assignment on food chain and food web

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In addition to ecosystems and food chains, these printable worksheets also cover consumers and producers, as well as herbivores, carnivores, and omnivores. 

Food Chain Worksheets

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Food Chain Articles

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This page has everything you'll need for teaching students about owls, and for an owl pellet dissection activity. Includes bone identification charts, reading comprehension passages, and a sequencing activity.

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Food chain, food web and ecological pyramids

June 13, 2020 Gaurab Karki Biodiversity 0

• The food chain is an ideal representation of flow of energy in the ecosystem.
• In food chain, the plants or producers are consumed by only the primary consumers, primary consumers are fed by only the secondary consumers and so on.
• The producers that are capable to produce their own food are called autotrophs.
• Any food chain consists of three main tropic levels, viz., producers, consumers and decomposers.
• The energy efficiency of each tropic level is very low. Hence, shorter the food chain greater will be the accessibility of food.
• Food webs are more complex and are interrelated at different tropic levels.
• Organisms have more than one choice for food and hence can survive better.
• Hawks don’t restrict their food to snakes, snakes eat animals other than mice, and mice eat grass as well as grasshoppers, and so on.
• A more realistic illustration of feeding habits in an ecosystem is called a food web.

 Food web:

• Charles Elton presented the food web concept in year 1927, which he termed as food cycle.
• Charles Elton described the concept of food web as:
• The carnivore animals prey on the herbivores.
• These herbivores obtain the energy from sunlight.
• The later carnivores may also be preyed upon by other carnivores.
• Until a reach where an animal has no enemies it forms a terminus on this food cycle.
• There are chains of animals that are related together by food, and all are dependent on plants in the long run.
• This is termed as a food chain and all the food chains in a community is known as the food web.
• A food web is a graphical depiction of feeding connections among species of an ecological community.
• Food web includes food chains of a particular ecosystem.
• The food web is an illustration of various techniques of feeding that links the ecosystem.
• The food web also explains the energy flow through species of a community as a result of their feeding relationships.
• All the food chains are interconnected and overlapping within an ecosystem and they constitute a food web.
• In natural environment or an ecosystem, the relationships between the food chains are interrelated.
• These relationships are very complex, as one organism may be a part of multiple food chains.
• Hence, a web like structure is formed in place of a linear food chain.
• The web like structure if formed with the interlinked food chain and such matrix that is interconnected is known as a food web.
• Food webs are an inseparable part of an ecosystem; these food webs permit an organism to obtain food from more than one type of organism of the lower trophic level.
• Every living being is responsible and is a part of multiple food chains in the given ecosystem.

Ecological pyramids:

• The trophic levels of different organisms based on their ecological position as producer to final consumer is represented by ecological pyramid.
• The food producer is present at the base of the pyramid and on the top.
• Other consumer trophic levels are present in between.
• The pyramid includes a number of horizontal bars presenting specific trophic levels.
• The length of each bar stands for the total number of individuals or biomass or energy at each trophic level in an ecosystem.
• An ecological pyramid is a graphical representation outlined to show the biomass or bio productivity at each trophic level in a given ecosystem.
• These are trophic pyramid, energy pyramid, or sometimes food pyramid.
• Biomass is the quantity of living or organic matter present in an organism.
• Biomass pyramids represent the amount of biomass, and how much of it is present in the organisms at each trophic level.
• The productivity pyramids shows the production or turnover in biomass.
• Ecological pyramids initiates with producers on the bottom such as green plants and proceed through the various trophic levels such as herbivores that feed on plants, then carnivores that feed on herbivores, then carnivores that feed those carnivores, and so on.
• The highest level is shown at the top of the chain.
• An ecological pyramid of biomass represents the relationship between biomass and trophic level by quantifying the biomass present at each trophic level of an ecological community at a particular time.
• It is a graphical representation of biomass present in per unit area in different trophic levels.
• Flow of energy through the food chain will be in a predictable way, entering at the base of the food chain, by photosynthesis in primary producers, and then moving up the food chain to higher trophic levels.
• The transfer of energy from one trophic level to the next is not efficient.
• It may also be useful and productive to analyse how the number and biomass of organisms differs across trophic levels.
• Both the number and biomass of organisms at each trophic level should be affected by the amount of energy joining that trophic level.
• When there is a direct correlation between energy, numbers, and biomass then biomass pyramids and numbers pyramids will be formed.
• However, the relationship between energy, biomass, and number can be complex by the growth form and size of organisms and ecological relationships occurring among trophic levels.

 Types of pyramids:

• Pyramid of numbers.
• Pyramid of biomass.
• Pyramid of energy or productivity.

