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Backyard Food
Suggested Grades: 2nd - 5th BACKYARD FOOD WEB Wildlife Champions at Home Science Experiment 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. What is a food web? All living things on earth are either producers, consumers or decomposers. Producers are organisms that create their own food through the process of photosynthesis. Photosynthesis is when a living thing uses sunlight, water and nutrients from the soil to create its food. Most plants are producers. Consumers get their energy by eating other living things. Consumers can be either herbivores (eat only plants – like deer), carnivores (eat only meat – like wolves) or omnivores (eat both plants and meat - like humans!) Decomposers are organisms that get their energy by eating dead plants or animals. After a living thing dies, decomposers will break down the body and turn it into nutritious soil for plants to use. Mushrooms, worms and bacteria are all examples of decomposers. A food web is a picture that shows how energy (food) passes through an ecosystem. The easiest way to build a food web is by starting with the producers. Every ecosystem has plants that make their own food through photosynthesis. These plants are eaten by herbivorous consumers. These herbivores are then hunted by carnivorous consumers. Eventually, these carnivores die of illness or old age and become food for decomposers. As decomposers break down the carnivore’s body, they create delicious nutrients in the soil which plants will use to live and grow! When drawing a food web, it is important to show the flow of energy (food) using arrows. -
Predator and Scavenger Aggregation to Discarded By-Catch from Dredge Fisheries: Importance of Damage Level
Journal of Sea Research 51 (2004) 69–76 www.elsevier.com/locate/seares Short Communication Predator and scavenger aggregation to discarded by-catch from dredge fisheries: importance of damage level S.R. Jenkinsa,b,*, C. Mullena, A.R. Branda a Port Erin Marine Laboratory (University of Liverpool), Port Erin, Isle of Man, British Isles, IM9 6JA, UK b Marine Biological Association, Citadel Hill, Plymouth, PL1 2PB, UK Received 23 October 2002; accepted 22 May 2003 Abstract Predator and scavenger aggregation to simulated discards from a scallop dredge fishery was investigated in the north Irish Sea using an in situ underwater video to determine differences in the response to varying levels of discard damage. The rate and magnitude of scavenger and predator aggregation was assessed using three different types of bait, undamaged, lightly damaged and highly damaged individuals of the great scallop Pecten maximus. In each treatment scallops were agitated for 40 minutes in seawater to simulate the dredging process, then subjected to the appropriate damage level before being tethered loosely in front of the video camera. The density of predators and scavengers at undamaged scallops was low and equivalent to recorded periods with no bait. Aggregation of a range of predators and scavengers occurred at damaged bait. During the 24 hour period following baiting there was a trend of increasing magnitude of predator abundance with increasing damage level. However, badly damaged scallops were eaten quickly and lightly damaged scallops attracted a higher overall magnitude of predator abundance over a longer 4 day period. Large scale temporal variability in predator aggregation to simulated discarded biota was examined by comparison of results with those of a previous study, at the same site, 4 years previously. -
Polymetallic Nodules Are Essential for Food-Web Integrity of a Prospective Deep-Seabed Mining Area in Pacific Abyssal Plains
www.nature.com/scientificreports OPEN Polymetallic nodules are essential for food‑web integrity of a prospective deep‑seabed mining area in Pacifc abyssal plains Tanja Stratmann1,2,3*, Karline Soetaert1, Daniel Kersken4,5 & Dick van Oevelen1 Polymetallic nodule felds provide hard substrate for sessile organisms on the abyssal seafoor between 3000 and 6000 m water depth. Deep‑seabed mining targets these mineral‑rich nodules and will likely modify the consumer‑resource (trophic) and substrate‑providing (non‑trophic) interactions within the abyssal food web. However, the importance of nodules and their associated sessile fauna in supporting food‑web integrity remains unclear. Here, we use seafoor imagery and published literature to develop highly‑resolved trophic and non‑trophic interaction webs for the Clarion‑Clipperton Fracture Zone (CCZ, central Pacifc Ocean) and the Peru Basin (PB, South‑East Pacifc Ocean) and to assess how nodule removal may modify these networks. The CCZ interaction web included 1028 compartments connected with 59,793 links and the PB interaction web consisted of 342 compartments and 8044 links. We show that knock‑down efects of nodule removal resulted in a 17.9% (CCZ) to 20.8% (PB) loss of all taxa and 22.8% (PB) to 30.6% (CCZ) loss of network links. Subsequent analysis identifed stalked glass sponges living attached to the nodules as key structural species that supported a high diversity of associated fauna. We conclude that polymetallic nodules are critical for food‑web integrity and that their absence will likely result in reduced local benthic biodiversity. Abyssal plains, the deep seafoor between 3000 and 6000 m water depth, have been relatively untouched by anthropogenic impacts due to their extreme depths and distance from continents 1. -
