Matter cannot be created or destroyed, but it can change form, cycling through
ecosystems.
b. Three pathways for matter to move through ecosystems are the nitrogen cycle,
the water cycle, and the oxygen-carbon dioxide cycle.
2. Living things use nitrogen to make proteins.
3. These nitrogen-fixing bacteria live in the soil and change nitrogen gas into
compounds that plants and other producers absorb.
4. Water is essential for every process occurring in cells and tissues, such as cellular
respiration, photosynthesis, and digestion.
a. Due to the processes of evaporation, water vapor from Earth’s surface rises into
the atmosphere.
b. Water vapor in the atmosphere cools and condenses, forming clouds; water
returns to Earth as precipitation.
5. Most living things need oxygen for cellular respiration; in this process, carbon
dioxide is released into the atmosphere.
Discussion Question
Describe a food chain likely to be part of a deep-sea ecosystem that depends on chemosynthesis
rather than photosynthesis.

Refer students to the photo of a deep-sea ecosystem at the beginning of Lesson 2. All answers
should include chemosynthesizing bacteria as the producer at the bottom of the food chain,
an organism that consumes the bacteria at the next level, and an organism that consumes the
bacteria-eating consumer at the next level. Students might include two more consumers in
the food chain. Encourage students to justify the structure of the food chain, to give their
ideas about the feeding relationships, and to explain what limits the length of the food chain.

Lesson 3: Humans and Ecosystems
A. Affecting the Environment
1. All organisms, including humans, change the environment.
2. Humans use many of the same natural resources as other species.
a. Natural resources that can be replenished by natural processes at least as quickly
as they are used are known as renewable resources.
b. Natural resources that are used up faster than they can be replaced by natural
processes are known as nonrenewable resources.
c. Fossil fuels are a(n) nonrenewable resource that people are hoping to replace with
renewable resources.
d. The exhaustion of one or more resources in an area is known as resource depletion;
the loss of water in the Ogallala Aquifer is an example.
3. Human actions can have unintended consequences on the environment.
a. An unintended consequence of using CFCs is damage to the ozone layer.
b. Burning fossil fuels increases the amount of carbon dioxide and other greenhouse
gases in the atmosphere.
c. The amount of greenhouse gases released by a person, organization, event, or
product is its carbon footprint.
d. An increase in greenhouse gases is leading to an increase in Earth’s average
temperature, which is called global warming.

e. Global climate change could be the result of global warming, which could affect
what kinds of crops could be grown in particular places, cause an increase in
floods and drought, and raise the level of the oceans.
B. Protecting the World
1. Understanding how people affect the environment helps people figure out ways to
cause less harm; developing renewable energy resources and reducing pollution are
also important.
2. Passing environmental laws is one way to help prevent damage to the environment.
a. The Environmental Protection Agency, abbreviated as EPA, is the government
agency that is responsible for enforcing environmental laws.
b. The Endangered Species Act helps prevent extinction of some species and helps
protect their habitats.
c. Air and water pollution have been reduced due to two laws—the Clean Air Act
and the Clean Water Act.

3. People can do many things to help keep the environment healthy.

a. Restoring habitats and ecosystems (that is, bringing them back to their original
state) is one way of contributing to environmental health.
b. Rethinking ways that we do daily tasks to use fewer resources is another way to
contribute to environmental health.
c. Reducing waste and pollution by cutting down on energy use also leads to a
healthier environment.
d. Reusing items by repairing them or figuring out another way to use them helps
cut down on garbage.
e. Recycling, which is processing things so the materials they are made of can be
used again, conserves resources.
Discussion Question
With your classmates, brainstorm ways that you could reuse a cotton T-shirt that is still in
good shape but no longer fits you; then brainstorm ways to use the T-shirt after it has been
worn out.
Sample answers for using the T-shirt that is still wearable could include giving it to someone
else who still can wear it or making it into a different useful item, such as a bag or a pillow;
accept any other answers that involve a reduction of resource use. Sample answers for using
a worn-out T-shirt might include making part of it into a different useful item, such as a bag
or part of a quilt, using it for a rag, tearing it in strips to use to tie different items; accept
any other answers that involve a reduction of resource use.

