DOCSLIB.ORG

Ohio's Learning Standards FOOD CHAINS, HABITATS, and US

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ohio's Learning Standards FOOD CHAINS, HABITATS, and US FOOD CHAINS, HABITATS, AND US 60 Minute Life Science Lesson Science-to-Go! Program TEACHER GUIDE Grades: 3 - 5 FOOD CHAINS, HABITATS, AND US Description Objectives Examine our collection of Ohio animal skulls • Identify an animal's role in the food chain and furs and identify each animal's diet based (herBivore, omnivore, carnivore) By on its teeth adaptations. Then, add your observing its teeth. discoveries to a food weB to explore how • Create a food weB highlighting how energy energy from the Sun is transferred from is transferred to these different roles. producers to consumers, and why the amount • Model the importance of a Balanced of availaBle energy is reduced at each level of a ecosystem through student role-play. food chain. We will discuss how humans impact the flow of energy and nutrients in various ecosystems, and identify our crucial role in protecting natural diversity. Ohio’s Learning Standards Grade 3: Life Science - Behavior, Growth and Changes • Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Grade 4: Life Science - Earth’s Living History • Changes in an organism’s environment are sometimes Beneficial to its survival and sometimes harmful. Grade 5: Life Science - Interconnections within Ecosystems • Organisms perform a variety of roles in an ecosystem. • All of the processes that take place within organisms require energy. How to Set Up Your Room • Please have student desks clear Before the program Begins. • Please provide an empty desk or small table for the museum educator to set up display items. • Your educator will need access to an outlet and a Blank wall to project the power point presentation onto. We are also able to use existing classroom equipment if available. • If Booking multiple programs, transitions will Be easier if museum staff sets up in only one location. • Introduce the vocabulary and additional resources provided Below. VoCabulary abiotic- the non-living resources within an ecosystem. Includes light, water, weather, soil, minerals, etc. biotic - the living resources within an ecosystem. Plants, animals, fungi, etc. biomass – total amount of material making up the organisms in one segment of a food chain carnivore – an animal that eats only meat consumer – an organism that must eat other living things to survive • primary Consumer – animals that eat only producers (plants); herBivores • seCondary consumer – animals that eat primary consumers • tertiary consumer – animals that eat secondary consumers • quaternary Consumer – animals that eat tertiary consumers deComposer – an organism that uses dead material as an energy source ecosystem – the memBers of an ecological community and their interactions with each other and the environment energy - the processes that keep the ecosystem going through sunlight and chemical transfers Between the living and non-living parts of the system food chain – a single-line example of how nutrients and energy flow from one organism to another food web – a weB-like illustration of how nutrients and energy can flow through an ecosystem habitat -- the place in which plants and animals get their resources (water, shelter, sunlight, nutrients, etc) in order to live herbivore – an animal that eats only plant material omnivore – an animal that will eat Both plants and animals population – the entire numBer of one type of organism within a particular location predator - animals that actively hunt other animals for food prey - the predator’s food producer – an organism that can use sunlight as an energy source (plants) Extension ACtivities CheCk out museum sCienCe: The attached article, “The Science of Watching Birds,” is Based on a research report By CMNH ornithologist, Tom Bartlett. Follow along on Tom’s Bird Banding project to learn how the Birds reveal the Biodiversity of a habitat and how scientists work together to track migration routes. Along the way, students will encounter standards-Based content (see key words Below) and practice navigating common informational text features such as suB-headings, glossaries, maps, charts and images. Did Tom’s work inspire more questions? The article also includes suggested ways to keep your class involved in current science. 1. What’s for Dinner? Have students create a diagram or visual aid that illustrates their place in the food weB. Tell students to choose a meal they’ve eaten recently and follow each food item consumed in that meal Back to its energy origin (the sun). For example, a cheeseBurger could Be diagrammed as follows: HamBurger: human→cow→grass→sun Bun: human→wheat→sun Cheese: human→cow→grass→sun Pickle: human→cucumber→sun RememBer that with each link in the chain, some energy is lost. It is more efficient to eat items whose chains have fewer links. By eating some kinds of animals, such as a tuna, we create a chain with five or more links (human→tuna fish→squid→shrimp→ plankton→sun). By choosing to get more of our food energy from producers, we can reduce our impact on the environment! 