Guided Inquiry 2
CB 12 Trophic Scavenger Hunt Where does food energy come from? What happens to energy as it is utilized by organisms? In a simple food chain, corn, a photosynthetic plant, would be called a producer because it receives its energy from the sun. A mouse would occupy a second level, as a primary consumer or herbivore. What could you call the level of a snake, which eats the mouse? Or an owl which feeds on the snake? The snake and owl are called secondary consumers or carnivores. How much of the solar energy captured by a plant is actually available to a herbivore? If the herbivore is eaten by a snake, how much of the original energy is available for use by the snake? Food levels represent the amount of energy available for the ecosystem. These are usually referred to as trophic levels. You can estimate the total energy in a given trophic level by the number of organisms that occupy that level. In this activity, you will participate in a scavenger hunt to find the producers and consumers in your ecosystem. You will observe how the producers and consumers interact, and then document everything you observe. What do you expect will happen to the energy available at each level in a food chain? Materials • watch with a second hand • 10 m2 sample area outside classroom; an area that is as natural as possible • field guides to identify names of organisms • colored construction paper and graph paper • scissors and tape • Casio fx2 Graphing Calculator • Casio QV2800 Digital Camera Procedure 1. -
Rules and Missions Do Nothing
RULES AND MISSIONS DO NOTHING ..................................................................................... 24 MACHINE ACTIONS .......................................................................... 25 › PEACEKEEPER BOT ACTIONS .........................................................................25 CHAPTERS › FALCHION SENTRY GUN ACTIONS ................................................................25 01 › SWAPPING BOTS AND SENTRY GUNS .........................................................25 02 GAME COMPONENTS ................................................3 10 XENOS' PHASE .........................................................26 STEP 1 - ACTIVATION ...................................................................... 26 03 INVADER PROTOCOL ................................................5 › ATTACK ................................................................................................................26 › ZOMBICIDE TROUGH SPACE AND TIME .......................................................... 6 › MOVE ....................................................................................................................26 04 SETUP ..........................................................................7 › PLAYING HUNTERS ...........................................................................................28 STEP 2 - SPAWN .............................................................................. 28 05 GAME OVERVIEW .................................................... 10 › COLORED SPAWN ZONES ................................................................................28 -
Alaska Park Science 19(1): Arctic Alaska Are Living at the Species’ Northern-Most to Identify Habitats Most Frequented by Bears and 4-9
National Park Service US Department of the Interior Alaska Park Science Region 11, Alaska Below the Surface Fish and Our Changing Underwater World Volume 19, Issue 1 Noatak National Preserve Cape Krusenstern Gates of the Arctic Alaska Park Science National Monument National Park and Preserve Kobuk Valley Volume 19, Issue 1 National Park June 2020 Bering Land Bridge Yukon-Charley Rivers National Preserve National Preserve Denali National Wrangell-St Elias National Editorial Board: Park and Preserve Park and Preserve Leigh Welling Debora Cooper Grant Hilderbrand Klondike Gold Rush Jim Lawler Lake Clark National National Historical Park Jennifer Pederson Weinberger Park and Preserve Guest Editor: Carol Ann Woody Kenai Fjords Managing Editor: Nina Chambers Katmai National Glacier Bay National National Park Design: Nina Chambers Park and Preserve Park and Preserve Sitka National A special thanks to Sarah Apsens for her diligent Historical Park efforts in assembling articles for this issue. Her Aniakchak National efforts helped make this issue possible. Monument and Preserve Alaska Park Science is the semi-annual science journal of the National Park Service Alaska Region. Each issue highlights research and scholarship important to the stewardship of Alaska’s parks. Publication in Alaska Park Science does not signify that the contents reflect the views or policies of the National Park Service, nor does mention of trade names or commercial products constitute National Park Service endorsement or recommendation. Alaska Park Science is found online at https://www.nps.gov/subjects/alaskaparkscience/index.htm Table of Contents Below the Surface: Fish and Our Changing Environmental DNA: An Emerging Tool for Permafrost Carbon in Stream Food Webs of Underwater World Understanding Aquatic Biodiversity Arctic Alaska C. -
