Food Webs Quiz

Total Page:16

File Type:pdf, Size:1020Kb

Food Webs Quiz food webs quiz Name: Date: 1. The picture below shows an energy pyramid. 3. Which model correctly shows energy flow in a food chain? A. B. What will most likely happen to the foxes and the wolves if the rabbits are removed? C. D. A. The foxes will eat more wolves. B. The foxes will eat fewer wolves. C. There will be more foxes and wolves. D. There will be fewer foxes and wolves. 2. The picture below shows an ocean bay food chain. Sea otters move into the ocean bay. They eat all the sea urchins. This change will cause the A. kelp to have less food. B. crabs to have more food. C. sea ducks to have less food. D. arctic foxes to have more food. page 1 4. A marine food web is shown in the diagram below. 5. A marine food web is shown below. Which organism below belongs in level 3 of this marine food web? A. salmon B. zooplankton Which chart correctly shows three of the organisms C. sea alga D. polar bear according to their roles in cycling matter in the marine food web? A. B. C. D. page 2 food webs quiz 6. The picture below shows the energy flow through 8. Which statement best describes the flow of energy a meadow community. as it passes through the organisms in the pyramid? A. Energy flows through the organisms from bottom to top and increases at each level. B. Energy flows through the organisms from bottom to top and decreases at each level. C. Energy flows through the organisms from top to bottom and increases at each level. Which of the following would most likely occur D. Energy flows through the organisms from top to the populations within the community of to bottom and decreases at each level. organisms immediately after a wildfire burns the environment? A. Hawks would increase and foxes would increase. B. Hawks would decrease and foxes would increase. C. Meadow plants would increase and rabbits would decrease. D. Meadow plants would decrease and rabbits 9. The diagram below shows a simple food web. would decrease. 7. Which statement best describes what will happen if the population of herbivores in the community decreases? A. The population of foxes will increase. Which animal is classified as an omnivore? B. The population of hawks will increase. A. red fox B. deer C. The population of rabbits will increase. C. black bear D. rabbit D. The population of meadow plants will increase. page 3 food webs quiz 10. The diagram below shows a simple food web. 11. Decomposers are important in the food chain because they A. produce their own food using light from the Sun. B. stop the flow of energy from one organism to Which of the following animals might compete another. with the coyote in this food chain? C. break down dead organisms and recycle nutrients into the soil. A. D. are microscopic and other organisms cannot consume them. B. C. 12. The diagram below shows a marine food chain. Phytoplankton ! Zooplankton ! Herring ! Salmon The zooplankton in this food chain are D. A. primary producers. B. primary consumers. C. secondary consumers. D. tertiary consumers. page 4 food webs quiz 13. The table below contains information about animal 14. A forest-ecosystem food web is shown below. diets. Which energy pyramid best represents the data in the table? A. If additional wrens are introduced into this ecosystem, there will most likely be an immediate decrease in the A. frog population. B. snake population. C. falcon population. B. D. grasshopper population. C. 15. In a pond, the primary producer is a green alga, Spirogyra; the primary consumer is the crustacean, Daphnia; the secondary consumer is a small fish, the bluegill; and the tertiary consumer is a larger fish, the smallmouth bass. What changes can be expected in the pond if the Daphnia are killed with pesticides? A. The Spirogyra population will probably die. D. B. The bluegill population will probably increase. C. The Daphnia population will eat something else. D. The smallmouth bass population will die. page 5 food webs quiz 16. A food chain is shown below. 