2. Who Lives in My BaCkyard? Have students oBserve the flora and fauna in their area and make a list of the living organisms they see. To warm up the students’ oBservational skills, you may want to take them on a short nature hike around the school grounds. If the weather is not conducive to going outdoors, students can watch through a window for Birds, squirrels and other common animals. Don’t forget about plants and insects – they are an important part of the food chain too! Students with digital cameras could try to photograph the organisms, as well. After students have created their lists, have students work in groups as descriBed Below to create paper food chains. 1. Split students into groups of four or five. Within each groups, there needs to Be a designated group leader in charge of keeping group mates on task, a fact-checker with access to a computer or encyclopedia, and two or three craftsmen who create the links and put them together. 2. Have students write the names (or draw pictures) of each organism on their lists onto strips of paper. Then, after learning how each organism survives, create chains linking every organism to another organism that depends on it for food. 3. Groups that have too many of one type of organism and not enough of another may wish to trade with another group to get the type of organism they need. Allow students to Barter with neighboring groups until most of the organisms from the students’ lists are a part of a valid food chain. Continue to create links in each chain until you get to an animal that is not eaten By any other animals(the dominant species). How many links can you create in the chain? Have groups compete to see who can create the longest chain. To make the project more challenging, students can create food weBs instead of chains, linking each animal to several food sources instead of just one. Students may wish to link the organisms in their food chains to organisms in other groups’ chains to create the weB. This helps illustrate the complexity of energy flow in an ecosystem. When the project is complete, the food chains or weBs can Be hung from the ceiling of the classroom as a visual reminder that all organisms, including humans are connected. 3. Interdisciplinary ConneCtions: Math – have students create “food chain Brainteasers”. Use the proBlem Below as an example. For more fun, have students pair up and try to solve their partner’s Brainteaser! Example: Farmer John has a large farm. He grows corn, wheat and hay. Unfortunately, he has many rodents (mice and rats) eating his crops. He wants to get some cats to eat the rodents, But he doesn’t want to have too many cats. Using the information Below, figure out how many cats Farmer John needs to keep the rodent population under control. Ø Right now, Farmer John estimates he has 100 rodents on his farm Ø The numBer of rodents grows By about 10 rodents/day Ø Each cat can catch 5 rodents/day But only needs to eat 3 rodents/day to survive What is the least numBer of cats Farmer John needs to keep the rodent population under control? He wants enough cats Bring down the rodent population down to fewer than 30, But not so many cats that he’ll need to start feeding them cat food to keep them alive! Note: These cats have been fixed so they won’t have kittens! 4. Corn Collection Chaos Materials Needed: Small paper bags PopCorn kernels (or any other small items that can be easily scattered and then gathered by students; dry dog food pellets, cotton balls, mini- marshmallows—whatever you want to use!) Permanent marker pencils or pens for all students In this game, students will learn about reduction of Biomass as energy moves through the food chain. Students will also see what happens to animals in the food chain when a primary food source is eliminated due to human actions. Set up: Assign about 70% of the students in the class to be insects, 20% to be shrews and 10% to be hawks. Distribute a paper bag to each student who will be an insect. Scatter the corn kernels on the floor. These kernels represent the energy of your food chain, starting as plants that the insects are about to eat. The timing of rounds and numbers of corn kernels can be adjusted for the size of your class. Round 1 1. The students who are insects collect as many kernels as they can in 20 seconds. The students then return to their seats and count their kernels, writing the total on their Bags.