Answers
What do you think? (page 1) 4. Carrying capacity
1. Disagree; parasitism is a type of symbiosis in 5. community
which one species harms another.
6. niche
2. Agree; overpopulation can damage habitats
7. Predation
and negatively affect the ecosystem.
3. Disagree; the energy source for food chains in MiniLab (page 12)
thermal vent and hot spring ecosystems 1. The rabbit population in Australia probably
comes from chemicals. increased because there were no natural
predators and plentiful food sources were
4. Disagree; detritivores are decomposers.
available.
5. Agree; human actions have caused the depletion
2. The area in which the highest numbers of small
of resources and environmental pollution.
mammal extinctions occurred is similar to the
6. Disagree; the EPA also monitors environmental area of the highest population density of rabbits.
health and helps educate the public about
3. With no predators, the rabbits reproduced
environmental issues.
quickly. The large population of rabbits then
competed with other grazers for food, and
Lesson 1 took over the burrows of many small mammals.
Launch Lab (page 8) Loss of the habitat led to the extinction of a
1. Answers will vary. Sample answer: I am a bird number of small mammal species.
that feeds on plants; a consumer. Content Practice A (page 13)
2. Answers will vary. Sample answer: I eat plants, 1. B
and hawks eat me.
2. E
3. Answers will vary. The diagram should include
3. G
the identity of each member of the group,
with arrows and interaction descriptions 4. F
connecting members with each other. 5. D
Content Vocabulary (page 9) 6. A
Lesson 1 7. C
M N G M B M X Z Y X Y Content Practice B (page 14)

1. ecosystem
H S Y M B I O S I S T
2. (in either order) nonliving, living
L N T A T I B A H Y I
3. species
Q A N H T O B V H E C
4. population
H T N C L J Z W X W A
5. niches
C M O P D T O Q J N P 6. predator
O C I Z M D I M Y P A 7. Prey
M V T I Z B F J O T C 8. (in any order) mutualism, commensalism,
M P A U I N M P E V G parasitism
U J D N J S U J V K N 9. compete
N A E P R L J Z V P I 10. changing
11. resources
I A R F A K A E H N Y
12. extinct
T V P T R P H X W Z R
Y C I E L C X V J Y R Language Arts Support (page 15)
Answers will vary. Sample answer:
W O Q W I H N U P Z A
Spring Creek is a beautiful habitat that is located just
N Q S N T M M D E Y C three miles from my house. The area around Spring
Creek is marshy, and there is a community of many
1. Symbiosis types of organisms that live there. Cattails and rush
2. population grow in the marshes. I like to see the population of
turtles and frogs in the water and many types of
3. habitat
colorful birds that nest in the trees nearby. Because

Answers continued
the area is so damp, dragonflies and mosquitoes live 5. T
in the creek bed, too. I stay away from the creek bed 6. F; Biotic factors
to avoid getting too many mosquito bites.
7. F; can only survive
Language Arts Support (page 16)
1. grew
Key Concept Builder (page 20)
1. C
2. did
2. A
3. have
3. D
4. caught
4. B
5. eaten
5. F
6. led
6. E
7. became
7. G
8. ran
8. H
Math Skills (page 17)
1. 1980
1. The 1980 population was far higher than the
2. 2.5 wolves 1960 population.
3. about 2005–2007 2. Possible answer: The wolves are eating the
4. No; the graph never shows an equal population moose.
of wolves and moose. The lines on the graph 3. Possible answer: The moose population will
intersect, which might imply that the amounts continue to decrease, and eventually the wolf
are the same. However, the scale for moose and population will die off from lack of food or
wolves are different. There is no point where the will move elsewhere to survive.
number of wolves is greater than 50, and the
number of moose never drops below about 375. Key Concept Builder (page 22)
1. B
School to Home (page 18)
Answers will vary. Help students select an appropriate 2. A
ecosystem to illustrate. Possibilities include desert, 3. B
rain forest, temperate deciduous forest, grassland,
4. B
tundra, mountain, and wetland. Encourage students
to use a variety of sources for their graphics. Students 5. B

can do some or all of their illustrations by hand if 6. C
they prefer.
Enrichment (page 23)
The collage could include these features for a
grassland ecosystem: 1. Algae gain protection and shelter by living
inside coral polyps.
• Biotic factors: grass, rabbits, insects, prairie
dogs, hawks 2. Answers will vary. Students might answer that
the economy is more important than protecting
• Abiotic factors: abundant sunlight, small the reefs. Others might say that if no efforts are
streams, dark and fertile soil made to preserve the undersea world, there
• Habitats: burrows where rabbits or prairie might not be any corals or related plant and
dogs live, hawk nest animal life left in the future to support the
economy.
• Populations: populations of rabbits, hawks,
and other animals or plants 3. Students should recognize that rain forests,
like coral reefs, support thousands of different
• Predator-prey relationship: a hawk swooping
life-forms. Their destruction can disrupt food
down to catch a rabbit
chains and result in the extinction of
• Symbiotic relationship: honeybees pollinating life-forms.
the flowers of grasses (mutualism)
Challenge (page 24)
Key Concept Builder (page 19) Student graphs should have population numbers (in
1. T billions) on the y-axis from 0 to 8. The years should
2. F; all the nonliving and living parts be on the x-axis. There should be a line that steadily
increases and does not show the typical S curve of a
3. F; nonliving
population that is nearing its carrying capacity.
4. T