19. Examining Simple Communities A group of organisms that interact with and Grasses ! Crickets ! Field Mice ! Hawks depend upon one another is called a community. The movement of matter and energy through a For the food chain shown, which of the following community can be studied by examining its food changes would have the most severe consequences? web. As organisms eat other organisms, energy and nutrients pass through various feeding levels. These feeding levels are called trophic levels. The A. a drastic decrease in rainfall, causing drought following is a diagram of the energy and nutrient B. the poaching of predatory hawks by game flow through a simple community. hunters C. the introduction of a second predator that eats field mice D. a parasitic infestation that reduces the cricket population Which group would most likely contain living algae? most 17. Which of these organisms would likely be A. Producers found at the top of an energy pyramid? B. First order consumers A. clams B. sardines C. Second order consumers C. sharks D. kelp D. Decomposers 20. According to the diagram, nutrients from dead organisms are released into the soil by the action 18. Which of these organisms would most likely be of . found at the bottom of a biomass pyramid? A. producers A. giant squids B. sand sharks B. first order consumers C. sea cucumbers D. green algae C. third order consumers D. decomposers page 6 food webs quiz 21. 23. Ecosystems are composed of all living and nonliving components in an area. Food webs show the flow of nutrients and energy within an ecosystem. Use the food web to answer the following questions. A group of students on a field trip observed the following organisms on an old oak tree: Woodpecker Honey Bee Oak SquirrelBeetle Caterpillar 1. Which of the following food chains is most likely to be found in this ecosystem? A. Caterpillar ! honey bee ! woodpecker B. Oak tree ! squirrel ! woodpecker Suppose that a new predator of the rabbit migrated C. Oak tree ! caterpillar ! woodpecker to this ecosystem. What is the most likely initial effect on the other organisms? D. Beetle ! woodpecker ! squirrel A. More competition among the mice for food B. More competition among the hawks for food 22. The diagram shows part of an aquatic food web C. Less competition among snakes for food for a stable lake ecosystem in Connecticut. D. Less grass available for food 24. A chemical pesticide was applied to an area of this ecosystem by a landowner to control the mouse population. There was a decrease in the mouse population due to the presence of this pesticide. Which one of the following would most likely occur first due to this change in the ecosystem? What is the source of energy for the algae? A. The amount of grass would decrease. A. waves B. The snake population would increase. B. sunlight C. The rabbit food supply would increase. C. bacteria D. The snake food supply would increase. D. rotifers, water fleas and tadpoles page 7 food webs quiz 25. The available chemical energy in this ecosystem 28. Interactions in an ecosystem result from the . transfer of matter and energy from producers to consumers and eventually to decomposers. A. decreases as it flows from consumer to What are the forms of energy transfer from producer #1 ! #4? B. remains constant as it flows from consumer to producer C. decreases as it flows from producer to consumer D. increases as it flows from producer to consumer A. Chemical energy to chemical energy 26. Which one of the following is true of grass in an B. Light energy to chemical energy ecosystem? C. Chemical energy to heat energy A. It converts oxygen to glucose. D. Heat energy to mechanical energy B. It produces carbon dioxide from oxygen and water. C. It produces glucose from carbon dioxide and water. D. It converts water to energy. 27. If animals eat plants to get energy, where do plants get their energy? A. Soil B. Water C. Wind D. Sun page 8 food webs quiz 29. A simple food chain is shown. 30. How would the removal of earthworms from the food chain affect the other organisms? What is the source of food in this food chain? A. The number of bass will increase. B. The number of crayfish will decrease. C. The crayfish will get their energy directly A. Sun B. Frog from the Sun. C. Grass D. Grasshopper D. The number of bass and ospreys will increase. page 9 food webs quiz 31. A student examines the information in the table. 33. In ecosystems, the sun's energy is transferred The student concludes that Organism W should through food webs as shown below. be placed at the base of the food web, to represent the feeding relationships in the marine ecosystem. However, the student later learns that Organism W's cells do not contain chloroplasts. Organism Behavior Movement T Feeds on Organism U Mobile U Feeds on Organisms V and W Mobile V Is eaten by Organism U Mobile W Is eaten by Organisms U and V Stationary Which conclusion would be appropriate, based on The sun's energy is most directly available to the new information? people through A. Another organism in the marine ecosystem is A. path A. B. path B. a producer. C. path C. D. path D. B. Organism W is a secondary consumer in the marine ecosystem.
Recommended publications
  • 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.
