Food Chains. energy: what is needed to do work or cause change
|
|
- Tabitha Sullivan
- 5 years ago
- Views:
Transcription
1 Have you ever seen a picture that shows a little fish about to be eaten by a big fish? Sometimes the big fish has an even bigger fish behind it. This is a simple food chain. A food chain is the path of food energy from one organism to another in an ecosystem. (An organism is any living thing.) energy: what is needed to do work or cause change Organisms get energy from the food they eat. Before the little fish gets eaten, it eats a plant for its energy. Food chains are the way energy is moved from one organism to the next. But where does the energy in the food chain start? How does energy move through the food chain? Where does the energy from a food chain start? Plants get their energy from the Sun. Plants use the light from the Sun to make their own food. This food gives plants energy to grow and survive. Plants also store food to use for energy later. What is eating what in this simplified food chain? Most of the energy on Earth comes from the Sun. So, the Sun is at the top of most food chains. The organisms that get their energy directly from the Sun are called producers. A producer uses sunlight to make its own food. The organisms that get their energy by eating producers are called consumers. We will study consumers in the next section. Sun: the star at the center of the Solar System that supplies heat and light to Earth The Sun gives energy to these corn plants. 1
2 How does energy flow through a food chain? Consumers may eat producers (plants) or other consumers (other animals). Consumers are called predators when they eat other animals. The organisms eaten by predators are called prey. The eagle is a predator. The fish is the eagle s prey. When an animal eats a plant, it gets the energy stored in the plant. The animal can use this energy to move and to stay healthy. One animal may also eat another animal. The predator gets the energy stored inside of the prey animal. The predator can then use this energy to move and stay healthy. The diagram above is an example of a food chain. The energy comes from the Sun. Plants use the energy to produce plant seeds. A mouse eats the plant seeds. Then, a snake eats the mouse. Finally, an eagle eats the snake. Notice that the arrows point from the Sun to the eagle. In other words, the arrows show the direction in which the energy flows. Sometimes, people draw food chains with the arrows pointing in the wrong direction. Because the eagle eats the snake, you may think it makes sense for the arrow to point from the eagle to the snake. It is important to remember that the flow of energy always goes from the Sun to producers to consumers. 2
3 Is the organism shown in this picture a producer or a consumer? How do you know? In this activity, you will locate consumers and producers where you live. 1. Begin by thinking about the living things in your classroom or home. Do you have any plants or pets? Identify each living thing that you see. Decide whether it is a consumer or a producer. 2. Next, take a walk outside. Identify the living things that you see. Decide whether each is a consumer 3. or a producer. Be safe. Do not touch any plants you re unsure of or approach any animals. 4. Don t forget to think about yourself. You are a living animal in a food chain. Are you a consumer or a producer? What happens to a food chain in an ecosystem if an organism is removed? Ecosystems may have many different producers and consumers. An ecosystem may contain many food chains. A balanced ecosystem has enough producers to support all the consumers. Some ecosystems contain lots of biodiversity. In other words, they contain many different kinds of living things. If one organism dies out, other organisms may take its place in a food chain. 3
4 In other ecosystems, however, food chains might be affected much more. If that organism dies and no other species fill that role, you can imagine how many other organisms will be affected! Whatever the organism eats might grow more quickly, and whatever predators eat the organism will have trouble finding food. Can you think of what else might happen? Let s think about frogs in a pond. In a pond ecosystem, frogs are consumers of many different organisms. They eat snails and small insects that get their energy from green algae. Green algae are the producers in the pond food chain. Large animals like herons eat the frogs. Many ponds contain only one kind of frog. If a disease kills off all the frogs, the heron and other large consumers lose a large part of their food source. They may die off as a result or have to find a new food source. On the other hand, fewer frogs mean fewer predators eating insects and snails. More insects and snails may survive. If this happens, they may eat too much of the pond s algae. As a result, the food chain may become affected or broken in several places. Without bees in an ecosystem, flowers won t be pollinated. Insects such as this caterpillar will have fewer plants to eat. Looking to the Future: Bee Colony Collapse Disorder Bees are part of the ecosystems in which they live. When they move from flower to flower they pick up pollen on their bodies. The bees then move the pollen to the next flowers they land on. By doing this, they help the flowers make fruits and seeds. Without the bees to move the pollen the plants could not reproduce. Scientists do not know why, but colonies of bees have been disappearing. This was first observed in 2006 in North America. Since then, it has been happening all over the world. This problem is called Colony Collapse Disorder (CCD). Because of CCD, many fruits and other crops have been ruined. 4
