This document provides an introduction to a unit on the terrestrial environment and the biosphere. It begins by outlining the objectives and overview of the unit. The unit will introduce the components of the biosphere, ecosystems and biomes, and interactions among the spheres. It then defines key terms like biosphere, environment, and discusses the three main spheres of the biosphere - the atmosphere, hydrosphere, and lithosphere. The document provides examples of terrestrial and aquatic biomes and discusses abiotic and biotic factors within ecosystems. It also explores interactions between the spheres through examples like the water cycle and food chains/webs.
Dust mites are present in all the households, no matter how clean. They do not live on the humans but live in the bedding, upholstered furniture, carpet and stuffed toys. They live in warm, humid places and feed on the dead skin cells that fall off of the human body. If dust mite waste particles are inhaled or mainly come in contact with skin of a person who is allergic, they may cause runny nose, itchy eyes, it can also leads to stye (Sreeremya, 2018), cough, wheezing and the skin itching(Rosenstreich et al.,1997).
Grade 8 Integrated Science Chapter 19 Lesson 1 on land biomes. This lesson covers basic characteristics of the 7 major land biomes: deserts, grasslands, temperate deciduous forest, temperate rainforest, tropical rainforest, taiga, and tundra. The objective is that students should be able to recall defining characteristics of each biome and identify a biome by temperature and precipitation.
Dust mites are present in all the households, no matter how clean. They do not live on the humans but live in the bedding, upholstered furniture, carpet and stuffed toys. They live in warm, humid places and feed on the dead skin cells that fall off of the human body. If dust mite waste particles are inhaled or mainly come in contact with skin of a person who is allergic, they may cause runny nose, itchy eyes, it can also leads to stye (Sreeremya, 2018), cough, wheezing and the skin itching(Rosenstreich et al.,1997).
Grade 8 Integrated Science Chapter 19 Lesson 1 on land biomes. This lesson covers basic characteristics of the 7 major land biomes: deserts, grasslands, temperate deciduous forest, temperate rainforest, tropical rainforest, taiga, and tundra. The objective is that students should be able to recall defining characteristics of each biome and identify a biome by temperature and precipitation.
Components of Environment | Atmosphere, Hydrosphere, Lithosphere and BiosphereAdeel Abbas
In this ppt lecture, the author has explained environmental chemistry, earth environment, and its components such as Atmosphere, lithosphere, hydrosphere, and Bio or ecosphere.
Read complete articles here
https://themasterchemistry.com/earth-environment-and-its-spheres/
Biogeochemical cycle, any of the natural pathways by which essential elements of living matter are circulated. The term biogeochemical is a contraction that refers to the consideration of the biological, geological, and chemical aspects of each cycle.
Environmental science Module 1 Topic. This PPT is not a work of mine and was provided by our college professor during our graduation, so I am not sure about the original author. The credit goes to the Original author.
Looks at the question of:
HOW MANY BIOMES?
There is no clear answer and the powerpoint goes through the possible answers.
It concludes to five basic biomes that include ‘sub-biomes’.
You need to download PowerPoint in order to view animations.
There is a WORKSHEET that accompanies this POWERPOINT at:
http://www.slideshare.net/yaryalitsa/biomes-worksheet
Components of Environment | Atmosphere, Hydrosphere, Lithosphere and BiosphereAdeel Abbas
In this ppt lecture, the author has explained environmental chemistry, earth environment, and its components such as Atmosphere, lithosphere, hydrosphere, and Bio or ecosphere.
Read complete articles here
https://themasterchemistry.com/earth-environment-and-its-spheres/
Biogeochemical cycle, any of the natural pathways by which essential elements of living matter are circulated. The term biogeochemical is a contraction that refers to the consideration of the biological, geological, and chemical aspects of each cycle.
Environmental science Module 1 Topic. This PPT is not a work of mine and was provided by our college professor during our graduation, so I am not sure about the original author. The credit goes to the Original author.
Looks at the question of:
HOW MANY BIOMES?
There is no clear answer and the powerpoint goes through the possible answers.
It concludes to five basic biomes that include ‘sub-biomes’.
You need to download PowerPoint in order to view animations.