    [Show full text]
  • The Soil Food Web
    THE SOIL FOOD WEB HEALTHY SOIL HEALTHY ENVIRONMENT The Soil Food Web Alan Sundermeier Extension Educator and Program Leader, Wood County Extension, The Ohio State University. Vinayak Shedekar Postdoctural Researcher, The Ohio State University. A healthy soil depends on the interaction of many organisms that make up the soil food web. These organisms live all or part of their life cycle in the soil and are respon- sible for converting energy as one organism consumes another. Source: Soil Biology Primer The phospholipid fatty acid (PLFA) test can be used to measure the activity of the soil food web. The following chart shows that mi-crobial activity peaks in early summer when soil is warm and moisture is adequate. Soil sampling for detecting soil microbes should follow this timetable to better capture soil microbe activity. The soil food web begins with the ener- gy from the sun, which triggers photo- synthesis in plants. Photosynthesis re- sults in plants using the sun’s energy to fix carbon dioxide from the atmosphere. This process creates the carbon and organic compounds contained in plant material. This is the first trophic level. Then begins building of soil organic matter, which contains both long-last- ing humus, and active organic matter. Active organic matter contains readily available energy, which can be used by simple soil organisms in the second trophic level of the soil food web. Source: Soil Biology Primer SOILHEALTH.OSU.EDU THE SOIL FOOD WEB - PAGE 2 The second trophic level contains simple soil organisms, which Agriculture can enhance the soil food web to create more decompose plant material.
    [Show full text]
  • Urban Food Webs: Predators, Prey, and the People Who Feed Them
    Urban Food Webs: Predators, Prey, and the People Who Feed Them A prevailing image of the city is of the steel and ships and energy flows through natural habitats, they concrete downtown skyline. The more common ex‑ have not been applied to urban ecosystems until re‑ perience of urban residents, however, is a place of cently (Faeth et al. 2005). irrigated and fertilized green spaces, such as yards, gardens, and parks, surrounding homes and business‑ At a symposium presented at the 2006 Ecological es where people commonly feed birds, squirrels, and Society of America meeting, 10 speakers assembled other wildlife. Within these highly human-modified to present and discuss “The Urban Food Web: How environments, researchers are becoming increasingly Humans Alter the State and Interactions of Trophic curious about how fundamental ecological phenom‑ Dynamics,” in a symposium organized by Paige War‑ ena play out, such as the feeding relationships among ren, Chris Tripler, Chris Lepczyk, and Jason Walker. species. While food webs have long provided a tool A key feature of urban environments, as described in for organizing information about feeding relation‑ the symposium, is that human influence may be en‑ Fig. 1. A generalized model of trophic dynamics in urban vs. non-urban terrestrial systems (modified from Faeth et al. 2005). Humans alter both systems, but in urban environments, human influences are more profound and include (a) enhancement of basal resources like water and fertilizer, and (b) direct control of plant species diversity and primary productivity, leading to strong bottom-up controls. Humans also (c) directly subsidize resources for herbivores and predators either through intentional feeding or unintended consequences of other activities (e.g., garbage, landscape plantings), leading to enhanced top-down control for some taxa and reduced top-down controls on others (see Fig.
    [Show full text]
  • Soil Food Web: Implications to Soil Health
    Soil Food Web: Implications to Soil Health Dr. Sajeemas “Mint” Pasakdee, Soil Scientist/Agronomist Advisor, Student Operated Organic Farm CIT-Jordan College of Agri. Sci. & Tech., Fresno State 1 Outline • Soil organisms and their interactions • What do soil organisms do? • Where do soil organisms live? • Food web structure • When are soil organisms active? • How is the food web measured? • Living soils—Bacteria; Fungi; Earthworms • Soil Environment 2 Organisms & Their Interaction 3 4 What do soil organisms do? Soil organisms support plant health as • decompose organic matter, • cycle nutrients, • enhance soil structure, • control the populations of soil organisms including crop pests. 5 Organic Matter • Food sources for soil organisms • Agricultural top soil ~1-6% (In CA, ~1-3% SOM) 6 Where do soil organisms live? • Around roots(rhizosphere) • Plant litter (C sources) • Humus (stabilized organic matter) • Surface of soil aggregates 7 Typical Food Web Structure • bacterial-dominated food webs o Grassland & Agri Soils o Ratio of fungi to bacteria, ~1:1 for productive agri. soils • fungal-dominated food webs o Ratio of fungal to bacterial, ~5:1 to 10:1 in a deciduous forest and 100:1 to 1000:1 in a coniferous forest 8 9 When are soil organisms active? 10 How is the food web measured? • Counting. Organism groups (bacteria, protozoa, arthropods, etc.); or subgroups (bacterial-feeding, fungal-feeding, and predatory nematodes), are counted and through calculations, can be converted to biomass. • Measuring activity levels. The amount of by-products, i.e., respiration (CO2); nitrification and decomposition rates • Measuring cellular constituents. Biomass carbon, nitrogen, or phosphorus; Enzymes; Phospholipids and other lipids; DNA and RNA 11 12 Soil Bacteria • One-celled organisms – generally 4/100,000 of an inch wide (1 µm) • A teaspoon of productive soil generally contains between 100 million and 1 billion bacteria (~two cows per acre).