Load more

Recommended publications
  • Effects of Interactions Between the Green and Brown Food Webs on Ecosystem Functioning Kejun Zou
    Effects of interactions between the green and brown food webs on ecosystem functioning Kejun Zou To cite this version: Kejun Zou. Effects of interactions between the green and brown food webs on ecosystem functioning. Ecosystems. Université Pierre et Marie Curie - Paris VI, 2016. English. NNT : 2016PA066266. tel-01445570 HAL Id: tel-01445570 https://tel.archives-ouvertes.fr/tel-01445570 Submitted on 1 Jun 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Université Pierre et Marie Curie Ecole doctorale : 227 Science de la Nature et de l’Homme Laboratoire : Institut d’Ecologie et des Sciences de l’Environnement de Paris Effects of interactions between the green and brown food webs on ecosystem functioning Effets des interactions entre les réseaux vert et brun sur le fonctionnement des ecosystèmes Par Kejun ZOU Thèse de doctorat d’Ecologie Dirigée par Dr. Sébastien BAROT et Dr. Elisa THEBAULT Présentée et soutenue publiquement le 26 septembre 2016 Devant un jury composé de : M. Sebastian Diehl Rapporteur M. José Montoya Rapporteur Mme. Emmanuelle Porcher Examinatrice M. Eric Edeline Examinateur M. Simon Bousocq Examinateur M. Sébastien Barot Directeur de thèse Mme. Elisa Thébault Directrice de thèse 2 Acknowledgements At the end of my thesis I would like to thank all those people who made this thesis possible and an unforgettable experience for me.
    [Show full text]
  • Trophic Levels
    Trophic Levels Douglas Wilkin, Ph.D. Jean Brainard, Ph.D. Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) AUTHORS Douglas Wilkin, Ph.D. To access a customizable version of this book, as well as other Jean Brainard, Ph.D. interactive content, visit www.ck12.org CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the FlexBook®, CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning, powered through the FlexBook Platform®. Copyright © 2015 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference.
    [Show full text]
  • Food Chains in Woodland Habitats. All Animals Need to Eat Food to Survive
    Science Lesson Living Things and their Habitats- Food chains in woodland habitats. Key Learning • A food chain shows the links between different living things and where they get their energy from. • Living things can be classified as producers or consumers according to their place in the food chain. • A predator is an animal that feeds on other animals (its prey). • Animals can be described as carnivores, herbivores or omnivores. All animals need to eat food to survive. • Talk about what you already know about the kind of food different animals eat. • What is the name of an animal that only eats plants? • What is the name of an animal that only eats other animals? • What is the name of an animal that eats both plants and other animals? Watch this clip about birds. What kind of food do they eat? https://www.bbc.co.uk/bitesize/clips/z9nhfg8 Animals can be described as herbivores, carnivores or omnivores. Birds like robins, blue tits and house sparrows have a very varied diet! worms spiders slugs flies mealworms berries Robins, blue tits and house sparrows are omnivores because they eat plants and other animals. Describing a food chain. Watch this clip describing a food chain. https://www.bbc.co.uk/bitesize/clips/zjshfg8 Caterpillar cat magpie Think about these questions as you watch • Where does a food chain start? • Which animals are herbivores? • Which animals are carnivores? A food chain starts with energy from the Sun because plants need the Sun’s light energy to make their own food in their leaves. Plants are eaten by animals.
    [Show full text]
  • Ecology (Pyramids, Biomagnification, & Succession
    ENERGY PYRAMIDS & Freshmen Biology FOOD CHAINS/FOOD WEBS May 4 – May 8 Lecture ENERGY FLOW •Energy → powers life’s processes •Energy = ATP! •Flow of energy determines the system’s ability to sustain life FEEDING RELATIONSHIPS • Energy flows through an ecosystem in one direction • Sun → autotrophs (producers) → heterotrophs (consumers) FOOD CHAIN VS. FOOD WEB FOOD CHAINS • Energy stored by producers → passed through an ecosystem by a food chain • Food chain = series of steps in which organisms transfer energy by eating and being eaten FOOD WEBS •Feeding relationships are more complex than can be shown in a food chain •Food Web = network of complex interactions •Food webs link all the food chains in an ecosystem together ECOLOGICAL PYRAMIDS • Used to show the relationships in Ecosystems • There are different types: • Energy Pyramid • Biomass Pyramid • Pyramid of numbers ENERGY PYRAMID • Only part of the energy that is stored in one trophic level can be passed on to the next level • Much of the energy that is consumed is used for the basic functions of life (breathing, moving, reproducing) • Only 10% is used to produce more biomass (10 % moves on) • This is what can be obtained from the next trophic level • All of the other energy is lost 10% RULE • Only 10% of energy (from organisms) at one trophic level → the next level • EX: only 10% of energy/calories from grasses is available to cows • WHY? • Energy used for bodily processes (growth/development and repair) • Energy given off as heat • Energy used for daily functioning/movement • Only 10% of energy you take in should be going to your actual biomass/weight which another organism could eat BIOMASS PYRAMID • Total amount of living tissue within a given trophic level = biomass • Represents the amount of potential food available for each trophic level in an ecosystem PYRAMID OF NUMBERS •Based on the number of individuals at each trophic level.