There is a WORKSHEET that accompanies this POWERPOINT at:
http://www.slideshare.net/yaryalitsa/biomes-worksheet
INTRODUCTION TO SUSTAINABILITY 7
Ecosystems, food chain and natural cycles on earth. Need for sustainable design in the context of
anthropogenic activities. Climate change, ecological footprint, carbon footprint, loss of bio-diversity,
urban heat islands, energy crisis. Overview of sustainable development. Life cycle analysis. Cradle
to cradle concept
The scope of studying environmental aspects is extremely wide and covers several crucial aspects of almost all disciplines.
The survival of any organism requires a steady supply of food and other materials and removal of waste products from its environment. The degradation of the environment is becoming a serious problem for the existence of human beings and other life. Pollution of soil, water and air causes harm to living organisms as well as loss to valuable natural resources. Several important aspects are studied under the field called as Environmental Studies.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
OVERVIEW
• This slide presentation introduces you to the unit that looks at The
Terrestrial Environment This first lesson of the unit will help you to
understand the components of the biosphere and help you better
understand that the components of your environment are part of the
biosphere.
• In subsequent lessons, you’ll learn about soils which are important to
us for crop production and the various ways that we can conserve it
and keep it fertile.
• You will learn also how living things interact with the non-living
parts of the biosphere, for water and various gases and contribute to
the natural cycling of gases that are components of the atmosphere.
• The final lesson in this unit explores various natural disasters that can
adversely affect the entire biosphere.
2
3. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
OBJECTIVES
On completing this slide presentation, you should be able to:
•define the term ‘biosphere’.
•recall and define the term ‘environment’.
•show appreciation for the soil and the sea which are the two most
important outdoor working environments in the Caribbean.
•recall the components of food-energy chains and webs as one type
of interaction in the environment.
•access and share internet information and ideas while working
together.
3
NOTE: For some activities, you will be asked to type your
responses in boxes. To do so, you must be in Slide Show
View. You can enter and delete text in the box in Slide Show
View.
4. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
1: The Biosphere
• Look carefully (again) at the cover slide… (Click the home button
below to go directly to the cover slide) there’s the blue sky or
atmosphere above, you’ll see water in the ocean in the distance
and you’ll also see the land with its soil in which grow green
plants and where humans build structures/houses and other
organisms live as well.
• Look at the next slide --- You’ll also see these three areas as well.
• In both, there are three distinct yet overlapping areas, or spheres,
that are a part of what we call the biosphere!
4
5. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
So….. what is the biosphere?
5
ATMOSPHERE
O2, N, CO2, other gases,
water vapour, ozone,
temperature changes
HYDROSPHERE
all water in rivers, streams,
oceans and seas, rain and
*snow, glaciers and polar
ice caps
LITHOSPHERE
layers of the Earth’s crust,
rocks, soil, mineral
particles (e.g. clay, sand)
Did You Know?
In recent times, some
scientists have named
the *Cryosphere as
all the frozen parts of
the Earth system, so
that would include
snow, sea ice, glaciers
and polar ice caps!
?
Fort Clarence Beach and Sea
Click “?” below each word to find out.
?
?
6. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
The Biosphere
• Find out more; watch this video>
http://video.about.com/geography/The-Four-Earth-Spheres.htm
6
The biosphere isis
thethe thin ‘envelope’
of soil, water and
gases/air on theon the
Earth where lifeEarth where life
exists! Itexists! It is the
environment an
organism lives in!
Image: Credit: Erle Ellis
Recall this
hierarchical levels
of organization
into which the
earth, biosphere,
biomes and
organisms fit.
7. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
The Biosphere
• The biosphere can really be thought of as a large, global
ecosystem that can be broken into regional or local biomes.
These two terms are often used interchangeably.
• The biosphere integrates all living beings and their relationships,
including their interactions with the elements of the lithosphere,
hydrosphere, and atmosphere.
• The biosphere is our environment in which we live.
7
http://www.answers.com/topic/biosphere#ixz38sspLgDg http://en.wikipedia.org/wiki/Biosphere
8. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
2: Ecosystems and Biomes
• Aquatic biomes are either….
• freshwater or salt water/marine,
• warm water or cool/cold water,
• still water (e.g. ponds, lakes) or
running water (e.g. rivers and
streams)
• Terrestrial biomes are either ..
• dry (deserts) or wet (swamps)
• hot or cold,
• on sloping or on level lands
• forest or non-forest
In Term 1 of Grade 10, you learned that there are differing
environmental systems or ecosystems in many kinds of biomes
that span the land, the oceans and seas. One useful classification
divides biomes into terrestrial and aquatic ecosystems.