Answers continued
Students should compare the growth curves of Lesson 2
carrying capacity to the one they produce with the
data given. They should recognize that there is no Launch Lab (page 28)
leveling off of the population growth and, therefore, 1. The wax at the top of the candle melted, hot
should conclude that the human population has not gas or smoke rose above the top of the candle,
yet reached its carrying capacity or that it has been the height of the candle plus wick became
able to grow beyond it. Students should recognize shorter than when the experiment started, and
that humans have more control over the environment the wick turned black.
than other animals and have been able to produce 2. The mass after the burning should change less
more food and shelter. In addition, humans have than the value of the sensitivity of the balance.
been able to counter the effects of disease and have Ex: If the known sensitivity of the balance is
learned sanitation methods, all of which increase our 0.03 g., a balance reading of 0.01 g. would
ability to surpass Earth’s natural carrying capacity for support the law of conservation of matter
humans. Students should also recognize that it is because the change in the mass is less than the
difficult to predict how long the human population sensitivity of the balance (sensitivity here can
can continue to grow in this way. be thought of as margin of error). Since the
Growth rate can slow, but that doesn’t mean the mass was essentially the same before and after
population is no longer growing. It is just growing the burning, mass was not destroyed.
more slowly. Student presentations will most likely 3. As the candle, wick, and oxygen burned, the
elicit an agreement that humans do have a carrying size of the candle and wick decreased, heat and
capacity, but that we have not yet reached it. light were given off, and smoke, ash, carbon
Opinion should be clearly expressed and defended. dioxide, and water vapor were produced.
Lesson Quiz A (page 25) Matter changed form but was not destroyed.
True or False Content Vocabulary (page 29)
1. T
1. The water an organism uses in cellular
2. F; community respiration is part of the water cycle.
3. T 2. An energy pyramid is a model that shows the
4. T amount of energy that is available in each
link of a food chain.
Matching
3. Consumers are organisms that cannot make
5. B
their own food. Producers can provide food
6. D

for consumers.
7. C 4. An energy pyramid is a model that shows the
8. A amount of energy that is available in each
link of a food chain.
Lesson Quiz B (page 26)
5. There are four types of consumers; detritivores
Short Answer are one type of the four types. Detritivores
1. Possible answer: A desert ecosystem might consume the bodies of dead organisms and
contain abiotic factors such as scarce rainfall, wastes produced by living organisms.
warm temperatures, rocks, and sandy soils. It
might contain biotic factors, such as cactus 6. A food web is made up of many
plants, snakes, lizards, and birds. interconnected food chains.
2. A habitat is the place within an ecosystem MiniLab (page 32)

that provides the biotic and abiotic factors an 1. Answers will vary, but should include the names
organism needs to survive and reproduce. A of the organisms, and their relationships.
niche is the way a species interacts with the Sample answer: I am a squirrel: I am linked
biotic and abiotic factors in its habitat. to a bush because I eat berries, and a fox is
3. Possible answers: Predation could cause a prey linked to me because it eats small animals like
population to decline over time. Commensalism squirrels.
would benefit both organisms and could 2. Answers will vary, but should include the
cause one or both populations to increase. results of the interference in the web that was
Matching caused by the scenario. Sample answer: If
4. C plants die, all of the other populations will
decrease; if top predators die, the populations
5. F
upon which they feed will increase, and the
6. E populations in the next level down will
7. A decrease, and so on.