© Erin Kathryn 2017 Thank You for Downloading My Product! My Goal in Creating All of My Products Is to Share What I Have Loved Using in My Own Classroom
© Erin Kathryn 2017 Thank you for downloading my product! My goal in creating all of my products is to share what I have loved using in my own classroom. I hope you love it as well! If so, please follow me on Let’s Connect! TeachersPayTeachers and/or leave feedback for future purchase credit! Feel free to contact me @ [email protected] . Erin Kathryn www.jerseygirlgonesouth.com Name: _______________________ Date: ____________ Food Chain and Food Web Internet Scavenger Hunt Directions: Click on the link below to answer the following questions. http://www.ducksters.com/science/ecosystems/food_chain_and_web.php 1. Every living plant and animal must have _____________ to survive. Plants rely on the soil, _________________, and the _________________ for energy. 2. Animals rely on plants as well as _________________ ________________ for energy. 3. In an ______________________, plants and animals all rely on each other to ____________________. Scientists sometimes describe this dependence using a _______________ ______________ or a food web. Food Chain 4. A food chain describes how different ______________________ eat each other, starting out with a ___________________ and ending with an _______________________. For example, you could write the food chain for a lion like this: _______________--Zebra--Lion The lion eats the zebra, which eats the grass. © Erin Kathryn 2017 5. Here is another example in picture form: The grasshopper eats _____________________, the frog eats the grasshopper, the snake eats the _________________, and the eagle eats the __________________. Links of the Chain 6. There are names to help describe each link of the ______________ ____________________. The names depend mostly on what the organism ___________________ and how it contributes to the energy of the _____________________. -
Appendix C.5-California Red Legged Frog Report
Appendix C: Biological Resources PROTOCOL-LEVEL CALIFORNIA RED-LEGGED FROG SURVEY REPORT FOR THE FORMER SAN LUIS OBISPO TANK FARM SITE (TANK FARM) SAN LUIS OBISPO COUNTY, CALIFORNIA Prepared for: CHEVRON ENVIRONMENTAL MANAGEMENT COMPANY December 2008 C.5-1 Chevron Tank Farm EIR Appendix C: Biological Resources Chevron Tank Farm Site California Red-Legged Frog Survey Report Project No. 0601-3281 TABLE OF CONTENTS Page 1.0 INTRODUCTION............................................................................................... 1 2.0 PROJECT DESCRIPTION AND LOCATION.................................................... 1 3.0 PROJECT SITE SETTING................................................................................ 1 3.1 EAST BRANCH OF SAN LUIS OBISPO CREEK ................................. 2 3.2 FRESHWATER MARSH ....................................................................... 2 3.3 SEASONAL WET MEADOW................................................................. 3 4.0 CALIFORNIA RED-LEGGED FROG LIFE HISTORY....................................... 3 5.0 SURVEY METHODOLOGY .............................................................................. 4 6.0 CALIFORNIA RED-LEGGED FROG LITERATURE REVIEW.......................... 5 7.0 FIELD SURVEY RESULTS............................................................................... 7 8.0 CALIFORNIA RED-LEGGED FROG PREDATOR CONTROL......................... 10 9.0 CONCLUSION .................................................................................................. 10 -
Aquatic Critters Aquatic Critters (Pictures Not to Scale) (Pictures Not to Scale)
Aquatic Critters Aquatic Critters (pictures not to scale) (pictures not to scale) dragonfly naiad↑ ↑ mayfly adult dragonfly adult↓ whirligig beetle larva (fairly common look ↑ water scavenger for beetle larvae) ↑ predaceous diving beetle mayfly naiad No apparent gills ↑ whirligig beetle adult beetle - short, clubbed antenna - 3 “tails” (breathes thru butt) - looks like it has 4 - thread-like antennae - surface head first - abdominal gills Lower jaw to grab prey eyes! (see above) longer than the head - swim by moving hind - surface for air with legs alternately tip of abdomen first water penny -row bklback legs (fbll(type of beetle larva together found under rocks damselfly naiad ↑ in streams - 3 leaf’-like posterior gills - lower jaw to grab prey damselfly adult↓ ←larva ↑adult backswimmer (& head) ↑ giant water bug↑ (toe dobsonfly - swims on back biter) female glues eggs water boatman↑(&head) - pointy, longer beak to back of male - swims on front -predator - rounded, smaller beak stonefly ↑naiad & adult ↑ -herbivore - 2 “tails” - thoracic gills ↑mosquito larva (wiggler) water - find in streams strider ↑mosquito pupa mosquito adult caddisfly adult ↑ & ↑midge larva (males with feather antennae) larva (bloodworm) ↑ hydra ↓ 4 small crustaceans ↓ crane fly ←larva phantom midge larva ↑ adult→ - translucent with silvery bflbuoyancy floats ↑ daphnia ↑ ostracod ↑ scud (amphipod) (water flea) ↑ copepod (seed shrimp) References: Aquatic Entomology by W. Patrick McCafferty ↑ rotifer prepared by Gwen Heistand for ACR Education midge adult ↑ Guide to Microlife by Kenneth G. Rainis and Bruce J. Russel 28 How do Aquatic Critters Get Their Air? Creeks are a lotic (flowing) systems as opposed to lentic (standing, i.e, pond) system. Look for … BREATHING IN AN AQUATIC ENVIRONMENT 1. -
