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ENGAGE your students with opportunities to activate your
classroom.

Biomes and Ecosystems: An ecosystem is a particular Biogeochemical Cycles: These cycles Food Webs and Trophic Pyramids: ENGAGE
N 2 location with interacting biotic and abiotic components. move energy and matter through the Food webs show how all species in
Biomes can be terrestrial or aquatic. All biomes contain biosphere. Each of the four cycles an ecosystem are connected. They
characteristic communities of plants and animals. Terrestrial shown plays an essential role in the reflect how matter and energy move Beyond the Classroom
NH 3 biomes are characterized by their dominant plant growth survival of the Yellowstone ecosystem. between trophic levels.
forms, which are influenced by a region’s annual pattern of (60 minutes) Take students outside to
temperature and precipitation. Aquatic biomes are observe nature in and around your cam-
Consumers
Consumers Producers characterized by salinity, water depth, and flow. Consumers Producers
Runoff and pus or to an adjacent natural area or city
weathering
Decomposers
Decomposers
Decomposers
Decomposers NH 4 – Decomposers park if feasible. Before heading outside,
Dissolved examine Visual Representation 1: The
phosphates Geological
Phosphates
Phosphates uplift Yellowstone Ecosystem with students. Tell
in soil students they will observe nature around
in soil
– –
NO 3 NO 2 their campus and create a drawing similar
Phosphate
rocks to this visual, but with the organisms in
Nitrogen Cycle: Earth’s atmosphere is 78
percent nitrogen. As nitrogen cycles their community. They do not need to be
through an ecosystem, it experiences five Phosphorus Cycle: Phosphorus is a key
major transformations: nitrogen fixation, Competition: Coyotes component of DNA, RNA, and ATP. The good artists—stick figures work as long
nitrification, assimilation, mineralization, Wolf and wolves compete for phosphorus cycle primarily operates
and denitrification. food. The reintroduction between land and water. as they are labeled with good scientific
of wolves has led to a information. Have students bring a note-
decline in the coyote
population. The Trophic Pyramid book to take notes or make drawings as
Secondary 100 J Wolves, you walk through your campus and then
Consumers Coyotes bring them back to class to create their
Coyote
Coyote
Coyote Primary Bison, Elk,
Consumers 1,000 J Beaver, Mice visual representation. Alternatively, you
may have students do this activity entirely
Predation:
Predation: Coyotes are Coyotes are Producers 10,000 J Aspen, outside the classroom if possible.
Wheatgrass
predators that eat deer mice
predators that eat deer mice
and beavers as their prey.
and beavers as their prey. Instruct students to pay attention
Beaver to where they observe biogeochemical
Elk Feedback Loops: cycles on campus, such as decomposing
The reintroduction of wolves to
Quaking Yellowstone has caused a food scraps in a trash can or erosion of
Aspen reduction in elk and an increase soil near a sprinkler. It may be difficult
in the cottonwood trees that elk Copyright 2023 BFW Publishers. Pages Not Final. For Review Purposes Only. Do Not Share.
Evaporation and eat. The growing abundance of Atmospheric CO 2 to observe animals and you may instruct
Transpiration cottonwood trees then led to students to record animals that they have
Deer Mice
larger beaver populations, which Deer Mice Photo-
prefer to eat cottonwood trees. Buffalo Respiration synthesis seen on or near campus at some point in
time. Make sure they don’t forget insects
Consumers Producers as they are probably easier to find than
Surface larger animals. If you are in a very urban
Plant
runoff uptake
Decomposers Volcanic area, this activity can still be done for
sources
Wheatgrass Burial urban ecosystems and it is important for
Wheatgrass
Infiltration
students to understand that nature (such
Primary Productivity: Solar energy is acquired by living Solar energy is acquired by living as crows, raccoons, rats, and landscape
Primary Productivity:
organisms and transferred in the form of organic compounds. Carbon Cycle: Carbon is a critical element plants) occurs in urban environments and
Hydrological Cycle: Water is essential Gross primary productivity is the total amount of solar energy for life. Seven processes drive the carbon
to all life. As it cycles, water moves that the producers in the system capture via photosynthesis. cycle: photosynthesis, respiration, exchange, how biogeochemical cycles impact every
through source and sink reservoirs in Net primary productivity is the energy captured minus the sedimentation, burial, extraction, and ecosystem.
liquid, gas, and solid phases. energy respired by producers. combustion.
of taigas — cold temperatures, low precipitation, and nutrient- The temperate rainforest is a coastal biome typified by
poor soil — determine the species of plants that can survive in moderate temperatures and high precipitation, and is shown
ENGAGE them. In addition to coniferous trees such as pine, spruce, and in FIGURE 2.7. The temperate rainforest can be found in rel-
02_FriedlandRelyea4e_40928_Unit 1_002_093.indd 81 14/10/22 10:19 PM fir, some deciduous trees, such as birch, maple, and aspen, can atively narrow areas around the world. Temperate rainforests
Activity also be found in this biome. The needles of coniferous trees exist along the west coast of North America from northern
(30 minutes) In Handout 7.5: Modeling California to Alaska, in southern Chile, on the east coast of
can tolerate below-freezing conditions, but the deciduous trees
drop all their leaves in autumn before the subfreezing tempera-
Give students the opportunity to ENGAGE Ecological Relationships in the Australia and in neighboring Tasmania, and on the west coast
of New Zealand. Ocean currents along these coasts help to
tures of winter can damage them. When the weather warms,
Yellowstone Food Web, students model
explore the world of science beyond Activity a food web for Yellowstone National Park moderate temperature fluctuations, and ocean water provides
the deciduous trees produce new leaves and grow rapidly.
a source of water vapor. The result is relatively mild summers
Common animal species include beavers (Castor Canadensis),
and demonstrate interactions among
the classroom. Every unit is filled (15 minutes) Show students Figures 2.5 keystone species, producers, and all and winters, compared with other biomes at similar latitudes,
brown bears (Ursus arctos), and wolverines (Gulo gulo).
and a nearly 12-month growing season. In the temperate
Because taigas have poor soils and short growing sea-
with activities and labs that help through 2.13 without the captions so the levels of consumers. rainforest, winters are rainy and summers are foggy.
sons, they are poorly suited for agriculture. However, they
The combination of mild temperatures and high precip-
serve as an important source of trees for pulp, paper, and
TRM Handout 7.5: Modeling Ecological
students develop their research skills. biomes are not identified. Handout 2.4: Relationships in the Yellowstone Food itation supports the growth of very large trees. In North
building materials. As a result, many taigas have been exten-
Biome Matching Game contains modi- Web sively logged. Other threats to taigas include mining and the America, the most common temperate rainforest trees are
Activities provide students the chance fied figures you can use for this activity. extraction of oil and gas. coniferous species, including fir, spruce, cedar, and hemlock
as well as some of the world’s tallest trees: the coastal red-
Divide students into groups or pairs,
to work with real data or do hands-on and provide each with a list of the nine Temperate Rainforest woods (Sequoia sempervirens). These immense trees can live
hundreds to thousands of years and achieve heights of 90 m
Moving to the mid-latitudes, we find that the climate is more
terrestrial biomes. Have them match each
projects that will help them understand Mo dule 7 figure to the correct biome. temperate, with average annual temperatures between °5C and (295 feet) and diameters of 8 m (26 feet). Because many
of these large tree species are attractive sources of lumber,
81

