IA study guide part 1 Lesson

IA Study Guide Part 1

Due Tuesday, February 25

Standard 1

Standard 1a will have four slides 4.5.6. And 7

Slide 4 is a find and match activity for each of the levels of biological hierarchy.

Remember the first level-individual is the start of roles of life in an area

Slide 5 is understanding spot activity where you have 8 biotic factors and 3 abiotic
factors.

Slide 6 is a fill-in-the-blank terms are in the word bank

Slide 7 is abiotic vs biotic terms

Each slide is worth 5 points equaling 20 points of this study guide

Sev1 a

SEV1. Obtain, evaluate, and communicate information to investigate the flow of
energy and cycling of matter within an ecosystem.

a. Develop and use a model to compare and analyze the levels of biological
organization including organisms, populations, communities, ecosystems, and
biosphere.

Complete the chart (you may use a picture OR a word for the example)

Level Number

Level of Organization

Example

Definition

Level 1

One single lying thing

Level 2

Population

All the american red
squirrels in a forest

Level 3

Level 4

Ecosystem

The living and nonliving things
interacting in an environment

Level 5

Tropical rainforest

Level 6

Biosphere

All the parts of the world that

contain life

An ecosystem is made up of all of
the living (BIOTIC) and non-living
(ABIOTIC) factors.

1. Circle the biotic factors.
2. X-out the abiotic factors.

What type of
ecosystem is
pictured?

_____________

9

population

community

ecosystem

biome

biosphere

organism

4

Temperature

Air

Sunlight

Water

Rocks

Soil

Trees

Fish

Mushrooms

Bacteria

Parasites

Humans

Standard 1b will have four slides 10.11. 12 And 13

Slide 10 is a food web activity where you given a task to predict the outcome of
the web when a couple of the species are removed from it.

Remember what Mr. Allen said about producers influence and how the chain
changes up the trophic levels(primary consumer 2nd trophic level)

Slide 11 is a labeling activity to label the energy pyramid. Can you put the labels in
the right spot?.

Slide 12 is a fill-in-the-blank terms are 10%, heat, and metabolic

Slide 13 is matching with a line the terms to appropriate defnition

Each slide is worth 5 points equaling 20 points of this study guide

Sev1 b

SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy
and cycling of matter within an ecosystem.

b. Develop and use a model based on the Laws of Thermodynamics to predict energy
transfers throughout an ecosystem (food chains, food webs, and trophic levels).
(Clarification statement: The first and second law of thermodynamics should be used to
support the model.)

What would happen if the zebras were removed from this ecosystem?
Include at least 3 complete sentences.

TYPE HERE:

Click and drag each item to the correct space on the energy pyramid

Directions: Fill in the blanks to make the sentence correct by typing in
the red boxes. Double click inside the red box to start typing.

HERBIVORE

CARNIVORE

OMNIVORE

PRODUCER

CONSUMER

DECOMPOSER

DETRITIVORE

An organism that decomposes organic material - i.e. mushrooms

An organism that can eat both plants and animals

An organism that can only eat plants

An organism that uses photosynthesis to make its own energy

An animal that feeds on dead organic matter

An organism that must eat something else to get its energy

An organism that only eats animals / meat

Draw lines the words

and definitions

Standard 1c will have four slides 16.17.and 18

Slide 16 is a find and match activity for the steps in the nitrogen cycle.

Remember the nitrogen in air how is it converted to usable nitrogen for plants.

Slide 17 is a diagram for the carbon cycle.

Slide 18 is the diagram for the hydrological cycle

Each slide is worth 6.6 points equaling 20 points of this study guide

Sev1 c

SEV1. Obtain, evaluate, and communicate information to investigate the flow of
energy and cycling of matter within an ecosystem.

c. Analyze and interpret data to construct an argument of the necessity of
biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to
support a sustainable ecosystem.

nitrogen

Plants can’t use Nitrogen from the air.

Bacteria in the soil ________ Nitrogen so

plants can use it. This process is called

nitrogen ________. The Nitrogen can now

be absorbed by plants through

their________. Animals (and humans) eat

the plants and absorb the ________.

Animal/human waste and matter is

___________ and Nitrogen is released

back into the environment.

decomposed

fix

roots

Use the words in green to complete the
information about the nitrogen cycle.

fixation

photosynthesis

Carbon enters the atmosphere as
____________.One way carbon gets into
the air is through ______ (burning) of fossil
fuels.