1. Pyramid of numbers:

• Pyramid of numbers represents the population of trophic level as the total number of individuals of different species present at each trophic level.
• Pyramid of numbers may be upright and or completely inverted depending upon count of individual present and so.
• The pyramid of number does not completely define the trophic structure for an ecosystem as it is very tough to count all the organisms present there.
• Pyramid of number- upright: grassland ecosystem
• In this pyramid, the number of individuals is decreased from lower level to higher trophic level.
• The examples of pyramid of numbers are Grassland ecosystem and pond ecosystem.
• In grass ecosystem, at base (lowest trophic level) grass is present in plentiful amount.
• The next higher trophic level is primary consumer i.e. herbivore (example – grasshopper).
• The number count of grasshopper is less than that of grass.
• The next energy level is primary carnivore (example: rat). The number of rats are less than grasshopper, because, they feed on grasshopper.
• The next higher trophic level is secondary carnivore (example: snakes). They feed on rats.
• The next higher trophic level is the top carnivore. (example – Hawk).
• As we reach each higher trophic level, the numbers of individual decreases from lower to higher trophic level.
• Pyramid of numbers – inverted: tree ecosystem
• In this type of pyramid, the number of individuals is increased from lower level to higher trophic level. Example, tree ecosystem.

2. Pyramid of biomass:

• Pyramid of biomass represents the total dry weight of organisms.
• It is usually determined by collecting all organisms inavding each trophic level separately and measuring their dry weight.
• This will serve to solve the size difference problem because all kinds of organisms at a trophic level are weighed.
• The unit for measurement of biomass is g/m2.
• The biomass of a species is expressed in terms of fresh or dry weight.
• Measurement of biomass in terms of dry weight is considered more accurate.
• Certain mass of living material of each trophic level at a particular time called as standing crop.
• The standing crop is measured as the mass of living organisms (biomass) or the number in a unit area.
• pyramid of biomass: upright
• The pyramid of biomass on land contains a large base of primary producers with a lesser trophic level present on top.
• The biomass of producer termed as autotrophs is at the maximum trophic level.
• The biomass of next trophic level from base, i.e., primary consumers is less than the producers.
• The biomass of next higher trophic level, i.e., secondary consumers is less than the primary consumers.
• The top, high trophic level consists very less amount of biomass.
• On other hand, in many aquatic ecosystems, the pyramid of biomass may be present in an inverted form whereas pyramid of numbers for aquatic ecosystem is upright.
• It is because the producers are small phytoplankton that grow and reproduce very rapidly.
• Here, the pyramid of biomass has a small base as compared to the consumer biomass at any instant actually exceeding the producer biomass and the pyramid is represent in inverted shape.

3. Pyramid of energy:

• The pyramid of energy represents the flow of energy from lower trophic level to higher trophic level.
• During the flow of energy from one organism to other, there is remarkable loss of energy.
• This loss of energy is in the form of heat.
• The primary producers like the autotrophs contain more amount of energy available.
• The least energy is available in the tertiary consumers.
• Thus, shorter food chain has more amount of energy available even at the highest trophic level.
• An energy pyramid is regarded most suitable to compare the functional roles of the trophic levels in an ecosystem.
• An energy pyramid represents the amount of energy at each trophic level and loss of energy taking place during transfer to another trophic level.
• Hence the pyramid is always upward, with a large energy base at the bottom.
• Suppose an ecosystem receives 1000 calories of light energy in a given day.
• Most of the energy is not absorbed by plants; some amount of energy is reflected back to space.
• Green plants utilise only a small portion of that absorbed energy, out of which the plant uses up some for respiration and of the 1000 calories, only 100 calories (10%) are stored as energy rich materials.
• Now, suppose an animal eats the plant containing 100 calorie of food energy, that animal uses some of it for its own metabolism and stores only 10 calorie as food energy.
• A lion that eats that animal gets an even smaller amount of energy.
• Thus, usable energy decreases while passing from sunlight to producer to herbivore to carnivore. Therefore, the energy pyramid will always be upright.
• ecological pyramid

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Food Chains and Webs

A food chain outlines who eats whom. A food web is all of the food chains in an ecosystem. Each organism in an ecosystem occupies a specific trophic level or position in the food chain or web. Producers, who make their own food using photosynthesis or chemosynthesis, make up the bottom of the trophic pyramid. Primary consumers, mostly herbivores, exist at the next level, and secondary and tertiary consumers, omnivores and carnivores, follow. At the top of the system are the apex predators: animals who have no predators other than humans.

Help your class explore food chains and webs with these resources.

Biology, Ecology

Lesson 4 - Gorongosa's Food Webs

Resource Type

Description.

