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Mr &
Mrs Smiths' Life Science
Unit 3 Ecology
Chapter 21 Populations and Communities
Last Updated 6/7/2006
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Previous: Endocrine System and
Reproduction Next: Ecosystems and Biomes
Teacher Resources Student Extra Credit
21-1
Living Things and the Environment |
21-3
Interactions Among Living Things |
21.2
Studying Populations |
21-4 Changes in Communities |
| Day 1 |
| Topic 21-1 Habitats and Biotic-Abiotic Factors |
| Objectives Explain how organisms may have the same habitat but not the same niche. |
| State Goals |
Classwork-Homework
VocabularyHabitat: place where an organism lives, grows and reproduces Niche: organism's role, or job, in its habitat Biotic Factors: The living parts of a habitat Abiotic Factors: The nonliving parts of an organism's habitat.
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| TEC |
Resources Niche Information from
Natureworks. |
| Day 2 | ||||||||
| Topic 21-1 Levels of Organization | ||||||||
| Objectives Describe the parts of an ecosystem. Describe how organisms interact with their environments. |
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| State Goals | ||||||||
| Classwork-Homework
Vocabulary Population: group of the same kind of organisms living in a certain place Community: all the populations that live in a certain place and can interact with one another Ecosystem: group of communities interacting with each other and the nonliving parts of their environment Environment: everything that surrounds an organism and acts upon it Ecology: study of the relationship between living things and their environments Interact: process of organisms acting upon one another or on the nonliving parts of their environment
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| TEC | ||||||||
| Resources Ecology |
| Day 3 |
| Topic 21-2 Studying Populations |
| Objectives Describe methods for determining the size of a population. Explain the causes of changes in population size. Identify factors that limit population growth. |
| State Goals |
Classwork-Homework 
Prentice Hall 711-718
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| TEC |
| Resources |
| Day 4 | ||||
| Topic 21-2 Limiting Factors | ||||
| Objectives Explain what affects population size. Create a population line graph. Hypothesize limiting factors. Infer the affect of a predator prey relationship. |
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| State Goals | ||||
| Classwork-Homework Vocabulary Limiting Factor: condition in the environment that put limits on the size of a population can grow to Range: area where a type of animal or plant population is found Carrying Capacity: largest population that can be supported by the available resources of an area
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TEC
Graphing Population Growth Globe Fearon p.263 Deer/Wolf Graph with directions |
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Resources How Many Bears Can
Live In the Forest? |
| Day 5 |
| Topic 21-3 Interactions among Living Things |
| Objectives Explain how an organism's adaptations help it survive. Describe the major kinds of interactions among organisms in an ecosystem. Identify the three types of symbiotic relationships. |
| State Goals |
| Classwork-Homework
Prentice Hall 722-729
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| TEC |
| Resources |
| Day 6 |
| Topic 21-3 Competition and Predation |
| Objectives Explain how interactions between living things help maintain balance in an ecosystem. Describe the three types of symbiotic relationships. |
| State Goals |
| Classwork-Homework Vocabulary Competition: struggle among organisms for resources in an ecosystem Predation: relationship in which an organism kills and eats other organisms Predator: organism that kills and eats another organism Prey: organism that is killed and eaten by another organism Symbiosis: relationship between different species living in close association with one another Host: organism a parasite feeds on Symbiotic
RelationshipsMutualism: relationship between organisms that benefits both of them Commensalism: relationship between organisms in which one benefits and the other is unaffected Parasitism: relationship between organisms in which one lives on or in another organism and causes it harm Gator Hole Notes and Pictures Gator Hole Graphics: Naturescope: Wading
Into Wetlands p.40-41 & 44-45 Gator Hole Graphics Questions |
| TEC |
| Resources |
| Day 7 |
| Topic 21-4 Changes in Communities |
| Objectives Describe the differences between primary and secondary succession. |