Answers continued
3. Answers will vary, but should display the path Nitrogen Cycle: Nitrogen is needed to create proteins.
of energy from the Sun, through plants, Oxygen and Carbon Dioxide cycles: Carbon dioxide
herbivores, and primary and secondary is taken up by plants and converted during
consumers. photosynthesis to sugars that living things need for
Content Practice A (page 33) energy. Living things use oxygen to perform cellular
respiration, which releases the energy stored in food.
1. Producers
2. consumers Key Concept Builder (page 36)
3. producers Stories will vary, but characters should exhibit the
characteristics of herbivores, omnivores, carnivores,
4. Detritivores and detritivores and should illustrate the way in
5. food web which energy moves through an ecosystem.
6. Consumers Key Concept Builder (page 37)
7. energy pyramid Producers (in any order): organisms that use
8. Detritivores photosynthesis or other chemical processes
to produce their own food; green plants, algae,
9. energy pyramid and some kinds of bacteria; make energy-rich
Content Practice B (page 34) compounds through photosynthesis; those that use
chemosynthesis include bacteria that live in hot
1. Living organisms
springs or near deep-sea thermal vents
2. essential
Consumers (in any order): cannot make their own
3. nitrogen cycle food; obtain energy and nutrients by consuming
4. atmosphere other organisms or compounds produced by other
organisms; fall into one of four types: herbivores,
5. recycled omnivores, carnivores, or detritivores
6. water vapor
7. oxygen
1. leaves, banana plant, berries
8. formation
2. banana plant, beetle
School to Home (page 35) 3. The consumers would also die because they
1. Food chains should include at least one cannot produce their own food.
producer and one consumer.

Possible answer:
1. Energy is lost at each link of a food chain.
plant seeds mouse owl Producers begin the food chain and, therefore,
[producer] [consumer] [consumer] lose the least amount of energy.
[producer] [herbivore] [carnivore] 2. It converts light energy from the Sun to
chemical energy stored in the plant’s tissues.
2. The producers should be at the bottom, with The plant uses some of that energy to perform
successive layers occupied by herbivores and life processes, including growing blackberries.
then carnivores or omnivores. Some of the stored energy is lost as heat.
For the food chain above: 3. When a robin eats blackberries, only part of
the energy stored in the plant is transferred to
the bird. The robin uses some of the energy
owls for its own life processes, and some of the
energy is lost as heat.
mice Enrichment (page 40)
1. On Earth, water is purified when it flows
through soil and when it evaporates and
seeds (from seed plants)
condenses. On the ISS, machines filter water
in a three-step filtering process. The process
Only a portion of the energy is transferred to each on Earth takes place naturally and over some
level. Part of the energy is retained at each lower time. Astronauts can more closely monitor the
level, and part is lost as heat. machine filtering process. Machines can be
3. Possible answers: fixed, but microbes could die or grow out of
control.
Water Cycle: Water is necessary for all cellular
functions.

Answers continued
2. Plants take up space. The number of plants Matching
needed to cycle enough oxygen to sustain an 5. B
entire flight crew over time would probably 6. C
take up more room than a machine and
operate more slowly. Also, plants must be 7. A
watered, fed, and otherwise cared for. This 8. D
would be time-consuming.
Challenge (page 41) Short Answer
Sample illustrations: 1. Producers use photosynthesis or other
Panel 1: Dead organisms are piling up because the chemical processes to make their own food.
materials of their bodies are not being recycled. Consumers cannot make their own food and
Student explanations can include specific organisms, must get it by eating producers or other
such as fungi and molds that usually decompose consumers.
fallen wood but are no longer. Dead trees and 2. Nitrogen, oxygen, carbon dioxide, and water
animals are spotting the ground. are important for the life processes of all living
Panel 2: Plants are wilting and dying. Description things. If these cycles did not exist, organisms
should explain that without nitrogen-fixing bacteria, would use these substances and, according to
plants become sickly and die. the law of conservation of matter, their supply
would be used up. These natural cycles allow
Panel 3: Trees are dropping leaves and dying and not the substances to change form as they are
photosynthesizing. Dead organisms are piling up used, recycled, and used again.
high. Nothing is decaying. Students should explain
that without decay, carbon and other nutrients 3. Nitrogen from the nitrogen cycle is required
would not be recycled, and the carbon and oxygen to make proteins, which all living things
cycle would be severely disrupted. need. The oxygen and carbon dioxide cycles
produce oxygen in photosynthesis that is
Panel 4: Students should explain that animals and needed for cellular respiration, and they
other organisms are becoming extinct without the produce carbon dioxide during cellular
bacteria in their guts to help them digest cellulose. respiration that is needed for photosynthesis.
The illustration may show Earth buried in dead
organisms. Matching
4. D
Accept imaginative cartoons as long as they show
insight into the significance of detritivores, including 5. E