    [Show full text]
  • 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.
    [Show full text]
  • Nile Tilapia and Milkfish in the Philippines
    FAO ISSN 2070-7010 FISHERIES AND AQUACULTURE TECHNICAL PAPER 614 Better management practices for feed production and management of Nile tilapia and milkfish in the Philippines Cover photographs: Top left: Harvest of milkfish in Panabo Mariculture Park, Panabo City, Davao, Philippines (courtesy of FAO/Thomas A. Shipton). Top right: Harvest of Nile tilapia in Taal Lake in the province of Batangas, the Philippines (courtesy of FAO/Mohammad R. Hasan). Bottom: A view of cage and pen culture of milkfish in a large brackishwater pond, Dagupan, Philippines. (courtesy of FAO/Mohammad R. Hasan). Cover design: Mohammad R. Hasan and Koen Ivens. FAO FISHERIES AND Better management practices AQUACULTURE TECHNICAL for feed production and PAPER management of Nile tilapia 614 and milkfish in the Philippines by Patrick G. White FAO Consultant Crest, France Thomas A. Shipton FAO Consultant Grahamstown, South Africa Pedro B. Bueno FAO Consultant Bangkok, Thailand and Mohammad R. Hasan Aquaculture Officer Aquaculture Branch FAO Fisheries and Aquaculture Department Rome, Italy FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS Rome, 2018 The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned.
    [Show full text]
  • Detrital Food Chain As a Possible Mechanism to Support the Trophic Structure of the Planktonic Community in the Photic Zone of a Tropical Reservoir
    Limnetica, 39(1): 511-524 (2020). DOI: 10.23818/limn.39.33 © Asociación Ibérica de Limnología, Madrid. Spain. ISSN: 0213-8409 Detrital food chain as a possible mechanism to support the trophic structure of the planktonic community in the photic zone of a tropical reservoir Edison Andrés Parra-García1,*, Nicole Rivera-Parra2, Antonio Picazo3 and Antonio Camacho3 1 Grupo de Investigación en Limnología Básica y Experimental y Biología y Taxonomía Marina, Instituto de Biología, Universidad de Antioquia. 050010 Medellín, Colombia. 2 Grupo de Fundamentos y Enseñanza de la Física y los Sistemas Dinámicos, Instituto de Física, Universidad de Antioquia. 050010 Medellín, Colombia. 3 Instituto Cavanilles de Biodiversidad y Biología Evolutiva. Universidad de Valencia. E–46980 Paterna, Valencia. España. * Corresponding author: [email protected] Received: 31/10/18 Accepted: 10/10/19 ABSTRACT Detrital food chain as a possible mechanism to support the trophic structure of the planktonic community in the photic zone of a tropical reservoir In the photic zone of aquatic ecosystems, where different communities coexist showing different strategies to access one or different resources, the biomass spectra can describe the food transfers and their efficiencies. The purpose of this work is to describe the biomass spectrum and the transfer efficiency, from the primary producers to the top predators of the trophic network, in the photic zone of the Riogrande II reservoir. Data used in the model of the biomass spectrum were taken from several studies carried out between 2010 and 2013 in the reservoir. The analysis of the slope of a biomass spectrum, of the transfer efficiencies, and the omnivory indexes, suggest that most primary production in the photic zone of the Riogrande II reservoir is not directly used by primary consumers, and it appears that detritic mass flows are an indirect way of channeling this production towards zooplankton.