5 Scientists aren t sure what is causing CCD. They have several hypotheses: Poison that is sprayed on crops kills bees. Insects such as mites harm the bees. A virus harms the bees. Humans have damaged the habitats where bees live. hypothesis: a possible answer to a scientific question Scientists also think that CCD could be from all of these things. They watch bee colonies carefully and record what they see. They test dead bees to find out what caused them to die. They are also working to improve the health of living bees. What do you know? Food chains are made up of producers and consumers. Identify whether each of the following is a producer or a consumer. 5
6 The Food Chain in Store for You To help students learn more about food chains and to make the connection to their everyday lives, take them with you to your local grocery store. As you walk the aisles with them, point out different foods and discuss where that food comes from. From their studies in the classroom, they should be able to identify whether each food is a producer or a consumer. Then, encourage students to take it a step further and describe a possible food chain for the item. For example, point out a fruit or vegetable. They should identify this as a producer. When they think about a possible food chain, they should explain the plant gets energy from the Sun; students might also describe a small animal that eats the plant and perhaps a larger animal that eats the small animal. Here are some questions to discuss with your child: Is everything in the produce aisle of the grocery store a producer? Are there any consumers in the grocery store? Consider some packaged food, such as bread or cereal, and ask students to look at the ingredients to determine the source of the food. This may take a little more prompting; for example, students may not realize that flour comes from wheat. 6
Academic Year Second Term. Science Revision sheets
Academic Year 2015-2016 Second Term Science Revision sheets Name: Date: Grade:3/ Q1 : Choose the letter of the choice that best answer the questions 1. Which of these is what a plant does that makes more
More information6. Which of the following is not a basic need of all animals a. food b. friends c. water d. protection from predators
NAME SOL 4.5 Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same area 6. Which of
More information3 Types of Interactions
CHAPTER 18 3 Types of Interactions SECTION Interactions of Living Things BEFORE YOU READ After you read this section, you should be able to answer these questions: What determines an area s carrying capacity?
More informationJoseph Priestly ECOSYSTEMS. Part
ECOSYSTEMS Part 2 Joseph Priestly Joseph Priestly was an English clergyman and scientist. He noticed that if he put a burning candle in a jar, the candle went out after a few minutes and when he put a
More informationInteractions of Living Things
CHAPTER 14 LESSON 2 Interactions of Living Things Populations and Communities Key Concepts How do individuals and groups of organisms interact? What are some examples of symbiotic relationships? What do
More informationTania Ostolaza Fernández sharpandsavvy.es UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES
UNIT 5. RELATIONSHIPS IN ECOSYSTEMS ACTIVITIES CHECK YOUR LEARNING Answer the following questions. Use full sentences and be careful with your handwriting. INTERRELATIONSHIPS. FOOD CHAINS & FOOD WEBS.
More information1) Which of the following describes the mammals, fish, birds, and plants that live in an environment? a) Abiotic c) biome b) population d) biotic
CH.16 practice TEST -6th grade Multiple Choice Identify the choice that best completes the statement or answers the question. 1) Which of the following describes the mammals, fish, birds, and plants that
More informationBIO 2 GO! Abiotic / Biotic Factors and Relationships in an Ecosystem
BIO 2 GO! Abiotic / Biotic Factors and Relationships in an Ecosystem 3511 3512 All things are either abiotic or biotic. Ecosystems are determined by which of these factors are found in them. Interactions
More informationPlant Picture. Date. Observations
Plant Picture Date Observations Investigation 1: Grass and Grain Seeds No. 1 Notebook Master What Do Plants Need? Review Questions 1. What are the basic needs of plants? 2. What part of a plant takes up
More informationIn the Rainforest Biome you will discover how plants, animals and people of the rainforest fit together.
