2. Week 2 Ms. Darlak

3.  What cards do you want when you are trying to get the most cards?  What cards do you want when you want the most points?  Which version does the death and decay card have more power?

4.  PREDATOR:  Play out Version-Food Chains  Food Chains vs. Food Webs p. 5 & 6  Food Web Poster p.8

5.  In your table groups make 5 separate FOOD chains.  What should each chain start with?  What will they eventually end with?

6. Food chains show how energy is transferred in an ecosystem. The arrows show direction of energy flow. A simple food chain would be the sun grows the grass, the deer eat the grass, and the wolves eat the deer. What does the arrow show? The arrow shows the transfer of __________ from the sun to the plants, from the plants to the herbivore from the herbivore to carnivore. ENERGY

7.  Write your own definition of a food chain.  Construct a simple food chain.  Construct a second food chain.  STAMP!

8.  Arrow shows flow of energy. LEAF Insect Bird Fox

10. PRODUCER Herbivore Primary Consumer Predator Prey Omnivore Secondary Consumer Predator Carnivore Tertiary Consumer DECOMPOSER

11. A FOOD WEB shows all the feeding relationships in an ecosystem. The arrows show the transfer of energy.

12. P.5  Write your own definition of a FOOD WEB.  Use the chains your make previously to construct a food web.  Draw the food web below, use words and arrows. P.6  Label each organism  STAMP!

13. Warm-up 09/09  Using this food web:  What are the producers?  What are the consumers?  What are the herbivores?  What are the carnivores?

14.  Food Web Poster p. 8  YOU HAVE TODAY IN CLASS ONLY!

15. Requirements:  Must use all of the organisms on the cards from the Predator game. MINIMUM of 20  Arrows connecting the organisms should follow flow of energy, example, plant to elk.  Posters should be neat and easy to follow  Use name of the animal and a quick sketch.  Put your name on the back of the paper  Card List: bobcat, raccoon, death & decay, squirrel, snake, shrew, hawk, owl, plant-eating insects, preying insects, frogs & toads, spider, millipede, centipede, bird on ground, bird on twig, bird on leaf, bird on truck, turtle, opossum, earthworm, mole, mice, ferns, buds & twigs, grass, fungi, bark, fruit, leaves, nuts, herbs, seed, skunk, bear, rabbit, porcupine, deer, fox. AS MANY AS YOU CAN

16.  What did you learn from making a food web with 20+ organisms?  What was the easiest part of making the food web?  What was the hardest part of making the food web?  What card was not in the deck that is part of every web that you could add to your food web?

17.  Add yourself (Human) to your Web  Who is affected? P.7  Food Web Scenarios p.8  Ecological Pyramids & Trophic Levels pp. 9-10

18.  All things in a food web are connected. If one organism is positively or negatively affected, then all connected to that organism are also affected.  If Mountain Lions are completely removed by hunting, who is affected?  Give an explanation for each organism. Will they be positively or negatively affected and explain your reasoning why.

19.  Make up 3 different ecological changes that may affect this web.  Change directly affects an autotroph  Change directly affects a primary consumer  Change directly affects a top predator  Describe the change and what organisms would be negatively affected and those that would be positively affected for each scenario. Describe what would happen to 3 other organisms in each case (negative and positive) for each scenario. For example:  Autotroph Scenario- an introduced disease kills 90 % of the ferns in the area.  3 organisms positively affected ………..grasses have more space to grow, herbs have less competition for sunlight, fruit have more nutrients less competition  3 organisms negatively affected……..deer will have less to eat, squirrels will have less to eat, less deer will be less food for fox Complete this assignment as a group and hand in on a separate piece of paper.

20.  Change directly affects an autotroph  Biotic or Abiotic change?  Change directly affects a primary consumer  Biotic or Abiotic change?  Change directly affects a top predator  Biotic or Abiotic change?

21.  Canine Parvo spreads through the fox population killing half of them.  Who is positively affected?  Who is negatively affected?

22.  Finish Food Web & Scenarios p.8 (10 min)  Ecological Pyramids & Trophic Levels pp. 9-10  Trophic Level Problem Solving p.11  HW: pp. 12-14

23. What are trophic levels and energy pyramids? An energy pyramid is a graphical model of energy flow in a community through different groups of organisms that might compose a food chain. From the bottom-up, they are as follows: Producers — bring energy from nonliving sources into the community Primary consumers — eat the producers, which makes them herbivores or omnivores Secondary consumers — eat the primary consumers, which makes them carnivores or omnivores Tertiary consumers — eat the secondary consumers In some food chains, there can be a fourth consumer level, and rarely, a fifth.

24. First Trophic Level Second Trophic Level Third Trophic Level Forth Trophic Level Fifth Trophic Level

25. Energy Pyramids

26. sun producers (plants) loss of energy secondary consumers (carnivores) secondary consumers (carnivores) primary consumers (herbivores) primary consumers (herbivores)

27.  Loss of energy between levels of food chain  To where is the energy lost? The cost of living! only this energy moves on to the next level in the food chain 17% growth 50% waste (feces) 33%cellularrespiration energy lost to daily living sun

28.  Loss of energy between levels of food chain  can feed fewer animals in each level 10,000 1000 100 10 sun

29.  TROPHIC VIDEO TROPHIC VIDEO  Complete questions on pp. 12-14  Homework if not completed in class today!

30. 9.63 units 96.37 units 963.7 units of energy 9637 units WARM-UP 09/12 FILL IN THE ENERGY AMOUNTS FOR EACH LEVEL ENERGY LOST (8.67 LOST) 9.63 (86.73 LOST) 96.37 (867.33 LOST) 963.7 (8673.3 LOST) 9637

31. THE 10 % RULE 1 unit of energy 10 units of energy 100 units of energy 1,000 units of energy 1,000 units of energy 10,000 units of energy 90% lost 90% of energy is lost at every level % lost 90% lost 10 % of energy is passed to next Level

32.  Homework Check pp.12-14  Learning Target Check 1  TROPHIC VIDEO TROPHIC VIDEO  Carbon Cycle Game

33. 1. Grass Rabbit Fox a) ______ is a producer b) Herbivore or Primary Consumer _________ c) More foxes, rabbits ________ 2. Food Chain _____ _______ _____ _____ 3.

34. 4. PRODUCER 5. Small fish eat _____ 6. 3 rd Order Consumer 7. Primary Consumer 8. Who eats Zooplankton?

35. 10. Producer 11. ONLY 1 º Consumer 12. If Penguin Elephant Seals ? 13. Cod Trophic Level? 14. If Penguin Leopard Seals ? 15. Krill Crabeater or Elephant Seals? 16. Leopard Seals or Crabeater Seals? -- = less Leopard Seal + = more Squid 1, 2 and 3 -- = less for Leopard Seal + = more Squid & Cod

36. 17. Killer Whale a) 2 º, 3 º, 4 º, 5 º 18. Web vs Chain? 19. Why, Pyramid? a) More Carnivores ? b) 10% Rule?