How to Use This Presentation To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” To advance through the presentation, click the right-arrow key or the space bar. From the resources slide, click on any resource to see a presentation for that resource. From the Chapter menu screen click on any lesson to go directly to that lesson’s presentation. You may exit the slide show at any time by pressing the Esc key. How to Use This Presentation To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” To advance through the presentation, click the right-arrow key or the space bar. From the resources slide, click on any resource to see a presentation for that resource. From the Chapter menu screen click on any lesson to go directly to that lesson’s presentation. You may exit the slide show at any time by pressing the Esc key.

Chapter Presentation Transparencies Image and Math Focus Bank Bellringers Standardized Test Prep Visual Concepts Copyright © by Holt, Rinehart and Winston. All rights reserved. Chapter menu Resources

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Table of Contents Section 1 Everything Is Connected Section 2 Living Things Need Energy Section 3 Types of Interactions Chapter 12 Interactions of Living Things

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Everything Is Connected Bellringer Think of all the things that make up a pond in the countryside. List all the parts of the pond’s ecosystem in your science journal. Then draw an illustration of a pond ecosystem. Are all the parts of the ecosystem living? Explain your answer. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Objectives Identify how biotic and abiotic factors of the environment are interrelated. Describe the five levels of environmental organization. Describe how the availability of an abiotic factor can affect a biotic factor. Chapter 12 Section 1 Everything Is Connected

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Ecology is the study of the interactions of organisms with one another and with their environment. The Two Parts of the Environment All of the organisms that live together and interact with one another make up the biotic part of the environment. The abiotic part of the environment consists of the nonliving factors. Section 1 Everything Is Connected Studying the Web of Life

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Organization in the Environment The environment may seem disorganized. However, the environment can be arranged into different levels. The five levels of the environment are shown on the next slide. Chapter 12 Section 1 Everything Is Connected Studying the Web of Life, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Section 1 Everything Is Connected

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Populations Each animal is a part of a population, or a group of individuals of the same species that live together. Communities A community consists of all of the populations of species that live and interact in an area. Chapter 12 Section 1 Everything Is Connected Studying the Web of Life, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Studying the Web of Life, continued Chapter 12 Section 1 Everything Is Connected

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Ecosystems An ecosystem is made up of a community of organisms and the abiotic factors of the community. The Biosphere The biosphere is the part of Earth where life exists. It extends from the deepest parts of the ocean to high in the air where plant spores drift. Chapter 12 Section 1 Everything Is Connected Studying the Web of Life, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Living Things Need Energy Bellringer Indian pipe is a plant that is completely white—it has no chlorophyll or chloroplasts to give it a green color. Do you think this plant could be a producer? If not, where do you think it could get the energy it needs to survive? Write your answers in your science journal. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Objectives Describe how energy from sunlight passes through an ecosystem. Explain how decomposers reshape a landscape. Explain how energy flows through a food web. Describe how the removal of one population in an ecosystem can affect other populations in that ecosystem. Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Energy Connection Producers Organisms that use sunlight directly to make food are producers. They make food by using a process called photosynthesis. Consumers Organisms that eat other organisms are called consumers. Decomposers Organisms that get energy by breaking down dead organisms are called decomposers. Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Energy Connection, continued Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Energy Connection, continued Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Comparing Consumers and Producers Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Food Chains and Food Webs A food chain is a diagram that shows how energy in food flows from one organism to another. A food web is a diagram that shows the feeding relationships between organisms in an ecosystem. Chapter 12 The Energy Connection, continued Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Energy Connection, continued Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Energy Pyramids An energy pyramid is a triangular diagram that shows an ecosystem’s loss of energy, which results as energy passes through the ecosystem’s food chain. Chapter 12 The Energy Connection, continued Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Wolves and the Energy Pyramid Gray Wolves and the Food Web Gray wolves were brought back to Yellowstone National Park in The U.S. Fish and Wildlife Service thinks the return of the wolves will restore the natural energy flow in the area and bring populations back into balance. Balance in Ecosystems All organisms in a food web are important for the health and balance of all other organisms in the food web. Chapter 12 Section 2 Living Things Need Energy

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Bellringer Make a list of predators that are also prey. Then list some animals that are only predators or only prey. Why do you think some animals fit in only one of these roles while others can sometimes be predators and other times be prey? Record your answer in your science journal. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Objectives Explain the relationship between carrying capacity and limiting factors. Describe four ways that organisms interact with each other. Distinguish between mutualism, commensalism, and parasitism. Give an example of coevolution. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Limiting Factors A resource that is so scarce that it limits the size of a population is called a limiting factor. Carrying Capacity The largest population that an environment can support is known as the carrying capacity. Chapter 12 Interactions with the Environment

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Limiting Factors and Carrying Capacity Chapter 12 Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Section 3 Types of Interactions

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Interactions Between Organisms Individuals and Populations Interact Populations contain individuals of a single species that interact with one another, such as a group of rabbits feeding in the same area. Communities contain interacting populations, such as a coral reef with many species of corals living in the same area. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Individuals and Populations Interact When two or more individuals or populations try to use the same resource, such as food, water, shelter, space, or sunlight, it is called competition. Competition can happen within a population, or between populations. Chapter 12 Competition