Tracking KS3 the Tropics In the Rainforest Biome you will discover how plants, animals and people of the rainforest fit together. Let s Start! Look point 1 (The Map, grid reference: 173 501) Tropical rainforests
More information1.0 Forest Ecology at the Ecosystem Level
1.0 Forest Ecology at the Ecosystem Level Ecology is the study of living and non-living parts of the environment and how they affect each other. The environment is everything around us. It includes the
More informationAnimals: Habitats & Adaptations
Animals: Habitats & Adaptations 3.2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. 3.2.2 Explain how physical
More informationo Can you find any nectar? Brood? Honey? o Can you find any drones and drone cells? o Can you find the queen bee?
o Can you find any nectar? Brood? Honey? o Can you find any drones and drone cells? o Can you find the queen bee? *NOTE: The queen in Observation Hive #1 has a yellow mark on her. Put the wooden panels
More informationSWMS Science Department
Big Idea 17 Interdependence SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.L.17.2 Compare
More information11/10/13. How do populations and communities interact and change? Populations. What do you think? Do you agree or disagree? Do you agree or disagree?
Chapter Introduction Lesson 1 Populations Lesson 2 Changing Populations Lesson 3 Communities Chapter Wrap-Up How do populations and communities interact and change? What do you think? Before you begin,
More informationWhat two types of organisms are there?
A rabbit is chased by a lynx These animals are interacting! What two types of organisms are there? Abiotic? Biotic? Never been alive -water -temperature -rocks -sunlight -air -rotting bodies A rabbit is
More informationStudent Exploration: Food Chain
Name: Date: Student Exploration: Food Chain Vocabulary: consumer, ecosystem, equilibrium, food chain,, predator, prey, producer Prior Knowledge Questions (Do these BEFORE using the Gizmo.) The Food Chain
More information5 th Grade Ecosystems Mini Assessment Name # Date. Name # Date
An ecosystem is a community of organisms and their interaction with their environment. (abiotic, biotic, niche, habitat, population, community)- 1. Which effect does a decrease in sunlight have on a pond
More informationEcology. Science Matters Chapter 16
Ecology Science Matters Chapter 16 Learning outcomes Understand what the term ecology means. Be able to name different habitats. Be able to give examples of producers, consumers and decomposers in the
More informationDecomposers recycle nutrients (matter) but ENERGY IS ALWAYS LOST
Decomposers recycle nutrients (matter) but ENERGY IS ALWAYS LOST What does this mean to us Stable ecosystems have a continual input of energy And more producers than consumers It takes less energy to produce
More informationVanishing Species 5.1. Before You Read. Read to Learn. Biological Diversity. Section. What do biodiversity studies tell us?
Vanishing Species Before You Read Dinosaurs are probably the most familiar organisms that are extinct, or no longer exist. Many plants and animals that are alive today are in danger of dying out. Think
More informationWhere Animals and Plants Are Found
About Animals and Plants What I Need to Know Animals and plants are linked. They are connected. They make up an ecosystem. Not all the ecosystems are the same. Different ecosystems have different plants.
More informationWon t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin
Won t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin Research Background: Imagine you are snorkeling on a coral reef! You see lots of plants and animals living
More informationEcosystem Review. EOG released questions
Ecosystem Review EOG released questions 1. Which food chain is in the correct order? A grasshopper grass snake frog hawk B grasshopper frog hawk snake grass C grass grasshopper frog snake hawk D grass
More informationWillow Pond Introduction
Name: Willow Pond Introduction Pond Ecosystems An ecosystem is made up of both biotic (living) and abiotic (non-living) components. Biotic elements include plants, animals, fungi, and microorganisms. Some
More informationLOWER PRIMARY SCHOOL WORKBOOK
CORAL CAY CONSERVATION & JFA EDUCATIONAL AIDS LOWER PRIMARY SCHOOL WORKBOOK ECOLOGY, RELATIONSHIPS & INTERACTIONS - Prepared by - Alexia Tamblyn, Director of Ecology, JFA Craig Turner, Managing Director,
More informationProject. Aim: How does energy flow in Arctic and Antarctic ecosystems? Explore. The four food webs are:
Name: Date: Aim: How does energy flow in Arctic and Antarctic ecosystems? Explore The four food webs are: o Antarctic Marine Food Web o Arctic Marine Food Web o Tundra Land Food Web o Tundra Freshwater
More informationNatural Processes. Were you prepared for the fast approaching storm? Were you able to take shelter? What about pets, livestock or plants?
Have you ever been caught in a storm? You are outside on a summer night and all of a sudden here come the wind, lightning and heavy rain. It starts raining so hard that you can hardly see in front of you.
More informationLiving Things and the Environment
Unit Key Words 1 Living Things and the Environment classify organism owl nest component habitat waterfall measures adapt prohibited seal rat fox In this unit you will learn to: recognize that an ecosystem
More informationName: Class: Date: Ecosystem Interactions. Multiple Choice Identify the choice that best completes the statement or answers the question.