bacteria. 6. B
Skill Practice (pages 42–43) 7. F
5. As solar radiation increases, the amount of
water used increases. Lesson 3
6. Growing flowers in the greenhouse uses Launch Lab (page 47)
water most efficiently. Greenhouse-growing 1. Answers will vary, but should include a
used 20.44 Mm3 of water per year, while complete description of the item and its use.
outdoor growing used 22.37 Mm3 of water
2. Answers will vary, but should include the
per year,
idea that the practice conserves Earth’s
7. Between 1996–2006, greenhouse cultivation resources and reduces the amount of solid
had the largest area increase. Greenhouse waste.
cultivation increased 1600 ha, while outdoor
cultivation increase 219 ha. Content Vocabulary (page 48)
1. Definition: resource that can be replenished
8. The greenhouse cultivation will probably have
by natural processes at least as quickly as it is
the most use in the future because it uses
used
water more efficiently than outdoor
cultivation. Sample Sentence: Because wind occurs often,
it is a renewable resource.
Lesson Quiz A (page 44)
2. Definition: natural resource that is used up
True or False
faster than it can be replaced by natural
1. T
processes
2. T
Sample Sentence: Oil is an example of a
3. F; and nonrenewable resource because it is not
4. T replaced as quickly as humans use it.

Answers continued
3. Definition: to carry out effectively 7. The EPA enforces laws to help protect the
Sample Sentence: Communities may enforce environment, monitors environmental health,
water-restriction laws to ensure that water is looks for ways to reduce human impacts,
not wasted. develops plans for cleaning up polluted areas,
and supports environmental research at
4. Definition: the exhaustion of one or more universities and national laboratories.
resources in an area
8. restore, rethink, reduce, reuse, recycle
Sample Sentence: Mining all the coal would
be an example of resource depletion. Content Practice B (page 53)
Affecting the environment (in any order): Beavers
MiniLab (page 51) build dams, reducing forest habitat and creating
1. Answers will vary. The values produced by the ponds; about 3.5 billion years ago, through the
Nature Conservancy calculator are listed in process of photosynthesis, cyanobacteria increased
the following table. the concentration of oxygen in the atmosphere from
almost zero to higher than it is today; humans use
Carbon Footprints in Tons of CO2 renewable and nonrenewable resources; from the
Equivalents per Year 1940s to the 1970s, people pumped water out of the
Ogallala Aquifer much faster than it could be
Category Student A Student B replenished by natural processes.
Home Energy 34 tons 15 tons Protecting the world (in any order): Wind power is
reducing our consumption of fossil fuels; the Sun is
Transportation 19 tons 16 tons being used to generate electricity; the Endangered
Species Act lists species that are threatened or
Diet 23 tons 14 tons endangered with extinction, designates habitats to
protect them, and outlaws actions that would harm
Waste 2.8 tons 2.8 tons
them.
Household Total 79 tons 47 tons School to Home (page 54)
Individual Total 19.8 tons 11.8 tons 1. Possible answers: Negative: Destroying forests
and lakes to build houses or roads; Polluting
2. To calculate the CF values of Students A and B the air by driving cars and operating factories;
as individuals, divide the household CF by Polluting water with sewage or pollution
the number of people in the household. released into waterways. Positive: Setting aside
and caring for national parks; Enacting laws

3. Answers will vary. According to the sample and developing technologies to remove
data, Student A’s household has the greatest pollution from water and air; Planting and
effect on the ecosystem because its per-year cultivating trees and other plants.
carbon dioxide emissions are 8 tons greater
than those of Student B’s household. 2. Because they can’t be replaced, people must
use nonrenewable resources carefully so they
Content Practice A (page 52) will last as long as possible. When using
1. a resource that can be replenished by natural renewable resources, people can be less
processes as quickly as it is used vigilant about the amounts they use. However,
people must still be careful to avoid degrading
2. a natural resource that is used up faster than
the resource or the environment.
it can be replaced by natural processes
3. Possible answer: For a long time, humans used
3. the exhaustion of one or more resources in
CFCs in a variety of products. Although these
an area
chemicals appeared to be harmless, they were
4. Burning fossil fuels leads to smog formation actually destroying the layer of ozone in
and acid rain; applying chemical fertilizers to Earth’s atmosphere. This layer blocks large
farmland leads to harmful algal blooms in amounts of harmful UV radiation from
lakes and streams. reaching Earth’s surface. When scientists
5. the amount of greenhouse gases emitted by a discovered that CFCs were destroying the
person, an organization, an event, or a product ozone layer in the 1970s, CFCs were banned
and other materials were substituted for them.
6. (any one of the following) developing
renewable energy resources that can reduce 4. Answers will vary but should identify reasons to
pollution and people’s dependence on fossil protect the environment, including conserving
fuels; making and enforcing environmental resources, protecting public health, and
laws; and taking steps in people’s daily lives preventing pollution. Students should identify
to reduce their impact on the planet. a problem and include actions within the 5Rs

