Bell Ringer 11111 1 Take out your Energy

Bell Ringer: 11/1/11 1. Take out your Energy Flow worksheet for your teacher to stamp 2. While waiting, set up for Cornell notes on loose leaf paper or in your notebook 3. Be mindful of your binder check sheet, you will have opportunities to earn stamps today through participation and thoughtfulness

Announcements: 1. Turn your worksheets in from yesterday, we will go over them tomorrow in class when we work on a graphing activity 2. Wednesday morning and after school are the only 2 tutoring sessions available for you this week prior to your Friday quarterly exam. 3. This Exam is going to be worth SUBSTANTAIL points…it really can make or break your grade so be sure you take a serious approach to studying. (Focus on Ch. 2, but review EVERYTHING) 4. Check HW Page for work due tomorrow: p. 62 -63, #’s 1 -9, 13, 17 -22

Chapter 3: COMMUNITIES AND BIOMES Get out a sheet of paper and be ready for Cornell Notes! Fold your paper, or draw a line down your paper, to divide the sheet up into 2 columns…the left column should be about 1/3 of the page, the right about 2/3 of the page.

Date: 11/1/11 Topic: Communities Ch. 3. 1 Levels of organization Place the following words in the circles in which they belong: • Biological Community • Organism • Population • Biosphere • Ecosystem Biosphere Ecosystem Biological Community Population Organism

• Life in a community • A community is a collection of interacting populations that inhabit a common environment • What are some factors that affect an organism’s ability to survive? • Brainstorm a list of 4 with your partner: • _______________

• What conditions might cause an organism to not be able to survive? • General term for these is limiting factors – any biotic or abiotic factor that restricts population growth – Ex: food availability, temperature, precipitation

• Tolerance: most organisms are able to survive with small amounts of fluctuations in the abiotic and biotic factors – Fluctuations are changes

BR: Succession - Changes over time get your binder check sheet out. • Take out your graph if you didn’t turn it in yesterday leave it on your desk • Think about an abandoned lot near your house (if there is one) or think about what would happen to your lawn if you stopped moving. • Talk to you partner and discuss the following: 1. What plants/animals you currently see there. 2. What plants and animals would you expect there in 5 years? 3. How about 10 years?

Plan for today • • • Finish notes on 3. 1 Turn in graphs (HW) Discuss Graphing Worksheet Discuss “Principles of Ecology” Discuss work from book Pass out ¼ sheet review guides for tomorrow’s exam.

Succession Think CHANGE

• Definition of succession: • Orderly changes & species replacement of communities in ecosystems – Occurs in stages • Types of succession 1. Primary succession – takes place on barren land /w no other living organism • 1 st species to colonize this area are called pioneer species • As pioneer species die, their bodies decompose and help create soil

• Primary Succession Think NO PREVIOUS FORMS OF LIFE – Pioneer Species are the 1 st to arrive

• The Indiana Dunes are an example of primary succession

• Types of succession cont. 2. Secondary succession – sequence of changes that takes place after an existing community is disrupted in some way • Occurs in areas that previously contained life and contain soil • Takes less time than primary succession • Continues until climax community is developed • stable & mature community that changes little over time

Secondary Succession think REPAIR/REGROW • Areas that were once covered by glaciers are a good example to succession too • http: //bcs. whfreeman. com/thelifewire/co ntent/chp 55/55020. html

Practice Create a Venn Diagram in your notes. Compare and contrast Primary Succession (left circle) and Secondary Succession (right circle). Differences go where the circles do not overlap Similarities go where they do overlap Things to think about: Are the starting points the same? Are the organisms the same?

Bell Ringer for 11/7 • Take out your binder check sheet • Get ready for notes (finishing Ch. 3) • HW: p. 83, #’s 1 -6 • EC: Writing about Biology on p. 86 – Must be typed and e-mailed to kmperry@cps. edu, put “Bio EC” in the subject line of the e-mail.

Ch. 3, Section 2 • What is a biome exactly? • Large group of ecosystems that share the same type of climax community • 2 Main types: – Aquatic (water) • 75% of Earth’s surface is covered by water • Most of that is salt water – Terrestrial (land)

• 1. Marine Biomes = oceans, can be very shallow (surface of ocean) or very deep (bottom of ocean) – Photic Zone = portion of marine biome that is shallow enough for sunlight to penetrate – Aphotic Zone = deep water that never receives sunlight

• 2. Estuaries = mixture of freshwater & ocean water; where rivers meet the ocean

• 3. Intertidal Zone = portion of shoreline between high and low tide

• 4. Freshwater Biomes = lakes, ponds, rivers

Terrestrial Biomes

What 2 factors determine what kind of biome forms in a given area? Annual precipitation (rain) Annual Mean Temperature

• 1. Tundra = cold temperatures, short growing season – Permafrost = a layer of permanently frozen soil, prevents plants from growing deep roots

• 2. Taiga = cold, conifers (trees that produce cones)

• 3. Desert = less than 25 cm of annual rainfall • Adaptations for living in the desert – Plants = spine, waxy coating, toxins – Animals = nocturnal activity, venom, require less water

• 4. Grassland = rich soil, trees usually by bodies of water, lots of grazing animals

• 5. Temperate Forests = trees lose their leaves each year

• 6. Rain Forests = high biodiversity, found in tropical & temperate (moderate climate) areas

Practice • How are organisms in the photic zone and aphotic zone interdependent? • (Hint: Think about what grows in the photic zone which is exposed to sunlight, what supports the base of ecological pyramids? What happens if a population of one species grows out of control? )