Name: Class: _ Date: Ecosystem Interactions Multiple Choice Identify the choice that best completes the statement or answers the question. 1. In an ecosystem, organism interact with living and non-living
More information2. Which of the following is an organism that is made of only one cell? A. a larva B. an oyster C. an amoeba D. a mold
1. I am the barrier between the inside and the outside of the cell. I allow food, oxygen, and other needed materials to enter the cell. I am a part of animal and plant cells. A. cell membrane B. cell wall
More informationLaws of Nature Post-Field Trip Lesson Plan
Overview Research has shown that field trips are more educationally beneficial for students if students have the opportunity to review and reflect upon what was learned during the field trip (Flexer &
More informationEcology - the study of how living things interact with each other and their environment
Ecology Ecology - the study of how living things interact with each other and their environment Biotic Factors - the living parts of a habitat Abiotic Factors - the non-living parts of a habitat examples:
More information4thscience_lifescience (4thscience_lifescience) 4. Which of the following would probably cause the MOST harm to a pond or stream?
Name: Date: 1. Whitetail deer live on the Cumberland Island National Seashore. What would make the deer population on the island smaller? A. people moving away from the island B. planting new trees in
More informationTypes of Consumers. herbivores
no energy = no life Types of Consumers herbivores herbivore us vegetation to swallow or devour Types of Consumers herbivores the organisms that eat plants carnivores carnivore us flesh to swallow or devour
More informationWhat is wrong with deer on Haida Gwaii?
What is wrong with deer on Haida Gwaii? A school curriculum by the Research Group on Introduced Species 2007 Forests of Haida Gwaii Haida Gwaii is an archipelago. It consists of a great number of islands,
More informationGrade Level Suggestion: Grades 4 th to 8 th. Time Frame: minutes.
I Have, Who Has? An Interactive Vocabulary Game Prairie Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Prairie Study Vocabulary for 4 th -
More informationLesson Adaptation Activity: Developing and Using Models
Lesson Adaptation Activity: Developing and Using Models Related MA STE Framework Standard: 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
More informationBUNDLE 9: ENERGY AND ECOLOGY Review
BUNDLE 9: ENERGY AND ECOLOGY Review 1. Describe Cellular Respiration, what happens, where does it happen, what type of organism does it take place in? What is the equation for respiration? Happens in the
More informationBased on results from TIMSS Lesson plan on investigative science. Ecosystems
Based on results from TIMSS 2015 Lesson plan on investigative science Ecosystems Ecosystems Pupils performed less well in the TIMSS test when assessed on applying their understanding of the interdependence
More informationIFE. Discover the. Science.
IFE CIENCE RADE ASSESSMENT PACKET Discover the primary source of matter and energy in food chains, learn about herbivores, carnivores, omnivores, and decomposers and how they are related in food chains
More informationPhotosynthesis Promenade
Photosynthesis Promenade Summary: Students simulate the process of photosynthesis through a wholebody demonstration. Objective Students will be able to illustrate how plants use the sun s energy to make
More informationFlower Power!! Background knowledge material and dissection directions.
Flower Power!! Background knowledge material and dissection directions. 96 Plant Dissection 3.2 Plants Essential Question: Why do plants have flowers? Questions: As you read the lab background, complete
More informationBotany Basics Kitchen Botany Facilitator Guide
Botany Basics Kitchen Botany Facilitator Guide Big Picture Concept: Plant parts have different functions and provide us with much of the food we eat. Program Description: What do plant parts and their
More informationLevels of Organization in Ecosystems. Ecologists organize ecosystems into three major levels. These levels are: population, community, and ecosystem.
Levels of Organization in Ecosystems Ecologists organize ecosystems into three major levels. These levels are: population, community, and ecosystem. Population A population is a group of individuals of
More informationTropical Tracks. Tropical rainforests are located along the Equator. Look at the map in the Biome. Draw the Equator on your map and label it.
Tropical Tracks In Eden s Rainforest Biome you will discover how plants, animals and people of the Tropical Rainforest fit together. Let s Start! Look Point 1 (The Map, grid reference 173 501) Tropical
More information2nd Grade. Plants.