Answers continued
that can make a difference, such as reducing benefits outweigh the problems and justify
waste, reusing materials and products, restoring their conclusions.
damaged ecosystems, or recycling wastes.
Challenge (page 60)
Key Concept Builder (page 55) Sample answer:
Questions and answers will vary. Questions should Acid Rain—Good News and Bad News
reflect human influences on ecosystems, and
answers should detail the influences. Many coal-burning power plants use high-sulfur
coal because it is cheap and plentiful. The bad news
Key Concept Builder (page 56) is that the smoke produced by burning this type of
1. the upper portion of the Northern hemisphere coal produces sulfur dioxide. The good news is that
smokestacks were introduced that reached above
2. Possible answer: The ozone layer may have
65 m so local trees and animals could be saved. But
depleted.
the bad news is that the sulfur dioxide was wind
3. High UV levels damage DNA, increase skin blown into another area and caused problems there.
cancer rates, and disrupt photosynthesis.
Students might include further information as
Key Concept Builder (page 57) summarized below:
1. renewable For completed table, see page T18.
2. reduce Lesson Quiz A (page 61)
3. electricity True or False
4. carbon dioxide 1. F; recycle
5. quality 2. F; nonrenewable
Drawings should reflect the chosen renewable 3. T
energy source and should be labeled. Statements 4. T
should correctly explain how the renewable energy
Matching
resource functions.
5. B
Key Concept Builder (page 58) 6. C
1. recycle
7. D
2. restore
8. A
3. recycle

4. restore
Short Answer
5. rethink 1. Planting trees is a way to restore forests that
6. rethink have been cut down or damaged. One
of the 5Rs is restore, which is repairing or
7. reduce
reestablishing habitats and ecosystems that
8. reuse have been damaged.
9. reduce 2. Although fossil fuels are still being created,
their creation takes millions of years. Fossil
Enrichment (page 59) fuels are taken from the ground and used at
1. Answers will vary. Possible answer: Some of a much faster rate than they are replenished.
the nitrogen applied to farm soil would likely This makes fossil fuels a nonrenewable
be absorbed by the crops in the field. Some resource.
would stay in the soil, and the rest would
become part of the agricultural runoff and 3. Students should identify and explain one of
flow into nearby water. In water, the nitrogen the following laws: the Endangered Species
would provide nutrition for aquatic plants, Act, the Clean Air Act, the Clean Water Act.
but it could cause algae to grow excessively, Possible answer: The Clean Water Act
depleting some of the water’s oxygen and regulates the discharge of pollutants into
killing some organisms. waterways and has made significant
improvements in water quality.
2. The benefits of a nitrogen-based fertilizer are
that it can increase crop yields and can help Matching
produce enough food for Earth’s population. 4. B
Problems associated with it can include 5. C
environmental contamination, water 6. D
pollution, and the destruction of plants and
wildlife. Students should discuss whether 7. A

Answers continued
Labs A and B (pages 63, 66) leaving a room and running the dishwasher
7. Answers will vary, but should include correct and clothes washer and dryer only when they
labeling and construction of the graph and an are full.
analysis about the changes in the carbon • Add the name of each household member to
footprint over time that correctly describes the rows of your chart.
the changes shown in the graph. • Attach a writing utensil to the poster so
8. Answers will vary, but may include examples everyone can easily make check marks each
such as: (1) the intended function of the boot: day when they have performed an energy-
is a leather boot necessary, or would a fabric conscious habit.
or synthetic upper be acceptable? (2) Are the • Each day for the specified time frame, keep
raw materials used for the inner and outer track of the household’s habits.
soles leather, rubber, recycled, or synthetic
materials? (3) Where was the boot produced? Analyze and Conclude Students should present an
Example: China makes most of its power by analysis of their data and some conclusion.
burning coal, emitting more carbon than, for Chapter Key Concepts Builder (page 70)
example, France, which uses mostly nuclear
Students should work cooperatively. Displays should
power. (4) Is the 198-pound boot of higher
clearly identify any renewable energy resources and
quality, and will it function better and last
environmental laws. It should also list ways that
longer before having to be replaced?
people can use it to lessen their impact on the
Communicate Your Results When creating their planet. Displays should be neat and should
presentation, encourage students to consider the incorporate spelling and grammatical rules. Displays
benefits that the food industry could gain by should also demonstrate novelty and creativity.
publishing the carbon footprint of their products.
For example, more people might buy the product Chapter Test A (page 71)
because they want to support companies that are Multiple Choice
environmentally conscious. 1. B
Extension Students may choose to select a product 2. C
that they are particularly fond of or familiar with. 3. C
After students have completed their graphic organizers,
open a dialogue in the classroom. What can be done 4. C
to reduce the carbon footprint of the product? 5. B
Lab C (page 69) 6. B
Please note: 7. C
• Students must complete Lab B before they are
Chapter Test A (page 72)
assigned Lab C.
Completion
• The procedure given below is just one 8. consumer
possibility of many.
9. detritivore
• If you have students perform the labs they
design, make sure proper safety precautions 10. habitat
are included before allowing them to 11. niche
proceed. Interpreting a Diagram
Sample procedure: 12. It is an energy pyramid.
Ask a Question How do I remind my household of 13. They eat other organisms or are eaten by them.
everyday habits to reduce our carbon footprints and 14. Energy is transferred between them.
keep daily record of our progress?
Form a Hypothesis Student hypotheses will vary, but Chapter Test A (page 73)
the following is an example: If I create a chart on a Short Answer
poster with daily habits to follow for each member of 15. Where there is overpopulation, there are not
my household, then our habits will improve because enough resources to support the population.
we will have a daily reminder of our actions and The habitat is degraded, and population
progress. decreases as lack of resources such as food
cause individuals to starve or move out of an
Test Your Hypothesis Testing procedures will vary, but
area. When population is below carrying
the following is an example:
capacity, there are enough resources for the
• Create a poster of a chart with rows for daily population, the environment is not degraded,
habits that each member of the household can and population can increase.
follow, such as turning off the lights when