CO2 is absorbed by producers such as
green plants that use it to perform
_______________.

Animals consume plants, thereby,
incorporating carbon into their system.

Animals and plants die, their bodies
___________________ and carbon is
released back into the environment.

CO2

decompose
combustion

Use the words in green to complete the
information about the carbon cycle.

EVAPORATION

PERCOLATION

RUNOFF

PRECIPITATION

CONDENSATION

TRANSPIRATION

Standard 1d will have four slides 22.23.24. 25, and 26

Slide 22-26 is divided into three sections. Each section is to have an animal,
plant and climate patterns(think high/low precipitation)

Each slide is worth 5 points equaling 20 points of this study guide

Sev1 d

SEV1. Obtain, evaluate, and communicate information to investigate the flow of
energy and cycling of matter within an ecosystem.

d. Evaluate claims, evidence, and reasoning of the relationship between the
physical factors (e.g., insolation, proximity to coastline, topography) and
organismal adaptations within terrestrial biomes.

There are four terrestrial biomes and one aquatic biome

The four biomes will need climate identification with precipitation and temperature
and abiotic factor identity. Plant factors need name of animal/plant and one
adaptation. Tropical rainforest

plant: Euterpe precatoria

Adaptation: they produce a canopy of large leaves supported by a flexible midrib

Animal: Chameleon

Adaptation: hand shaped to grip branches/grasping hands with split digits that allow them to grip
branches and climb trees

Type here…

(Include geographic location,

rainfall, temperatures, soil

type)

Type here…

(List the plant

adaptations and

cut and paste
common plant

species)

Type here…

(List the animal
adaptations and

cut and paste

common animal

species)

SAVANNA

17

Type here…

(Include geographic location,

rainfall, temperatures, soil

type)

Type here…

(List the plant

adaptations and

cut and paste
common plant

species)

Type here…

(List the animal
adaptations and

cut and paste

common animal

species)

TEMPERATE GRASSLANDS

17

Type here…

(Include geographic location,

rainfall, temperatures, soil

type)

Type here…

(List the plant

adaptations and

cut and paste
common plant

species)

Type here…

(List the animal
adaptations and

cut and paste

common animal

species)

TEMPERATE DECIDUOUS FOREST

16

Type here…

(Include geographic location,

rainfall, temperatures, soil

type)

Type here…

(List the plant

adaptations and

cut and paste
common plant

species)

Type here…

(List the animal
adaptations and

cut and paste

common animal

species)

TAIGA

14

Type here…

(Include geographic location,

rainfall, temperatures, soil

type)

Type here…

(List the plant

adaptations and

cut and paste
common plant

species)

Type here…

(List the animal
adaptations and

cut and paste

common animal

species)

Estuary

14

Aquatic

Standard 1e will have four slides 29.30.31, and 32

Slide 29 is fill-in-the-blank assignment with terms on the right.

Slide 30 is the process of eutriphication on an aquatic biome

Slide 31 and 32 use the red box to find the right term for the description

5 points for each slide a total of 20 points for standard 1e.

Sev1 e

SEV1. Obtain, evaluate, and communicate information to investigate the flow of
energy and cycling of matter within an ecosystem.

e. Plan and carry out an investigation of how chemical and physical properties
impact aquatic biomes in Georgia. (Clarification statement: Consider the diverse
aq

Aquatic ecosystems can be classified by depth, flow,

temperature, and chemistry of the ________. Freshwater

biomes includes flowing-water ecosystems like _________,

as well as standing-water ecosystems like ___________.

_____________ ecosystems have a high salt content like

that of the ocean. ___________ are the most biodiverse

marine ecosystems. _________ are wetlands that form

where rivers meet the ocean - mixing both fresh and

saltwater.

coral reefs

water

rivers & streams

lakes & ponds

marine

estuaries

Drag and drop the words on the right to fill in the blanks

Drag the Square over the one that does NOT belong with the others.

Marsh

Swamp

Coral Reef

Bog

Below, write at least 1 complete sentence below to explain why is does
NOT belong.

Drag the Square over the one that does NOT belong with the others.

Eutrophication

Algae

Phosphorus/Nitrogen

Biodiversity

Below, write at least 1 complete sentence below to explain why is does
NOT belong.