1 2nd Grade Plants 2015 11 24 www.njctl.org 2 Table of Contents Click on the topic to go to that section What are plants? Photosynthesis Pollination Dispersal 3 Lab: What do plants need? What do plants
More information2nd Grade. Slide 1 / 106. Slide 2 / 106. Slide 3 / 106. Plants. Table of Contents
Slide 1 / 106 Slide 2 / 106 2nd Grade Plants 2015-11-24 www.njctl.org Table of Contents Slide 3 / 106 Click on the topic to go to that section What are plants? Photosynthesis Pollination Dispersal Slide
More informationUnit Plan Sketch. Part 1: Topic Content and Objectives
Topic: ECOLOGY Unit Plan Sketch Part 1: Topic Content and Objectives Grade level: Middle school Larger topic Interactions within Ecosystem Communities Population Dynamics in Ecosystems I. Objectives for
More informationKindergarten Science, Quarter 4, Unit 4.1. Plants. Overview
Kindergarten Science, Quarter 4, Unit 4.1 Plants Overview Number of instructional days: 10 (1 day = 20 30 minutes) Content to be learned Observe that plants need water, air, food, and light to grow. Identify
More informationThe Eco Pyramid By Michael Stahl
The Eco Pyramid The Eco Pyramid By Michael Stahl An ecosystem is a community of living organisms interacting with one another as well as with nonliving things. One very important aspect of an ecosystem
More informationLesson 32. The Grain of Wheat. John 12:20-26
L i f e o f C h r i s t from the gospel of J o h n Lesson 32 The Grain of Wheat John 12:20-26 Mission Arlington Mission Metroplex Curriculum 2010 Created for use with young, unchurched learners Adaptable
More informationWhat are the different stages of the life cycle of living things? life cycle stage
Manny is at his family reunion. First he catches up with his grandparents. People always tell him how much he looks like his grandfather, but Manny doesn t agree. His grandfather is so much taller, and
More informationBotany: Plant Dissection Student Advanced Version
Botany: Plant Dissection Student Advanced Version In this lab, we will learn about the structure and function of plants, and how plants are useful in our everyday lives. Key Concepts: Plants have been
More informationThere are many different habitats. While at Knowsley Safari, you might have talked about, the Savannah Grasslands, the Rainforests and the Deserts.
What exactly is a Habitat? An animal s habitat is the place where the animal lives in the wild. It provides animals with two important things, shelter and food. It is a great place for animals to have
More informationA population is a group of individuals of the same species, living in a shared space at a specific point in time.
A population is a group of individuals of the same species, living in a shared space at a specific point in time. A population size refers to the number of individuals in a population. Increase Decrease
More informationEnergy, Producers, and Consumers. Lesson Overview. Lesson Overview. 4.1 Energy, Producers, and Consumers
4.1 Energy, Producers, and Consumers THINK ABOUT IT At the core of every organism s interaction with the environment is its need for energy to power life s processes. Where does energy in living systems
More informationScience Grade 4. Unit 1 Healthy Habitats
Science Grade 4 Unit 1 Healthy Habitats What is a habitat Habitat - The place where an animal or a plant normally lives or grows and that provides them with everything they need to survive. Habitat A habitat
More informationUnit 8: Ecology: Ecosystems and Communities
Unit 8: Ecology: Ecosystems and Communities An ecosystem consists of all the plants and animals that interact with the nonliving things in an area. Biosphere = area on Earth where living things are found
More informationScience Review Notes for Parents and Students
Science Review Notes for Parents and Students Grade 4 3 rd Nine Weeks 2017-2018 Note: Fourth grade material is tested on the Fifth Grade Standards of Learning test. Released questions in this review packet
More informationEnvironmental Science. Teacher Copy
Environmental Science Teacher Copy Habitats! You are an organism!! Organisms obtain food, water, shelter and other things it needs to live, grow and reproduce from its environment.! A habitat is an environment
More informationSelf-Guided Tour. Plants and the Plant Life Cycle. K to 2nd Grade
Time Required: 60 min April to October Topic: Observing plant life cycles in the Garden Materials: For each student: Pencil or crayons Clipboards (recommended) Comparison Worksheet Colored dots (recommended)
More informationV Q \ = 7]Z 4IVL 126 Unit 5
126 Unit 5 Is it cold and windy? Or is it a sunny day? Is it raining cats and dogs? Or can we go out to play? I will learn to talk about seasons and weather plant life environments caring for the earth
More informationFind your notes, old notebook, and a pencil * On Thursday please bring a calculator!
