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Deciduous Forest Biomes Your Trip to the Next Biome Takes You to Another Forest

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Deciduous Forest Biomes Your Trip to the Next Biome Takes You to Another Forest S 6.5 Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. d. Students know different kinds of organisms may play similar ecological roles in similar biomes. e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. S 6.6 Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept: b. Students know different natural energy and material resources, including air, soil, rocks, petroleum, fresh water, wildlife, and forests, and know how to classify them as renew­ able or nonrenewable. c. Students know the natural origin of the materials used to make common objects. What defines the ecological roles and adaptations of the organisms found in different biomes? Check What You Know Study the two photographs below. The plant on the left grows in South Africa. The plant on the right grows in Australia. How are the two plants similar? How are they different? Based on the characteristics of the plants, predict the kind of environment in which each one grows. • The images shown here represent some of the key terms in this chapter. You can use this vocabulary skill to help you understand the meaning of some key terms in this chapter. High-Use Academic Words Knowing these high-use academic words will help you understand, discuss, and write about the science content in this chapter. Word I Definition I Example Sentence source n. The beginning; the The sun is our main source (sawrs) p.453 origin of energy. resource n. A material or living thing Coal and oil are resources (REE sawrs) p.453 that people can use that we depend on. sustain v. To keep up; to maintain Food and water are (suh STAYN) p.455 necessary to sustain humans. distinct adj. Different; not the same Each type of bird is distinct. (dih STINKT) p.436 Apply It! Choose the word from the table that best completes the sentence. 1. Forests are a natural ----- 2. Trees in the rain forest form several layers. 3. We can our forests by planting new trees to replace those that we cut down. 4. Insects are a of food for reptiles, birds, and mammals. (page 438) biome desert canopy understory grassland savanna deciduous tree coniferous tree tundra permafrost Section 2 (page 450) estuary intertidal zone neritic zone kelp forests coral reefs plankton Section 3 (page 457) renewable resource clear-cutting selective cutting sustainable yield fishery aquaculture Section 4 (page 462) biodiversity keystone species extinction endangered species threatened species habitat destruction poaching captive breeding Build Science Vocabulary . Online Visit: PHSchool.com Web Code: cwj-411 0 Chapter 11 l I Identify Main Ideas J The main idea in a paragraph is the most important, or biggest, idea. Sometimes the main idea is stated directly. At other times you must identify the main idea yourself. Here are some tips. • Read carefully the first and last few sentences in the paragraph. • Identify the main idea of the paragraph. • Identify a few important details about the topic. Read the paragraph below. In your notebook, write the main idea in the first box. Under it, write a few supporting details. Freshwater ecosystems provide habitats for an amazing variety of organisms. Streams and rivers are home to animals like trout that are adapted to fast-moving water. Ponds are bodies of still, fresh water where dragonflies, turtles, and frogs live. In the open water of lakes and ponds, sunfish feed on insects. Main Idea Streams and rivers are home to animals like trout. Apply It! Complete your graphic organizer by answering the following questions. 1. What is the main idea of the paragraph? 2. What details support the main idea? Complete a graphic organizer like the one above for paragraphs in Sections 2 and 4. Breaking It Down Nothing in an ecosystem is wasted. Even when living things die, organisms such as mushrooms recycle them. This natural process of breakdown is called decomposition. When fallen leaves and other waste products decompose, a fluffy brown mixture called compost is formed. You can observe decomposition firsthand in this chapter project by building a compost chamber. Your Goal To design and conduct an experiment to learn more about the process of decomposition To complete this investigation, you must • build two compost chambers • investigate the effect of one of the following variables on decomposition: moisture, oxygen, temperature, or activity of soil organisms • analyze your data and present your results • follow the safety guidelines in Appendix A Plan It! Your teacher will provide you with a sample of compost material. Observe the wastes in the mixture with a hand lens. Write a hypothesis a bout which kinds of waste will decay and which will not. Next, decide which variable you will test and plan how you wi II test it. Once your teacher approves your.plan, build your compost chambers and begin the experiment. Chapter 11 Section 1 Biomes • How Much Rain Is That? S 6.5.d Students know different 1 kinds of organisms may play similar The table shows the typical amount of precipitation that falls 4 ecological roles in similar biomes. each year in four locations. With your classmates, you will create ,.l S 6.5.e Students know the number a full-sized bar graph on a wall to represent these amounts. y and types of organisms an ecosys­ tem can support depends on the Location Precipitation (em) resources available and on abiotic factors, such as quantities of light Mojave Desert 15 and water, a range of temperatures, Illinois Prairie 70 and soil composition. Great Smoky Mountains 180 ,.. What factors determine the type of biome found in an area? Costa Rican Rain Forest 350 What are the six major biomes? 1. Using a meter stick, measure a strip of adding-machine paper Key Terms 15 centimeters long. Label this strip "Mojave Desert." 2. Repeat Step 1 for the other locations. Label each strip. • biome • desert 3. Follow your teacher's instructions on hanging your strips. _. • canopy Think It Over • understory Developing Hypotheses What effect might the amount of • grassland precipitation have on the types of plants that live in a location? • savanna • deciduous tree • coniferous tree • tundra Congratulations! You've been selected to go on a world expedi­ ~ • permafrost tion to explore Earth's biomes. A biome is a region with a certain climate and certain forms of vegetation. You'll be visiting places ranging from steamy tropical forests to frozen Arctic plains. ~ It is mostly the climate-temperature and precipitation-in an area that determines its biome. Climate limits the species of plants that can grow in an area, which in turn determine what other organisms can live there. Different organisms living in similar biomes may play simi­ lar ecological roles. For example, most continents have a large area of flat, grassy plains. So these continents have organisms that fill the role, or niche, of <<large, grazing herbivore." In North America, these herbivores are the bison. In Africa, they are wilde­ Video Field Trip beests and antelopes. And in Australia, they are kangaroos. Discoverv Channel School Ecologists classify biomes in different ways. ~ The six major Ecosystems and Biomes biomes are the desert, rain forest, grassland, deciduous forest, boreal forest, and tundra. 438. -... Desert Biomes The first stop on your expedition is a desert. You step off the bus into searing summer heat. At midday, it is too hot to walk outside in the desert. A desert is an area that receives less than 25 centi­ meters of rain per year. The amount of evaporation in a desert is greater than the amount of precipitation. Some of the driest deserts may not receive any precipitation Desert Biomes in a year! C"J Desert Deserts often undergo large shifts in temperature dur­ I ing the course of a day. A scorching hot desert like the Namib Desert in Africa cools rapidly each night when the f sun goes down. Other deserts, such as the Mojave in the ~ southwestern United States, are very hot in the summer but often experience freezing temperatures in the winter. Organisms that live in the desert must be adapted to the lack of rain and extreme temperatures. For example, the stem of a saguaro cactus has folds that work like the pleats in an accordion. The stem expands to store water when it is raining. Gila monsters can spend weeks at a time in their cool underground burrows. Many other Try This Activity desert animals are most active at night when the tem­ peratures are cooler. Desert Survival Use a hand lens to carefully FIGURE 1 Desert observe a small potted The Mojave Desert in California is a cactus. CAUTION: Be careful typical hot desert. of the spines. With a pair of Making Generalizations Describe the scissors, carefully snip a small climate conditions of a typical desert. piece from the tip of the cactus. Observe the inside of the plant. Note any characteristics that seem different from those of other plants. Observing How is the inside of the cactus different from the outside? Suggest how the features you observe might be adaptations to its desert habitat. ~ Rain Forest Biomes The next stop on your trip is a rain forest.
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