    [Show full text]
  • 7.014 Lectures 16 &17: the Biosphere & Carbon and Energy Metabolism
    MIT Department of Biology 7.014 Introductory Biology, Spring 2005 7.014 Lectures 16 &17: The Biosphere & Carbon and Energy Metabolism Simplified Summary of Microbial Metabolism The metabolism of different types of organisms drives the biogeochemical cycles of the biosphere. Balanced oxidation and reduction reactions keep the system from “running down”. All living organisms can be ordered into two groups1, autotrophs and heterotrophs, according to what they use as their carbon source. Within these groups the metabolism of organisms can be further classified according to their source of energy and electrons. Autotrophs: Those organisms get their energy from light (photoautotrophs) or reduced inorganic compounds (chemoautotrophs), and their carbon from CO2 through one of the following processes: Photosynthesis (aerobic) — Light energy used to reduce CO2 to organic carbon using H2O as a source of electrons. O2 evolved from splitting H2O. (Plants, algae, cyanobacteria) Bacterial Photosynthesis (anaerobic) — Light energy used to reduce CO2 to organic carbon (same as photosynthesis). H2S is used as the electron donor instead of H2O. (e.g. purple sulfur bacteria) Chemosynthesis (aerobic) — Energy from the oxidation of inorganic molecules is used to reduce CO2 to organic carbon (bacteria only). -2 e.g. sulfur oxidizing bacteria H2S → S → SO4 + - • nitrifying bacteria NH4 → NO2 → NO3 iron oxidizing bacteria Fe+2 → Fe+3 methane oxidizing bacteria (methanotrophs) CH4 → CO2 Heterotrophs: These organisms get their energy and carbon from organic compounds (supplied by autotrophs through the food web) through one or more of the following processes: Aerobic Respiration (aerobic) ⎯ Oxidation of organic compounds to CO2 and H2O, yielding energy for biological work.
    [Show full text]
  • Overview Directions
    R E S O U R C E L I B R A R Y A C T I V I T Y : 1 H R Marine Food Webs Students investigate marine food webs and trophic levels, research one marine organism, and fit their organisms together in a class-created food web showing a balanced marine ecosystem. G R A D E S 9 - 12+ S U B J E C T S Biology, Ecology, Earth Science, Oceanography, Geography, Physical Geography C O N T E N T S 9 Images, 3 PDFs, 6 Links OVERVIEW Students investigate marine food webs and trophic levels, research one marine organism, and fit their organisms together in a class-created food web showing a balanced marine ecosystem. For the complete activity with media resources, visit: http://www.nationalgeographic.org/activity/marine-food-webs/ DIRECTIONS 1. Build background about marine trophic pyramids and food webs. Review with students that food chains show only one path of food and energy through an ecosystem. In most ecosystems, organisms can get food and energy from more than one source, and may have more than one predator. Healthy, well-balanced ecosystems are made up of multiple, interacting food chains, called food webs. Ask volunteers to come to the front of the room and draw a pyramid and a web. Explain that the shapes of a pyramid and a web are two different ways of representing predator-prey relationships and the energy flow in an ecosystem. Food chains are often represented as food pyramids so that the different trophic levels and the amount of energy and biomass they contain can be compared.