20
4
°C ( °1F and
module concepts. Many activities also Module 7 Trophic Levels, Energy Flow and the 10% Rule, Food chains, and Food Webs °68 F). A range of temperate biomes exists in much of this biome has been logged and subsequently con-
this area including temperate rainforest, temperate seasonal for-
verted into single-species tree plantations.
As we have already seen, coniferous trees produce needles
include the estimated duration to help Differentiate: For a more challenging est, woodland/shrubland, and temperate grassland/cold desert. that are slow to decompose. The relatively cool temperatures
activity, separate the picture, graph, and
you plan what you have time for in map in each figure, and have students Temperate rainforest A coastal biome typified by moderate in the temperate rainforest also favor slow decomposition,
although it is not nearly as slow as in taiga and tundra. The
your lessons, or differentiation ideas match the separate images to the correct temperatures and high precipitation. nutrients released are rapidly taken up by the trees or carried
to meet each student at their level of biome.

preparedness. TRM Handout 2.4: Biome Matching
Game
30°N
Equator
30°S
TE-xvi Features of the Teacher’s Edition
Nanaimo Departure Bay, British Columbia, Canada
40 400
30 300
200
20
Average temperature (°C) 10 0 100 Average precipitation (mm)
0
FIGURE 2.7 Temperate rainforest
01_friedlandrelyeaTE4e_47542_FM_i_liii.indd 16 –10 27/01/23 1:11 PM
biome. Temperate rainforests have
–20
–30 moderate mean annual temperatures
and high precipitation that supports
J F M A M J J A S O N D the growth of very large trees. (BGSmith/
Month Shutterstock)
SECOND PASS
34 UNIT 1 ■ The Living World: Ecosystems
Friedland_2e_Fg12.07 - May 7, 2014
02_FriedlandRelyea4e_40928_Unit 1_002_093.indd 34 14/10/22 10:15 PM
34 Unit 1 The Living World: Ecosystems