STATION 1: BIOTIC vs. ABIOTICSeparate the pictures into the appropriate group to which they belong. Have teacher check before moving on. Answer the questions on your review sheet.

Biotic Abiotic

STATION 2: SYMBIOTIC RELATIONSHIPS

Match the pictures with the appropriate term and description of their relationship. Have your teacher check before moving on. Answer the questions on your review sheet.

PREDATION

PREDATION

MUTUALISM

MUTUALISM

COMMENSALISM

COMMENSALISM

PARASITISM

PARASITISM

A RELATIONSHIP IN WHICH BOTH ORGANISMS BENEFIT FROM EACH

OTHER

A RELATIONSHIP IN WHICH ONE ORGANISM BENEFITS BUT CAUSES

NO HARM OR DANGER TO THE OTHER ORGANISM

A RELATIONSHIP IN WHICH ONE ORGANISM CAUSES CONFLICT TO

THE OTHER ORGANISM

A RELATIONSHIP IN WHICH ONE ORGANISM IS HUNTED BY THE

OTHER AND IS KILLED

STATION 3: CYCLES OF MATTER

Match the steps of each cycle: Carbon Cycle & Nitrogen Cycle

Answer the questions on your review sheet.

RESPIRATION PHOTOSYNTHESIS

DECOMPOSITION

FOSSIL FUEL EMISSIONS

NITROGEN FIXATION

DENITRIFICATION PRECIPITATION

CONSUMER DECOMPOSER

BACTERIA

STATION 4: ENERGY FLOW

FOOD CHAINS, FOOD WEBS, ECOLOGICAL PYRAMIDS

Analyze the flow of energy through food chains, food webs and ecological

pyramids and answer the questions on your review sheet.

Food Chain

Food Web

Ecological Pyramid

STATION 5: ECOLOGICAL SUCCESSIONS

PLACE THE STEPS OF BOTH A PRIMARY SUCCESION AND SECONDARY SUCCESSION COMMUNITY IN ITS CORRECT ORDER.

Answer the questions on your review sheet.

Berrien rocksRocks w/Lichen

STATION 6: VOCABULARY

VOCABULARY TERMS:

Ecological Succession Nitrogen Fixation Decomposition

Ecology Habitat Niche

Symbiosis Nutrient Cycles Fossil Fuels

Trophic Levels Biosphere Biodiversity

Define the vocabulary words below on your own sheet of paper. Draw a picture that represents each term.

Station 7: Scientific Method • Now that you are a mature high school Biology student, you

want to improve your study habits. You have employed the “Only Study The Night Before A Test” method, otherwise known as the Cram technique, but your very wise Biology teacher has been telling you the importance and benefit of studying material several times a week for smaller chunks of time. You decide to set up an experiment to test her suggestion. You gather 200 freshmen with similar abilities and a past history of using the Cram method, and divide them into two groups. One group will maintain the Cram technique they have used in the past, and the other group will try your Biology teacher’s method. After 6 weeks, the results are indisputable. The group using the Cram technique received poor to average grades, while the other group of students received better grades than ever before. After analyzing these results, you conclude that your Biology teacher is correct and pledge to change your study habits.