| State Goals |
| Classwork-Homework Prentice Hall
730-733
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| TEC From
Pond to Forest Science Explorer page 77 |
| Resources |
| Day 8 |
| Topic 21-4 Succession |
| Objectives Describe how communities of organisms develop. |
| State Goals |
| Classwork-Homework Vocabulary Succession: gradual change in populations of organisms that occurs when the environment changes Primary Succession: changes that occur in an area where no soil or organisms exist Pioneer Species: first species to populate an area Climax Community: last community in a succession
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| TEC |
| Resources How a Field Becomes a Forest How is it
that barren farm land was able to become the forests of today? The answer lies in a
process known as "succession," a natural pattern of ecosystem change that takes
place over time. |
Fire On the Mountain
| Day 9 |
| Topic Lab: Weather and Whooping Cranes |
| Objectives Create graphs and tables. Study the whooping crane population. |
| State Goals |
| Classwork-Homework
Weather and Whooping Cranes Science Explorer pages 81-85 |
| TEC |
| Resources |
| Day |
| Topic |
| Objectives |
| State Goals |
| Classwork-Homework |
| TEC |
| Resources |
Previous: Endocrine System and
Reproduction Next: Ecosystems and Biomes
TEACHER RESOURCES
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| BIOTIC & ABIOTIC |
| Making Community
Measurements: Biotic Factors |
| CARRYING CAPACITY |
 Environmental
Biology-Ecosystems The
main concepts we are trying to get across in this section concern how energy moves through
an ecosystem. If you can understand this, you are in good shape, because then you have an
idea of how ecosystems are balanced, how they may be affected by human activities, and how
pollutants will move through an ecosystem. |
| CONSUMERS |
| Nutrition
Identify animals as herbivore, carnivore, or omnivore by the type of teeth and
pattern they have. |
| Wildlife Skull Activities
A few relatively simple observations of an animal’s skull can tell us what the animal
ate, whether the animal was predator or prey, and which senses were most important to the
animal’s survival. |
| ECOLOGY |
| Ecology |
| Ecology: Environmental Education on the Web "Eco-" means home,
habitat, or environment. "-ology" means what is believed to be true about
science. Ecology is the scientific study of the complex inter-relationships between
living organisms and their environment. A great on-your-own learning site. |
| ENVIRONMENT |
| Environmental
Biology-Ecosystems The
main concepts we are trying to get across in this section concern how energy moves through
an ecosystem. If you can understand this, you are in good shape, because then you have an
idea of how ecosystems are balanced, how they may be affected by human activities, and how
pollutants will move through an ecosystem. |
| LIMITING FACTORS |
| How Many Bears Can
Live In the Forest? In this activity, the black bears are the focus in order to
illustrate the importance of suitable habitat for wildlife. |
| POPULATION |
| Population Clock
Check out the population of the
world and the United States. The populations displayed on the clock are not intended
to imply that the population of the world is known to the last person. Rather, the clock
is our estimate of the world population size and an indication of how fast it is growing. |
| U.S. Census
Bureau What is the population of the United States? Check out all of the
sources from the 2000 Census. |
| PREDATORS and PREY |
| Predator
and Prey Learn
about animal predators and their prey. A Web Project by Second Graders at the
Beswick Academy. |
| SUCCESSION |
| From
Forest to Farm Analyze an essay timber harvesting and forest regeneration in
Petersham, Massachusetts. |
| How a Field Becomes a Forest How is it
that barren farm land was able to become the forests of today? The answer lies in a
process known as "succession," a natural pattern of ecosystem change that takes
place over time. |
Art
|
 Bermuda Wave Height
Graphing Activity Calculate average wave heights and plot the data. |
| State of the States Worksheet The 2000 Census revealed some
interesting facts and trends. No states lost any of their population, but the population
is shifting to the west and to the south. To learn more about how the US changed
during the last decade complete the State of the States Worksheet using Table 1: Resident Population of
the United States |
| World Population 1950-2050 Create a World Population Graph
using the data provided. |
Previous: Endocrine System and
Reproduction Next: Ecosystems and Biomes