    [Show full text]
  • Herbivores Pelagic Food
    Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Review Pelagic Food Web: Herbivores • Primary Producers • Primary Consumers – Diatoms – Microzooplankton • www.ucl.ac.uk/GeolSci/micropal/foram.htm www.radiolaria.org – Crustaceans – Dinoflagellates • Copepods • Herbivorous krill – Pteropods – Microflagellates – Larvae – Chordates 1 2 Barnacle Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Carnivores Pelagic Food Web: Carnivores • Secondary consumers preying on zooplankton • Tertiary consumers preying on herbivorous & – Gelatinous zooplankton carnivorous zooplankton • Medusae – Fish (“baitfish,” “forage fish”) • Ctenophores • Herring • Siphonophores • Anchovy • Chaetognaths • Sardine – Crustaceans • Smelt • Carnivorous krill • Sand Lance – Amphipods & juveniles shrimp • Juvenile salmon • Predatory copepods – Invertebrates – Fish larvae & juveniles • Squid 3 4 http://jaffeweb.ucsd.edu/pages/celeste/copepods.html Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Carnivores Pelagic Food Web: Carnivores • Tertiary consumers preying on herbivorous & • Predators on krill zooplankton & small fish carnivorous zooplankton • Mammals – Planktivorous Fish – Baleen whales
    [Show full text]
  • Intraguild Predation Drives Evolutionary Niche Shift in Threespine Stickleback
    ORIGINAL ARTICLE doi:10.1111/j.1558-5646.2011.01545.x INTRAGUILD PREDATION DRIVES EVOLUTIONARY NICHE SHIFT IN THREESPINE STICKLEBACK Travis Ingram, 1,2,3 Richard Svanback,¨ 1,4 Nathan J. B. Kraft,5 Pavel Kratina,1 Laura Southcott,1 and Dolph Schluter1 1Department of Zoology and Biodiversity Research Centre, University of British Columbia, 2370–6270 University Blvd., Vancouver, British Columbia V6T 1Z4, Canada 3E-mail: [email protected] 5Biodiversity Research Centre, University of British Columbia, 2370–6270 University Blvd., Vancouver, British Columbia V6T 1Z4, Canada Received May 25, 2011 Accepted November 26, 2011 Data Archived: Dryad doi:10.5061/dryad.sj3v479j Intraguild predation—competition and predation by the same antagonist—is widespread, but its evolutionary consequences are unknown. Intraguild prey may evolve antipredator defenses, superior competitive ability on shared resources, or the ability to use an alternative resource, any of which may alter the structure of the food web. We tested for evolutionary responses by threespine stickleback to a benthic intraguild predator, prickly sculpin. We used a comparative morphometric analysis to show that stickleback sympatric with sculpin are more armored and have more limnetic-like body shapes than allopatric stickleback. To test the ecological implications of this shift, we conducted a mesocosm experiment that varied sculpin presence and stickleback population of origin (from one sympatric and one allopatric lake). Predation by sculpin greatly increased the mortality of allopatric stickleback. In contrast, sculpin presence did not affect the mortality of sympatric stickleback, although they did have lower growth rates suggesting increased nonpredatory effects of sculpin. Consistent with their morphology, sympatric stickleback included more pelagic prey in their diets, leading to depletion of zooplankton in the mesocosms.
    [Show full text]
  • 2 Effects of Fisheries on Ecosystems: Just Another Top Predator?
    2 Effects of fisheries on ecosystems: just another top predator? A. W. TRITES, V. CHRISTENSEN AND D. PAULY Apex predators – such as pinnipeds, cetaceans, seabirds and sharks – are constrained by the sizes of prey they can consume and thus typically feed within a narrow range of trophic levels. Having co-evolved with their prey, they have influenced the behaviours, physiologies, morphologies and life- history strategies of the species they target. In contrast, humans can con- sume prey of any size from all trophic levels using methods that can rapidly deplete populations. On an ecological time scale, fisheries, like apex preda- tors, can directly affect the abundance of other species by consuming or out- competing them; alternatively they can indirectly affect the abundance of non-targeted species by removing other predators. However, there is grow- ing evidence that the effects of fisheries go well beyond those imposed by apex predators. Theory and recent observations confirm that the continued development and expansion of fisheries over the past half century has led to a decrease in the size and life spans of targeted species, with reproduction of fish occurring at earlier ages and at smaller sizes. In addition, high lev- els of fishing have altered the makeup of many ecosystems, depressing the average trophic level of heavily fished ecosystems and speeding up the rate of nutrient turnover within them. Inevitable consequences of fishing down the food web are increased ecosystem instability, unsustainable fisheries and an inability for the ecosystem to support healthy, abundant populations of apex predators. Outside of a general appreciation that fishing can directly reduce the numbers of targeted and non-targeted (by-caught) species, there appears to be little understanding of the effects that fishing can have on other species Top Predators in Marine Ecosystems, eds.
