1. Front of classroom DanielRegina ld IeshaTierra Mark- quas Ebony CalebWarre n Migno n Yoland a Chicob i Donald AleishaLynda DenisCorey PatrickNorma n TobyJosh EddieChad KaylaTyrean KhallidJenna Alessa ndro Shanel AkeemChanta Kayla

2. Front of classroom EthanJaron BlaineFrank TiffanyWillia m A’lenaJosh W Angeli na Charle s Brunik a Karen Stanle y Chaz Amand a Brent MyranKeiara Michae l Josh R Roneic e Alex TroySam JulianTonya ChayShan’t a

3. Food Webs  Catalyst:  Examine the food web to the right.  Tell me at least FIVE conclusions you can draw from it. Write in complete sentences! Don’t talk during the Catalyst!

4. Agenda  Evolution Mastery  Introduction to Environmental Science  Food web roles  ActivExpression fun!  Food web interactions  Predation, competition, extinction  MOOOORE ActivExpression fun!!!  Closing/Exit Question

5. SI 13: Identify scientific evidence that has caused modifications in previous theories 296.4 4 70.3 5 78.3

6. SI 16: Use rules of evidence to examine theories 277.2 4 100 5

7. LS 17: Explain how factors affect gene frequency in a population over time 282.5 4 83.9 5 85.4

8. LS 16: Explain how DNA/fossil evidence supports evolution 286.1 4 86.8 5 90.7

9. LS 15: Compare the embryological development of animals 287.5 4 88.0 5 93.3

10. LS 14: Analyze evidence of evolution 277.5 4 82.4 5 82.1

11. ES 9: Cite and explain examples of adaptations over time 278.6 4 73.3 5 86.4

12. LS 18: Classify organisms from different kingdoms using a dichotomous key 294.3 4 97.1 5 90.9

13. Unit 6 Mastery Overall 285.0 4 85.2 5 88.4

14. Introduction  First, we studied how individual cells work.  Second, we learned how cells fit together into organisms and reproduce.  Then, we discovered how organisms change (evolve) over long periods time.  Now, we will study how groups of these organisms interact and change the environment around us.  We will also look at how our treatment of the environment threatens the survival of the human species. This Is Environmental Science

15. Objective By the end of today, all SWBAT…  Analyze food webs by predicting the impact of the loss or gain of an organism

16. Catalyst Review  Examine the food web to the right.  Tell me at least FIVE conclusions you can draw from it.

17.  They eat each other!  Key Point #1: A food web shows all the feeding relationships in an ecosystem.  Ecosystem: all of the living and non-living things in an area. How Do Organisms Interact?

18.  Producer: another word for autotroph. Makes its own food through photosynthesis.  Consumer: another word for heterotroph. Eats other things for energy.  Primary consumer: eats producers.  Secondary consumer: eats primary consumers.  Tertiary consumer: eats secondary consumers. First, some vocabulary…

19.  Arrows show the flow of energy. So, they point FROM something getting eaten TO whatever is eating it.  A food chain is a path on a food web. From producer to the final consumer.  The most basic level of the food web is the producer. Where does it get its energy from? Some things to notice…

20. Guided Practice (GP) 1 The arrow pointing from seed-eating birds to foxes shows that... A. Foxes eat birds B. Birds eat foxes C. Foxes and birds share food D. Foxes and birds compete for the same food

21. Guided Practice (GP) 1 Although it is not shown in this picture, where does all of this food web’s energy begin? A. The Moon B. The Earth C. The Sun D. Fertilizer

22. Guided Practice (GP) 1 What is the producer in this food web? A. Hawks and owls B. Squirrels C. Plants D. Spiders

23. Guided Practice (GP) 1 Which of the following is a secondary consumer in this food web? A. Toads B. Plants C. Mice D. Spiders

24. Guided Practice (GP) 1 Which of the following is a primary consumer in this food web? A. Snakes B. Mice C. Predaceous insects D. Foxes

25. Guided Practice (GP) 1 I need one volunteer to come up to the board and circle a food chain.

26. What If…?  Key Point #2: We can use a food web to predict what will happen when we introduce/take away a species  Three important interactions for you to learn.

27.  What do you think will happen to the rabbits, if all the vegetation is destroyed?  If a population loses ALL of its food sources, it will become extinct. Food Web Interactions

28.  What do you think will happen to the cougar, if all of the deer die?  If a population loses SOME of its food sources, it will decrease in size. Food Web Interactions

29.  What do you think will happen to the mice, if all of the foxes are eaten by the cougars?  If a population loses its predators, it will increase in size. Food Web Interactions

30. Guided Practice (GP) 2 What will happen to the mouse population, if a disease kills all the plants? A. All will go extinct B. Increase in size C. Decrease in size D. Reproduce more

31. Guided Practice (GP) 2 Imagine that a bobcat enters the ecosystem. Bobcats eat insectivorous birds. What will happen to the fox population? A. All will go extinct B. Increase in size C. Decrease in size D. Move elsewhere

32. Guided Practice (GP) 2 Imagine that a disease kills all of the snakes in the ecosystem. What will happen to predaceous insect population? A. All will go extinct B. Increase in size C. Decrease in size D. Stop eating herbivorous insects

33. Guided Practice (GP) 2 What will happen to the squirrel population, if a cow wanders by and eats all the plants? A. All will go extinct B. Increase in size C. Decrease in size D. Start eating toads

34. Guided Practice (GP) 2 What will happen to the rabbit population, if a drought kills all the plants? A. All will go extinct B. Increase in size C. Decrease in size D. Eat foxes

35. Guided Practice (GP) 2 Imagine that a hunter kills all of the hawks and owls in the ecosystem. What will happen to the seed-eating bird population? A. All will go extinct B. Increase in size C. Decrease in size D. Begin eating spiders

36. Guided Practice (GP) 2 Pretend that a falcon enters the ecosystem. Falcons eat toads. What will happen to the snake population? A. All will go extinct B. Increase in size C. Decrease in size D. Stop eating toads

37. Guided Practice (GP) 2 Imagine that a population of bears wanders into the ecosystem. Bears eat foxes. What will happen to the squirrel population? A. All will go extinct B. Increase in size C. Decrease in size D. Move elsewhere

38. Independent Practice  Make your own food web. Your food web must have at least THREE producers, TWO primary consumers, and ONE secondary consumer.  Describe four situations in which an organism enters/leaves your food web. Explain what will happen to the other organisms in your food web as a result.

39. Key Point Wrap-Up  KP#1: A food web shows all the feeding relationships in an ecosystem.  KP#2: We can use a food web to predict what will happen when we introduce/take away a species  If a population loses ALL of its food sources, it will become extinct.  If a population loses SOME of its food sources, it will decrease in size.  If a population loses its predators, it will increase in size.

40. Use the food web at right to answer the questions below.  What animal eats the elk?  What would happen to the rabbit population, if all the grass were to be burned down in a fire?  Imagine that a population of foxes wanders into this food web, and eats all the mice. What will happen to the cricket population? Use the food web at right to answer the questions below.  What animal eats the elk?  What would happen to the rabbit population, if all the grass were to be burned down in a fire?  Imagine that a population of foxes wanders into this food web, and eats all the mice. What will happen to the cricket population? Exit Questions