Find your notes, old notebook, and a pencil * On Thursday please bring a calculator! Describe Photosynthesis: Inputs & outputs? Equation? Factors that impact it What types of organisms do Plants do it
More informationPlant Appearance. Name: Class:
Plant Appearance Name: Class: Directions: Match the words with the big ideas by writing the letter beside the idea. Use the same words in the short article below. Use key words and phrases from the article
More informationOrganism Interactions in Ecosystems
Organism Interactions in Ecosystems Have you ever grown a plant or taken care of a pet? If so, you know they have certain needs such as water or warmth. Plants need sunlight to grow. Animals need food
More informationListening. The Air. Did you know? Did you know?
Listening 1. Find a place to sit. 2. Close your eyes and listen carefully to all the sounds you can hear. Cup your hands around your ears and turn your head to help you listen in particular directions.
More informationPredict the effect of increased competition for abiotic and biotic resources on a food web. colored pencils graph paper ruler
Edit File QUICK LAB Effect of Abiotic and Biotic Factors No organism exists in isolation. Organisms depend on and compete for the abiotic, or non-living, factors in its environment. For example, organisms
More informationChapter 4 SECTION 2 - Populations
Chapter 4 SECTION 2 - Populations 1 Each organism in an ecosystem needs a place to live called habitat. The habitat provides everything an organism needs to SURVIVE AND REPRODUCE: Food, water Shelter Habitats
More informationBall of yarn Laminated photographs or drawings of ecosystem parts (see later pages)
This lesson has been adapted by Nature s Classroom Institute to help students comprehend the interdependencies of various ecosystems as well as their role within the larger environment. Through this activity
More informationEcosystem Interactions
Ecosystem Interactions UNIT 5 Student Reader E5 Student Reader v. 9 Unit 5 Page 1 2016 KnowAtom TM Front Cover: The front cover shows a cottontail rabbit in its environment. Cottontail rabbits are very
More informationPansy Parts & Stop Photosynthesis 4 th Grade Sarah Fortner & Lucille Duncan
References: Pansy Parts & Stop Photosynthesis 4 th Grade Sarah Fortner & Lucille Duncan http://www.computing.ee.unsw.edu.au/~solar/classrooms/photosynth1.htm Benchmarks & Objective: Stop Photosynthesis
More informationAfter you read this section, you should be able to answer these questions: The gametophyte grows as an independent plant.
CHAPTER 12 SECTION 3 Introduction to Plants Seed Plants 7.2.a, 7.5.f California Science Standards BEFORE YOU READ After you read this section, you should be able to answer these questions: How are seed
More informationBotany: The Plant Dissection Lab
Botany: The Plant Dissection Lab Advanced Version In this lab, we will learn about the structure and function of plants, and how plants are useful in our everyday lives. Key Concepts: Plants have been
More informationCHAPTER 3 - ECOSYSTEMS
CHAPTER 3 - ECOSYSTEMS Lesson 1 Parts of Ecosystems An ecosystem is made of living and nonliving parts that all work together. Every organism in an ecosystem has a part to play. An ecosystem is all of
More informationClassifying living things
Classifying living things Classifying means sorting, or organising into groups. In this lesson, you are going to classify living things into two groups plants and animals. You will examine the characteristics
More informationBotany: The Plant Dissection Lab
Botany: The Plant Dissection Lab Basic Version In this lab, we will learn about the structure and function of plants, and how plants are useful in our everyday lives. Key Concepts: Plants have been on
More informationEcology Test Biology Honors
Do Not Write On Test Ecology Test Biology Honors Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The study of the interaction of living organisms with
More informationBiomes, Populations, Communities and Ecosystems Review
Multiple Choice Biomes, Populations, Communities and Ecosystems Review 1. The picture below is a school (group) of Jack fish. What type of distribution does this represent? A) Random B) Even C) Uniform
More informationInteractions of Living Things
Interactions of Living Things Everything is Connected SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. What is ecology?