    [Show full text]
  • AP Biology Flash Review Is Designed to Help Howyou Prepare to Use Forthis and Book Succeed on the AP Biology Exam
    * . .AP . BIOLOGY. Flash review APBIOL_00_ffirs_i-iv.indd 1 12/20/12 9:54 AM OTHER TITLES OF INTEREST FROM LEARNINGEXPRESS AP* U.S. History Flash Review ACT * Flash Review APBIOL_00_ffirs_i-iv.indd 2 12/20/12 9:54 AM AP* BIOLOGY . Flash review ® N EW YORK APBIOL_00_ffirs_i-iv.indd 3 12/20/12 9:54 AM The content in this book has been reviewed and updated by the LearningExpress Team in 2016. Copyright © 2012 LearningExpress, LLC. All rights reserved under International and Pan American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Printed in the United States of America 987654321 First Edition ISBN 978-1-57685-921-6 For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learningexpressllc.com *AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product. APBIOL_00_ffirs_i-iv.indd 4 12/20/12 9:54 AM Contents 1 . .. 11 IntRoDUCtIon 57 . ... A. 73 . ... B. 131 . ... C. 151 . .... D. 175 . .... e. 183 . .... F. 205 . .... G. 225 . .... H. 245 . .... I. 251 . .... K. 267 . .... L. 305 . .... M. [ v ] . .... n. APBIOL_00_fcont_v-viii.indd 5 12/20/12 9:55 AM 329 343 . .... o. 411 . .... P. 413 . .... Q. 437 . .... R. 489 . .... s. 533 . .... t. 533 . .... U. 539 . .... V. 541 . .... X. .... Z. [ vi ] APBIOL_00_fcont_v-viii.indd 6 12/20/12 9:55 AM * . .AP . BIOLOGY. FLAsH.ReVIew APBIOL_00_fcont_v-viii.indd 7 12/20/12 9:55 AM Blank Page 8 APBIOL_00_fcont_v-viii.indd 8 12/20/12 9:55 AM IntroductIon The AP Biology exam tests students’ knowledge Aboutof core themes, the AP topics, Biology and concepts Exam covered in a typical high school AP Biology course, which offers students the opportunity to engage in college-level biology study.
    [Show full text]
  • Formulation of Diet Using Conventional and Non
    OPEN ACCESS Freely available online e Rese tur arc ul h c & a u D q e A v e f l o o Journal of l p a m n r e u n o t J ISSN: 2155-9546 Aquaculture Research & Development Research Article Formulation of Diet Using Conventional and Non-Conventional Protein Sources Maria Lizanne AC*, Jeana Ida Rodrigues, Miriam Triny Fernandes Carmel College of Arts, Science & Commerce for Women, Nuvem, Salcette Goa-403 713, India ABSTRACT A 60-day feeding experiment was conducted on Swordtail, Xiphophorus helleri to correlate the growth and the crude protein percentage of the feed. Nine experimental diets (Treatments) were formulated using different locally and cheaply available conventional and nonconventional protein sources keeping the basal ingredients same. These diets were tested on three replicate groups of 10 fishes (initial body weight: 0.7 ± 0.5 g) bred in circular fiber reinforced plastic tanks of 120 liter capacity with 100 liter of seasoned de-chlorinated tap water. Fishes were fed 3% of their body weight. The growth performance of Swordtail was studied in terms of Weight Gain, Feed Conversion Ratio (FCR), Specific Growth Rate (SGR%/day) and Protein Efficiency Ratio (PER). The results indicated that Weight Gain was more in the Treatment that contained Chicken Waste and least in the Treatment that contained Marine Fish Waste. Specific growth rate%/per day and Protein efficiency ratio showed similar results. The Feed conversion ratio was greater in Treatment that contained Marine Fish Waste and least in Treatment that contained Chicken Waste. The study suggests that Chicken Waste as a major source of Protein can be effectively considered in the formulation of practical diet for better growth of Swordtail, Xiphophorus helleri.
    [Show full text]
  • Nature's Garbage Collectors
    R3 Nature’s Garbage Collectors You’ve already learned about producers, herbivores, carnivores and omnivores. Take a moment to think or share with a partner: what’s the difference between those types of organisms? You know about carnivores, which are animals that eat other animals. An example is the sea otter. You’ve also learned about herbivores, which only eat plants. Green sea turtles are herbivores. And you’re very familiar with omnivores, animals that eat both animals and plants. You are probably an omnivore! You might already know about producers, too, which make their food from the sun. Plants and algae are examples of producers. Have you ever wondered what happens to all the waste that everything creates? As humans, when we eat, we create waste, like chicken bones and banana peels. Garbage collectors take this waste to landfills. And after our bodies have taken all the energy and vitamins we need from food, we defecate (poop) the leftovers that we can’t use. Our sewerage systems take care of this waste. But what happens in nature? Sea otters and sea turtles don’t have landfills or toilets. Where does their waste go? There are actually organisms in nature that take care of these leftovers and poop. How? Instead of eating fresh animals or plants, these organisms consume waste to get their nutrients. There are three types of these natural garbage collectors -- scavengers, detritivores, and decomposers. You’ve probably already met (and maybe even eaten) a few of them. Scavengers Scavengers are animals that eat dead, decaying animals and plants.