Plants Are Producers! Draw the Different Producers Below
Name: ______________________________ The Unique Producer Every food chain begins with a producer. Plants are producers. They make their own food, which creates energy for them to grow, reproduce and survive. Being able to make their own food makes them unique; they are the only living things on Earth that can make their own source of food energy. Of course, they require sun, water and air to thrive. Given these three essential ingredients, you will have a healthy plant to begin the food chain. All plants are producers! Draw the different producers below. Apple Tree Rose Bushes Watermelon Grasses Plant Blueberry Flower Fern Daisy Bush List the three essential needs that every producer must have in order to live. © 2009 by Heather Motley Name: ______________________________ Producers can make their own food and energy, but consumers are different. Living things that have to hunt, gather and eat their food are called consumers. Consumers have to eat to gain energy or they will die. There are four types of consumers: omnivores, carnivores, herbivores and decomposers. Herbivores are living things that only eat plants to get the food and energy they need. Animals like whales, elephants, cows, pigs, rabbits, and horses are herbivores. Carnivores are living things that only eat meat. Animals like owls, tigers, sharks and cougars are carnivores. You would not catch a plant in these animals’ mouths. Then, we have the omnivores. Omnivores will eat both plants and animals to get energy. Whichever food source is abundant or available is what they will eat. Animals like the brown bear, dogs, turtles, raccoons and even some people are omnivores. -
Effects of a Low Head Dam on a Dominant Detritivore and Detrital Processing in a Headwater Stream
EFFECTS OF A LOW HEAD DAM ON A DOMINANT DETRITIVORE AND DETRITAL PROCESSING IN A HEADWATER STREAM. A Thesis by BRETT MATTHEW TORNWALL Submitted to the Graduate School Appalachian State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE May 2011 Department of Biology EFFECTS OF A LOW HEAD DAM ON A DOMINANT DETRITIVORE AND DETRITAL PROCESSING IN A HEADWATER STREAM. A Thesis By BRETT MATTHEW TORNWALL May 2011 APPROVED BY: ____________________________________ Robert Creed Chairperson, Thesis Committee ____________________________________ Michael Gangloff Member, Thesis Committee ____________________________________ Michael Madritch Member, Thesis Committee ____________________________________ Steven Seagle Chairperson, Department of Biology ____________________________________ Edelma D. Huntley Dean, Research and Graduate Studies Copyright by Brett Matthew Tornwall 2011 All Rights Reserved FOREWARD The research detailed in this thesis will be submitted to Oikos, an international peer-reviewed journal owned by John Wiley and Sons Inc. and published by the John Wiley and Sons Inc. Press. The thesis has been prepared according to the guidelines of this journal. ABSTRACT EFFECTS OF A LOW HEAD DAM ON A DOMINANT DETRITIVORE AND DETRITAL PROCESSING IN A HEADWATER STREAM. (May 2011) Brett Matthew Tornwall, B.S., University of Florida M.S., Appalachian State University Chairperson: Robert Creed The caddisfly Pycnopsyche gentilis is a dominant detritivore in southern Appalachian streams. A dam on Sims Creek selectively removes P. gentilis from downstream reaches. I evaluated the breakdown of yellow birch leaves in the presence and absence of P. gentilis using a leaf pack breakdown experiment. Leaf packs were placed in reaches above the dam where P. gentilis is present and below the dam where it is essentially absent. -
Habitat Use of Amphibians in Southeast Alaska
Discovery Southeast Founded in 1989 in Juneau and serving communities throughout Southeast Alaska, Discovery Southeast is a nonprofit organization that promotes direct, hands-on learning from nature through natural science and outdoor education programs for youth and adults, students and teachers. Discovery Southeast naturalists aim to deepen the bonds between people and nature. (907) 463-1500 fax 463-1587 [email protected] www.discoverysoutheast.org PO Box 21867 Juneau, AK 99802 Contents Introduction ..................................................................................................... 2 1 Methods ....................................................................................................... 5 Initial pond mapping with GIS and photointerpretation ................................ 5 Selection of study ponds ............................................................................. 6 Pond habitat assessments .......................................................................... 8 Amphibian surveys .....................................................................................10 Temperature loggers ..................................................................................13 Atlas of SE Alaskan amphibian records ....................................................15 2 Juneau area breeding pond survey .........................................................17 3 Aquatic vegetation ....................................................................................21 Submerged .................................................................................................21