Answers continued
16. Possible answers: carbon dioxide in the air, 15. Renewable resources are those that are
carbon as part of fossil fuels in the ground, replenished as fast or faster than they are
carbon as a part of carbon compounds in used. Nonrenewable resources are those that
plant and animal tissues. are used faster than they are replenished and
17. Possible answer: Fossil fuels such as coal, oil, will at some point be used up.
and natural gas are nonrenewable. These 16. Burning fossil fuels releases greenhouse gases
resources are nonrenewable because they are such as carbon dioxide. These greenhouse
used up faster than they can be replaced by gases help trap Earth’s heat in the atmosphere,
natural processes. maintaining the planet’s average global
Concept Application temperature. When fossil fuel burning
18. Possible answer: Competition is interaction increases, the amount of carbon dioxide
between two or more organisms that need the released into the atmosphere also increases.
same resources at the same time. An example is This results in global warming, or the increase
hawks and foxes that compete for small animal in Earth’s average atmospheric temperature.
prey in an environment such as a meadow. 17. The 5Rs are restore, rethink, reduce, reuse,
19. Possible answers: People can conserve water and recycle.
and energy by using them sparingly. For Concept Application
example, people can turn off lights when they 18. Earth has a finite supply of nitrogen. All the
are not in use. They can take shorter showers. nitrogen on Earth and in the bodies of living
Materials can also be recycled or repurposed organisms has been recycled through the
so fewer resources are taken from the nitrogen cycle for millions of years. The cycle
environment. begins as nitrogen gas in the atmosphere is
changed by bacteria and lightning so it is usable
Chapter Test B (page 74) by plants. Consumers eat the plants, and the
Multiple Choice nitrogen becomes a part of molecules in their
1. D cells. When the organisms containing nitrogen
2. C die and decay, the nitrogen returns to the soil
and the atmosphere and can be recycled again.
Completion
3. consumer 19. Answers will vary, but students should
identify strategies that employ the 5Rs, such
4. detritivore
as reducing the use of resources or using more
5. habitat renewable resources, reusing products,

6. niche recycling materials, and restoring degraded
natural environments.
7. population
8. Carrying capacity Chapter Test C (page 77)
Multiple Choice
Chapter Test B (page 75) 1. B
Interpreting a Diagram 2. D
9. It models feeding relationships in an ecosystem.
3. D
10. Robins are eaten by hawks.
Completion
11. There is a loss of useful energy as you move 4. consumer
up levels on an energy pyramid. As a result, as
you move higher, the number of organisms 5. detritivore
that can be supported decreases. 6. habitat
12. plants → robins → hawks 7. niche
Short Answer 8. population
13. An increase in parasites could result in a
9. Carrying capacity
decrease in the population of host organisms.
Because organisms in an ecosystem are linked, Chapter Test C (page 78)
the decrease in or disappearance of the Interpreting a Diagram
population of one organism could negatively 10. It models the feeding relationships and
affect the survival of other populations. movement of energy among organisms in an
Chapter Test B (page 76) ecosystem.
14. Population density refers to the population 11. Each level of the pyramid represents a link in
compared to the amount of space available. an ecosystem food chain. The amount of
available energy decreases as you move up the