    [Show full text]
  • Chemical Energy And
    Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Food chains and webs show the flow of chemical energy through an ecosystem. From the sun to tertiary consumers. students learn about the transfer of chemical energy and how producers and consumers depend on each other. They also learn scientists classifiy living things based on what they eat. Table of Contents 4 Launch! Sun. Chemical energy passing through the food chain starts with the sun. 6 Chemical Collisions A1: Chemical Energy. Hydrogen and helium are the chemical elements in the sun. 12 Productive Primary Producers A2: Producers. Producers use energy from the sun during photosynthesis. 18 Primary Producer Eaters A3: Primary Consumers. Primary consumers get energy by eating producers. 26 Consuming Critters A4: Secondary Consumers. Secondary consumers get energy by eating primary consumers. 34 Web of Life A5: Food Chains and Webs. Food chains and webs show the transfer of chemical energy in an ecosystem. 50 Tropical Trophic Tiers A6: Energy Pyramid. Scientists show energy transfers from the sun to producers to consumers with trophic levels. Launch! (Sun) SUN! where does chemical energy begin in a food chain? Chemical energy passing through the food chain starts with the sun. Unit 6: Chemical Energy and Food Chain Ready? Materials Nothing to prepare. Sticky notes Pencil Set? • Unit 4-Lesson 1-All Activities: Sun • Unit 6-Lesson 1-Activity 1: Chemical Collisions (Chemical Energy) • Unit 6-Lesson 1-Activity 2: Productive Primary Producers (Producers) • Unit 6-Lesson 1-Activity 3: Primary Producer Eaters (Primary Consumers) • Unit 6-Lesson 1-Activity 4: Consuming Critters (Secondary Consumers) • Unit 6-Lesson 1-Activity 5: Web of Life (Food Chains and Webs) • Unit 6-Lesson 1-Activity 6: Tropical Trophic Tiers (Energy Pyramid) Hawaii Standards Go! SC.K.3.1 Develop Know-Wonder-Learn chart with students.
    [Show full text]
  • Concepts & Synthesis
    CONCEPTS & SYNTHESIS EMPHASIZING NEW IDEAS TO STIMULATE RESEARCH IN ECOLOGY Ecology, 86(10), 2005, pp. 2568±2577 q 2005 by the Ecological Society of America PARADOXICAL AVOIDANCE OF ENRICHED HABITATS: HAVE WE FAILED TO APPRECIATE OMNIVORES? DOUGLAS W. M ORRIS1 Department of Biology and Faculty of Forestry and the Forest Environment, Lakehead University, Thunder Bay, Ontario P7B 5E1 Canada Abstract. Omnivores have not ®gured prominently in our understanding of food webs and prey dynamics even though they can have substantial direct and indirect effects on the structure of ecological communities and on the dynamics of interacting species. The im- portant role of omnivores is implicated by the paradoxical results of a food-supplementation experiment. The experiment was designed to test theories that predict how habitat change affects the distribution of habitat-selecting species. According to theories of habitat selec- tion, a quantitative change in habitat (as caused by supplemental food) should increase consumer population size and alter habitat selectivity. Related theories of patch use predict that consumers should increase their use of enriched patches. A two-year experiment on two species of small mammals in Canada's boreal forest failed to alter population densities of red-backed voles, but did cause a dramatic shift in vole habitat use. Rather than increasing their use of feeding stations as predicted by classical theory, voles avoided them. Deer mice did not respond to the experimental treatments. The paradoxical results occurred because omnivorous black bears altered prey behavior by increasing predation risk at feeding stations. Revised theory con®rms the indirect omnivore effect, and demonstrates that the behavioral paradox is far more likely for omnivores than for other types of predators.
    [Show full text]