Click this video and then check the map on the next slide >
http://www.youtube.com/watch?v=dTaWsFct32ghttp://www.youtube.com/watch?v=dTaWsFct32g
10. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Environmental factors
Within the Biosphere are all of the many ecological systems
(ecosystems) of the Earth, where all biotic elements exist and
interact with the abiotic factors/components of the physical
environment that form the atmosphere, hydrosphere and
lithosphere.
Activity 2.1: Environmental factors
1. You learned about these components last year. Recall and name
these biotic and abiotic elements/components in the box below.
10
Click here for possible answers.
11. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Feedback to Activity 2.1: Environmental factors
Here are two different sets of components that interact together.
Discuss them with your teacher.
11
AbioticAbiotic = non-living physical factors - e.g. temperature, air and
wind speed, pH, rainfall/water/wave action, atmospheric gases,
salinity, turbidity, sunlight, soil/geology and topography of the
area.
BioticBiotic = living organisms - e.g. producers, predators, patho-
gens, consumers, parasites, decomposers - both microscopic and
macroscopic, living in terrestrial environments above or within the
soil and also in aquatic environments, and interacting with each
other and with abiotic components.
13. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Feedback to Activity 2.1
3. List the (a) abiotic factors and (b) biotic components that make
each one different.
The abiotic factors are: 1) strong sunlight thus 2) intensely high
temperature is inferred; 3) = little rainfall is inferred from the fact
that cactus plants grow there and from the name - ‘cactus-thorn
scrub’ - plants with thorns instead of leaves, which help to conserve
water; 4) = very little soil seen – mainly rocks, so it is inferred that
with an absence of adequate soil, the area does not hold much water
for use by plants. The above factors make it a uniquely dry type of
terrestrial environment.
13
13
14. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Feedback to Activity 2.1
3. List the (a) abiotic factors and (b) biotic components that make each one
different.
The Biotic components are: 1) Plants (cactus and dried, thorny Acacia at left
seen if enlarged) Those two species have adaptations to limit water loss by
transpiration. Also, what appears to be land-growing mangroves are
present. The plants are drought-tolerant species that can adapt to respiring,
carrying on nutrition, excretion and reproduction and also making food in a
hot, dry terrestrial forest environment. No animals are seen in this photo,
but it can be assumed that they would be mainly Arthropods (e.g. ants,
beetles, spiders) and Crustaceans (perhaps crabs?) whose body have a
protective shell or coverings that help them retain moisture, as well as lizards
including the Iguana, perhaps some birds and small snakes.
14
18. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Activity 3.1 - Interactions among the
spheres
Feedback to Question 2 (cont’d)
1.Volcanic eruptions form bed-rocks.
2.There is biological weathering of bedrock to form soil which is
used by green plants.
3.The cycling of water from the hydrosphere to/from the
atmosphere and to/from organisms in the biosphere.
4.Gases of the atmosphere are cycled to and from the hydrosphere.
Did you recall that there can be interactions between green plants
and the sun’s energy and the gases of the atmosphere during
photosynthesis and respiration and between organisms via food-
energy chains and web?
18
19. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Activity 3.1 - Interactions among the
spheres
Question 3. Name one thing from each sphere of the Earth system
that you interact with every day.
Question 4. How do they impact your life?
19
Feedback: An example: Each day I drink a glass/box of cow’s milk,
so I’m interacting – not directly - with a biotic member of the
biosphere. The milk provides proteins and vitamins to keep me
healthy.
Click here for possible answers.
20. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Recalling interactions via food-energy
chains and webs
You’ve already explored the important interactions within
ecosystems.
Question 1. What is a food-energy chain?
20
Answer to Question 1. A food chain shows the linear feeding
relationships between organisms within a community. It also shows
the direction in which energy is passed since energy is stored in food
made by plants. The arrows point in the direction of the transfer of
both food and energy, as one organism is eaten by another.
Click here for possible answer.
21. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Recalling interactions via food-energy
chains and webs
Question 2. How does the chain differ from a food-energy web?
21
2. A food-energy web shows that feeding interactions within a
community can be quite complex because there can be several kinds
of producers and also animals as consumers can occupy multiple
trophic levels and different niches as herbivores, carnivores and
omnivores
Click here for possible answers.
23. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Recalling interactions via food-energy
chains and webs
23
Feedback to 4. The turtle as it feeds on waterweeds as well as the
slug.
Qu. 5. Name the animal that is a primary, secondary and tertiary consumer.