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Predators and Prey Predators are organisms that eat all or part of another organism. Organisms that are killed and eaten by other organisms are called prey. Predator Adaptations To survive, predators must be able to catch their prey. Predators have a wide variety of methods and abilities for doing so. Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Prey Adaptations Prey also have many methods and abilities to avoid being eaten. Prey can run away, stay in groups, or camouflage themselves. Some prey are poisonous. Camouflage One way animals avoid being eaten is by being hard to see. Blending in with the background is called camouflage. Chapter 12 Predators and Prey, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Defensive Chemicals Some animals defend themselves with chemicals. The skunk and the bombardier beetle both spray predators with irritating chemicals. Bees, ants, and wasps inject a powerful acid into their attackers. Warning Coloration Animals that have a chemical defense need a way to warn predators that they should look elsewhere for a meal. Their chemical weapons are often advertised by warning colors. Chapter 12 Predators and Prey, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Symbiosis Chapter 12 Symbiosis is a relationship in which two different organisms live in close association with each other. Mutualism is a symbiotic relationship between two species in which both organisms benefit. Commensalism is a symbiotic relationship in which one organism benefits and the other is unaffected.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Chapter 12 Parasitism is a symbiotic association in which one organism benefits while the other is harmed. The organism that benefits is called the parasite, while the organism that is harmed is called the host. Symbiosis, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Types of Interactions Coevolution Chapter 12 What Is Coevolution? When a long-term change takes place in two species because of their close interactions with one another, the change is called coevolution. Coevolution and Flowers Flowers have changed over millions of years to attract pollinators. Pollinators such as bees, bats, and hummingbirds can be attracted to a flower because of its color, odor, or nectar.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Interactions of Living Things Concept Mapping Use the terms below to complete the concept map on the next slide. carnivoresherbivores environmentecosystem sunlightpopulations communitiesconsumers biosphere Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Concept Map Chapter 12 Concept Mapping, continued

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Concept Map Chapter 12 Concept Mapping, continued

End of Chapter 12 Show Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu FCAT For the following questions, write your answers on a separate sheet of paper. Standardized Test Preparation Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 1. When living things die, they are recycled by other organisms in nature. Maggots that feed on the remains of dead organisms are a part of this recycling process. Maggots break down dead organisms so that bacteria and fungi can convert the matter into simpler materials, such as water and carbon dioxide. Other organisms can then use these materials. During this cycle, a maggot would be classified as which of the following? A. a host B. a predator C. a herbivore D. a decomposer Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter When living things die, they are recycled by other organisms in nature. Maggots that feed on the remains of dead organisms are a part of this recycling process. Maggots break down dead organisms so that bacteria and fungi can convert the matter into simpler materials, such as water and carbon dioxide. Other organisms can then use these materials. During this cycle, a maggot would be classified as which of the following? A. a host B. a predator C. a herbivore D. a decomposer

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 2. Jonquila finds an interesting lizard near a pond. Its tail is colored bright yellow and red. What type of defense against predators does this lizard most likely have? F. camouflage G. chemical H. grouping I. remoras Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 2. Jonquila finds an interesting lizard near a pond. Its tail is colored bright yellow and red. What type of defense against predators does this lizard most likely have? F. camouflage G. chemical H. grouping I. remoras Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 3. The characteristics of a praying mantis make it easy for it to be camouflaged by the green stems of plants. While camouflaged, a praying mantis can feed on other insects that inhabit or feed on a plant. If a praying mantis feeds on natural enemies of a plant, what type of relationship is occurring between the praying mantis and the plant? A. camouflage B. competition C. mutualism D. parasitism Chapter 12

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter The characteristics of a praying mantis make it easy for it to be camouflaged by the green stems of plants. While camouflaged, a praying mantis can feed on other insects that inhabit or feed on a plant. If a praying mantis feeds on natural enemies of a plant, what type of relationship is occurring between the praying mantis and the plant? A. camouflage B. competition C. mutualism D. parasitism

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation 4. The upper level of the ocean receives enough sunlight for algae to grow. Lower levels of the ocean receive little if any sunlight. Some parts of the ocean floor can be completely dark. The animals that live on the ocean floor get their food from dead organisms that float down from above. Where would you expect to find the greatest amount of stored energy in the ocean? Where would you find the least amount of stored energy? Explain where you would expect to find producers and consumers.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation 4. The upper level of the ocean receives enough sunlight for algae to grow. Lower levels of the ocean receive little if any sunlight. Some parts of the ocean floor can be completely dark. The animals that live on the ocean floor get their food from dead organisms that float down from above. Where would you expect to find the greatest amount of stored energy in the ocean? Where would you find the least amount of stored energy? Explain where you would expect to find producers and consumers. The upper level of the ocean will have the greatest amount of stored energy. This is where most producers are found. The bottom level of the ocean will have the least amount of stored energy. This is where the consumers, such as carnivores, scavengers, and decomposers exist. Producers that rely on chemicals, rather than light, can live on the ocean floor.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation 5. The diagram below shows the number of seaside sparrows and number of little marsh crabs in a small salt marsh habitat over a five year period. During this time period, there was a disease that killed off most of the cordgrass in the marsh. Continued on the next slide

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation Question 5, continued 5. How many little marsh crabs were alive during the year that the disease occurred?

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation Question 5, continued 5. How many little marsh crabs were alive during the year that the disease occurred? The disease occurred in the third year, and two little marsh crabs were alive during that year.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation 6. The diagram below shows a typical food chain in a grassland ecosystem. Notice that there is a missing entry in the food chain. Continued on the next slide

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation Question 6, continued 6. What description should go next to the drawing of grass to complete the food chain? F. The zebra eats grass. G. Scavengers, such as vultures, eat grass. H. Grass is decomposed by sunlight and water. I. Grass grows by absorbing nutrients from the soil.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 12 Standardized Test Preparation Question 6, continued 6. What description should go next to the drawing of grass to complete the food chain? F. The zebra eats grass. G. Scavengers, such as vultures, eat grass. H. Grass is decomposed by sunlight and water. I. Grass grows by absorbing nutrients from the soil.