Answers continued
food chain in an ecosystem. So each level of a host population and eventually harm itself
the pyramid is smaller than the one below it. by destroying its own food source.
12. It is lost as heat energy. Concept Application
13. Organisms at the bottom are producers. If they 17. If a population has decreased but the
disappeared, no food or energy would be population density has increased, then living
available to any of the other organisms in the space for the population has also decreased.
ecosystem. Organisms would die, and the This could happen if a habitat is damaged or
ecosystem would collapse. destroyed. For example, if humans build
houses in the meadow, it would decrease the
Short Answer amount of space in the meadow for the
14. Plants take in carbon dioxide and release rabbits. Population density could increase
oxygen as part of photosynthesis. Most even with a decrease in population.
organisms, including humans, take in oxygen
and release carbon dioxide as part of respiration. 18. Whether it is renewable or nonrenewable
depends on the rate at which the water is
15. A niche is the specific way in which a species used. The aquifer could be a renewable
interacts with resources in its habitat to resource if the water was used at a slower rate
survive. Even in one habitat, there are many than its rate of replenishment. However, if the
niches. To avoid destructive competition in water is used at a rate that is faster than its
which more than one species competes for rate of replenishment, the aquifer becomes a
the same resources, only one species in an nonrenewable resource that could eventually
ecosystem occupies each niche. be used up.
Chapter Test C (page 79) 19. Answers will vary but should identify a resource
16. Parasitism involves a symbiotic relationship in under threat and describe a plan to protect it.
which a parasite species lives off a host species, Students can include some strategies from the
harming or killing it. As a result, parasites keep text, including the 5Rs. Students’ answers
down the population of host species. If the should include a description of their goal and
parasite population increased, it could destroy a method of measuring their success.

Answers continued
Charts and Tables
Challenge (page 60)
Students might include further information as summarized below:
Bad News Good News
In the upper atmosphere, sulfur combines with water The Clean Air Act was enacted in 1970 to reduce the
vapor to produce sulfuric acid. amount of carbon dioxide emissions. The Act was
This falls as rain or snow. The acid can be far from its amended in 1990 to include SO2 and NOx.
source when it falls. Recent studies have shown that previously damaged
In the 1970s, the lakes of Sweden were beginning to die. soils and lakes had less sulfuric acid.
The trees of the Black Forest of Germany were beginning Even though not as much progress has been made
to die. against acid rain, some progress has been made to
Acid rain was severe in the northeastern United States reduce sulfuric acid.
and Canada. Now that scientists understand that nitric acid remains a
The rain in these areas was unusually acidic. problem, more can be done to reduce it.
Nitrous oxides are produced in the same way as sulfuric There have been new discoveries about interacting
oxides and contribute to acid rain. elements in the environment that tend to buffer acid
Recent studies have shown that previously damaged rain, such as calcium, magnesium, sodium, and
soils and lakes had less sulfuric acid, but were still just as potassium.
acidic over all because of the NOx that had not been
reduced.
Gains against acid rain have not been as great as had
been hoped with the passage of the 1990 amendments
to the Clean Air Act.

Answers continued
MiniLab (page 51)
Household Energy Use of Student A and Student B

Type of Energy Student A’s Household Student B’s Household
Home energy single-family detached, 3BR 5-unit apartment building, 2 BR
Efficient heating and cooling very little some areas
Unplug appliances when not using sometimes sometimes
Reduce energy use for hot water sometimes not yet
mid-size car (8.50–12.75 km/L) large car (less than 8.50 km/L)
Drive
32,186.88 km per year 24,140.16 km per year
Flights 2 long flights per year 1 long and 1 short flight per year
Meat is served most days, but not

Food and diet Most meals include meat.
every meal includes meat.
Eat organic food rarely sometimes
recycle all materials that are locally

Recycling some recycling
recyclable
Compost food and yard trimmings all the time rarely


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Interactions Within Ecosystems

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iv Interactions Within Ecosystems

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Interactions Within Ecosystems v

Get Ready to Read

Interactions Within Ecosystems

Before You After You

1. In symbiosis, two species cooperate in a way that

2. Overpopulation can be damaging to an ecosystem.

3. Sunlight provides the energy at the base of all food chains

4. A detritivore is a type of carnivore.

5. Human actions can have unintended effects on the

6. The only job of the U.S. Environmental Protection

What have you learned?

Interactions Within Ecosystems 1

predator, feeding on another in a community are interconnected

Interactions Within Ecosystems 3

renewable resource can be

resource depletion exhaustion of

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4 Interactions Within Ecosystems

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Interactions Within Ecosystems 5

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Interactions Within Ecosystems 7

Launch Lab LESSON 1: 20 minutes

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