Feedback to 5. The Kingfisher bird.
Qu. 4. In the food-energy web on slide 22, which animal is an omnivore?
Click here for possible answers.
Click here for possible answers.
24. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Recalling interactions via food-energy
chains and webs
Question 6. If all of the waterweed died out, which organism would
be most immediately, directly adversely affected? Why?
24
The pond flies- because as a primary consumer it feeds only on water weed;
other primary consumers feed on algae as well as the water weed, so they
would still have food. Dragon flies and frogs would also then be affected as
they feed only on pond flies, who we assume would die out from lack of
food, and also snakes who also feed only on frogs. (However, in a real
ecosystem, animals deprived of their main food source are likely to go
elsewhere in search of food!)
Click here for possible answers.
25. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Terrestrial working environments
Some characteristics of good working environments are:
•Sufficient space available for reasonably large numbers of workers
to be accommodated.
•A ready supply of fresh air circulating, so there should not be
problems with ventilation.
•Sufficient natural lighting to allow workers to move around safely
and to perform their job without having to adopt awkward positions
or strain their eyes to see.
•‘Comfortable’ temperature warm enough for most of the day.
•Accessible water, sanitary & garbage facilities.
•Resource/s available to be used in the work.
•Hazards should be absent or very minimal.
•Area/s for eating/refreshments/relaxation.
25
26. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Activity 4.1: Terrestrial working
environments
• Examine each graphic on each of the next three slides. Either all
or only some of them show images of the soil/land being used as
outdoor working environment.
• Discuss each graphic within your small group. Identify the type of
work seen, or inferred is, being done and decide and agree upon
why that graphic shows a good terrestrial working environment.
• When you finish, participate in the class discussion about each
image.
26
28. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Outdoor terrestrial working environments
28
A
C
C: “A hearty 75-year-old farmer in
southern St. Elizabeth, Jamaica
prepares his field for planting his
next crop of potatoes. (Courtesy D.
Campbell)
B: A cross-country practice run on farm roads
- a combination of dirt, grass, marl, and sand -
rather than on asphalted roads.
B
A:Picking Jamaican cherry coffee berries;
31. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Activity 4.1 – Working environments
Question 1. Which of the next three slides show images in which
Jamaicans are using the soil as important outdoor working
environments? Type your response in the box below.
31
31
Feedback : All the slides show a terrestrial environment which is a
potential outdoor working area involving the use of the soil in some
way. Click the next button for additional feedback.
Click here for possible answers.
32. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Feedback to Activity 4.1 – Working
environments
Question 1. Which of the next three slides show images in which Jamaicans are using
the soil as important outdoor working environments?
Feedback : All the slides show a terrestrial environment which is a potential outdoor
working area involving the use of the soil in some way.
Photo C – definitely shows that soil is being used as an outdoor working environment,
since the farmer is plowing it obviously to plant crops.
A – since the women are picking cherry coffee which is rooted and grown in soil, that
also shows the soil/land as an important working environment.
B – it could be argued that running is not the standard work situation similar to say
plowing the ground for farming. But the soil/land is important for the activity shown
because the people are training for a cross-country run on actual soil/land, rather than
on an indoor or asphalted surface on which running movements would impact their
skeleton and muscles quite differently..
Photos D, E, F – all three images show the soil/land as an important outdoor
terrestrial working environment. In fact, soil is the usual material for plant
growth. F actually shows mining being done in this outdoor terrestrial environment
which provides mineral resources which can be obtained from the soil (lithosphere).
32
32
33. OBJECTIVES
The
Biosphere
Ecosystems
and Biomes
Interactions
among spheres
INTRODUCTION
X
Feedback to Activity 4.1 – Working
environments
Question 1. Which of slides you viewed shows an environment which,
currently , people can use as outdoor working environments?
Photo G - shows a terrestrial environment in which road works and building
of houses could be done and both involve use of/interaction with soil.
Photo H - Devon House provides a terrestrial, outdoor working
environment. People can work there as gardeners, tour guides etc. for this
historic property, and there is space for selling refreshments/snacks, craft
items etc. and using the grounds for study areas and craft fairs.
Photo I - A yam crop that was grown in soil is shown loaded on a truck.
Their growth provides work both directly and indirectly, e.g. working
environments would have been for farmers to plant and dig yams. Others
work to clean the yams and pack them for trucking to be sent for packaging,
inspection and export.
33
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