    [Show full text]
  • Marine Food Web Simulation a Simulation of the Dynamics of Food Webs and Predator/Prey Relationships in the Marine Environment
    Marine Food Web Simulation A simulation of the dynamics of food webs and predator/prey relationships in the marine environment by John Ogletree Preparation: 1. Prepare a set of food web I.D. cards according to Grade levels: 4-6 the numbers of organisms shown on the “Food Web Subject areas: art, science Organisms” chart (see next page). The organisms listed Key concepts: primary producers, predators, prey, food correspond to those in the food web example given, chain, marine food web and the numbers are for a group of 22 students. Add organisms (and cards) as needed to ensure that each Skills: listening, observing, cooperating as a group student will have one card. In addition, make extra Location: indoors or outdoors phytoplankton cards for use as described in Step 6 Time: 5-8 minutes per round below. Materials: flipchart paper, index cards, drawings or To make the cards, glue photos or drawings of photographs of marine organisms, glue, 2 metal cans, 2 the organisms on card stock. (Wall calendars having small stones, 2 wooden sticks, stopwatch or watch with a a marine theme are an excellent source of photos.) second hand Alternatively, have students research the marine organ- isms and make drawings of them on cards as a means lants, with their ability to transform the of learning the characteristics of these organisms. If sun’s energy into food through photo- possible, laminate the cards. synthesis, are called the primary pro- 2. On a large sheet of paper or chalkboard, draw the ducers of our global ecosystems; and food web (see “Marine Food Web,” next page).
    [Show full text]
  • Weaving a Food Web 2 Introduction All Living Things — Plants and Animals — Need Energy to Live
    Day 2: River habitats: who lives here? Activity 1: Weaving a Food Web 2 Introduction All living things — plants and animals — need energy to live. Spring flowers need energy to grow and bloom. Birds need energy to move their wings for flight. People need energy for all kinds of things, from thinking to laughing to playing soccer to sleeping. All living things get their energy from food. Green plants use energy from the sun to make their food. Animals get their energy by eating plants or other animals. The sun is at the beginning of every food chain. Here's a simple food chain: sun grass caterpillar snake eagle A food web is more complex than a food chain. It is made of many interconnected food chains within a community. Here are three food chains that together make a wetland food web: sun > grass > grasshopper > blue jay > owl sun > grass > rabbit > hawk sun > clover > caterpillar > snake > hawk In this activity, kids will be creating an active food web with a ball of yarn and their bodies! Supplies • Photocopy of the plant and animal cards included, and cut along dotted lines • Ball of yarn • Tape or safety pins to attach cards to kids' clothing Day 2: River habitats: who lives here? Activity 1: Weaving a Food Web 2 (continued from previous page) Let's get started! Photocopy the plant and animal sheets included and cut along the dotted lines. Have the kids choose one card each and tape or pin it to the front of their shirts. (Be sure that someone is the "sun.") Form a circle, with the sun standing at the center.
    [Show full text]
  • Food Webs 5.9B
    Food Webs 5.9B Imagine for a moment that you stay after school one day to clean up the classroom. While cleaning, you move some plants away from the sunny windows. A week later, you remember to move the plants back. You notice something strange has happened. Instead of standing upright, the plants appear to be leaning toward the windows! Why? Plants need sunlight to survive. If a plant is moved away from sunlight, special cells in the plant help it turn back toward the Sun. The Sun’s energy allows plants to produce their own food. Plants then use this food energy to grow and reproduce. But not all organisms can make their own food. How do those other organisms get their food energy? Do they get it from the Sun? Where do all food chains and food webs get their energy? All of the food energy that passes between organisms comes from the Sun. You might be wondering how this is possible. After all, humans can’t eat sunlight! Plants and other organisms that can use sunlight first absorb it and then use that energy to make their own food. That energy passes to other organisms that eat the plants. For example, grass uses sunlight to make food. A deer gets energy by eating the plants. After that, a wolf gets energy by eating the deer. The movement of food energy from one organism to another is called a food chain. Take a look at the food chain on the right. The arrows show how food energy is passed from one organism to the other.
    [Show full text]