More informationOrganism Species Population Community Ecosystem
Name: Date: Period: Ecosystems and Their Interactions S8.B.3.1 Getting the idea The environment is everything that surrounds an organism. Organisms cooperate and compete with each other to get everything
More informationPopulations and Communities
CHAPTER 21 Populations and Communities LESSON 3 Communities What do you think? Read the two statements below and decide whether you agree or disagree with them. Place an A in the Before column if you agree
More informationCurriculum Guide 2015 Class: Science Grade: 2 nd grade
Unit 1: Work Like a Scientist Identify inquiry skills Ask and raise questions about the world and investigate them by observing, Explain the difference between what you observe and what you think Scientific
More informationStandards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15
Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15 Organization and Development of Living Organisms Enviroscape... 17 Plant Parts...23 Getting to the Root
More informationWhat Shapes an Ecosystem? Section 4-2 pgs 90-97
What Shapes an Ecosystem? Section 4-2 pgs 90-97 What Shapes an Ecosystem? If you ask an ecologist where a particular organism lives, that person might say the organism lives on a Caribbean coral reef,
More informationEnvironments and Ecosystems
Environments and Ecosystems A habitat is a place where organisms naturally live and grow. Habitats include biotic, living factors, such as plants and animals and abiotic, non-living factors, such as rocks,
More informationAnimal Essentials Can t Live Without You Gr. 1-3
Animal Essentials Can t Live Without You Gr. 1-3 At a glance This program will encourage students to investigate how animals rely on their traits and behaviors to survive. Time requirement 45 minutes Group
More informationIncredible Invertebrates
Invertebrates activity one: lesson plan Incredible Invertebrates Invertebrates are, by far, the most successful creatures in animal kingdom. You can find them on land, in the air, and in the water, dominating
More information2nd Grade. Biodiversity and Humans.
1 2nd Grade Biodiversity and Humans 2015 11 23 www.njctl.org 2 Table of Contents Click on the topic to go to that section Biodiversity Types of Living Things Living Things On Land Living Things In The
More informationThe Importance of Bees
Name: Class Period: Due Date: The Importance of Bees Imagine a world without bees. Some might rejoice at the thought of never being stung by one of those little yellow buzzers, and others might miss the
More informationEcosystems Summative Assessment Version 1
Ecosystems Summative Assessment Version 1 Use the picture of the ecocolumn to answer questions 1 5. Ecocolumn 1. What do the fish use to breathe in the water? a. Gills b. Lungs c. Nose d. Nostrils LS2C
More informationStudent Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.
Student Name: Teacher: Date: District: London City Assessment: 07 Science Science Test 4 Description: Life Science Final 1 Form: 301 1. A food chain is shown. Sunlight Grass Rabbit Snake What is the abiotic
More informationINTERACTIONS IN AN ENVIRONMENT
reflect Earth is full of living things. Our planet has many kinds of organisms including bacteria, fungi (like mushrooms), plants, and animals. In some ways, living things are alike. Almost all living
More informationGrade Level Suggestion: Grades 4 th to 5 th. Time Frame: minutes.
I Have, Who Has? An Interactive Vocabulary Game Woodland Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Woodland Ecosystem Study Vocabulary
More information2. Which sequence shows a correct pathway for the flow of energy in a food chain? A. bacteria grass fox owl. B. grass grasshopper frog snake
1. The diagram below illustrates the relationships between organisms in an ecosystem. 2. Which sequence shows a correct pathway for the flow of energy in a food chain? A. bacteria grass fox owl. grass
More informationa. They get energy directly from sunlight c. They make their own food
1) In which food chain is the most energy lost from the ecosystem? a. algae snail crane osprey b. algage zooplankton sunfish c. algae zooplankton sunfish tuna humans d. algae zooplankton sunfish heron
More informationBENEFICIAL INSECTS GOING BUGGY
BENEFICIAL INSECTS GOING BUGGY GOALS FOR THIS STATION Understand the importance of beneficial insects Understand the importance of native bees Understand the importance of conserving insect habitats ROLES
More information14.1. KEY CONCEPT Every organism has a habitat and a niche. 38 Reinforcement Unit 5 Resource Book
14.1 HABITAT AND NICHE KEY CONCEPT Every organism has a habitat and a niche. A habitat is all of the living and nonliving factors in the area where an organism lives. For example, the habitat of a frog
More informationTUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2
TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 Chapter 4 (How Living Things Grow and Change) 3.1.2.C.2. Explain that living things can only survive if their needs are being met. 3.1.2.A.3.
More informationGood Morning! When the bell rings we will be filling out AP Paper work.
Good Morning! Turn in HW into bin or email to smithm9@fultonschools.org If you do not want to tear the lab out of your notebook take a picture and email it. When the bell rings we will be filling out AP
More information