After examining the animals in the WildCam photos, one question you may have is how do these animals interact? One way to understand how animal species interact in an ecosystem is to determine what eats what. Researchers create food chains and food webs to understand populations at different trophic levels and determine the health and stability of the ecosystem as a whole. Human-caused and natural disturbances can disrupt these interactions and reduce stability.

In this lesson, you will learn about how food webs are constructed and trophic levels in an ecological community. You will then use animals that you identify in WildCam Gorongosa to construct food chains and food webs, and then study the impacts of disturbances. Complete the assignments below, then click “Next” to move on to lesson five.

Assignments • Complete the “Food Webs Activity: Building a Food Chain” worksheet • Complete the “Food Webs Activity: Building a Food Web” worksheet • Complete the “Food Webs Activity: Food Webs and Disturbances” worksheet

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Food Chains and Food Webs

Welcome, biologists.

In this lesson WebQuest, we will learn how to categorize and identify organisms based on their role in the food chain and food web. We will learn which organisms are considered producers and which ones are known as APEX predators. Remember to use the knowledge you gained in previous units to understand information introduced in this lesson.

Read each activity carefully as they will help you succeed. Complete all activities for credit! If you have any questions, feel free to ask. I am more than happy to help you.

Vocabulary Words:  food chain, food web, producers, consumers, herbivores, omnivores, carnivores, animals, predators, prey

Objectives : Complete the three activities in the " Tasks" section. Then, complete the final assignment in the " Evaluation" section.

Good luck and have fun!

Respectfully,

Mr. Borromeo

5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics

     LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

Activity 1: Warm-up Question

Click on the Google form link to answer this question. "In at least two sentences, describe what you think is the difference between a food chain and a food web?"      Google form --->  https://forms.gle/q8sTV8YDeVPixVzM9

Activity 2: Video

Watch this interesting video about the difference between food webs and food chains phases. The video also explains how animals and plants within an ecosystem are all interconnected. After you're done, answer question of the next section in the Google form . 

Activity 3: The Food Chain Game

In this interactive game, you will get to practice arranging plants, fungi, and animals in various food chains. Drag each organism to where you think they are placed in the food chain. 

          Click here to play the game! --->  https://www.sheppardsoftware.com/science/animals/games/food-chain/

Well done, Biologists!

You’ve completed all three required activities for this lesson.

Your final assignment is to create your own food web and/or food chain model. You are only required to make one. If you would like to make both, feel free to do so. You will only be given credit for one model. You may draw, paint, or use Google Slides to create your model. Be creative!

Handmade models will be turned in to me directly after class tomorrow. Digital models will be emailed to me after class tomorrow, as well.

Here are some examples you can use to help you with your model;

BioEd Online

Science teacher resources from baylor college of medicine.

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• Length: 45 Minutes

Life Science

Students construct possible food webs for six different ecosystems and learn about producers, consumers, herbivores, carnivores, and decomposers. Student sheets are provided in English and in Spanish.

This activity is from The Science of Food Teacher's Guide. Although it is most appropriate for use with students in grades 3–5, the lessons are easily adaptable for other grade levels. The guide is also available in print format.

Teacher Background

Objectives and standards, materials and setup, procedure and extensions, handouts and downloads.

Environments, such as oceans, forests, lakes, and deserts, are homes to different communities of organisms. Within each distinct environment, plants, animals, and other living things must find ways to obtain water, food, and other necessary resources. Different kinds of organisms have different needs. As seen in the previous activities, plants need air, water, nutrients (usually from soil), and light. Animals need air, water, and food.

All animals depend on plants and other producers. Some animals eat plants for food. Other animals eat animals that eat the plants, and so on. Some organisms even feed on waste and dead material. The general sequence of who eats whom in an ecosystem is known as a food chain. Energy is passed from one organism to another at each step in the chain. Most organisms, however, have more than one food source. Thus, a web, which depicts all of the different foods eaten by each animal, is a more accurate model of interactions within an ecosystem.

This activity lets students construct possible food webs for different ecosystems, as they learn about the roles of different kinds of living organisms.

Producers make all the molecules they need from simple substances and energy from the sun.

All other living things depend on producers for food.

Living things that must eat other organisms as food are known as consumers.

Food webs show all of the different interactions among producers and consumers in an ecosystem.

Science, Health, and Math Skills

Integrating information

Drawing conclusions

Materials per Student Group (see Setup)

set of crayons: one each of blue, green, red, and yellow

set of Ecosystem Cards representing one ecosystem

sheet of white construction or drawing paper, 9 in. x 12 in.

Make copies of the six sets of Ecosystem Cards for students in advance. Each group of students will receive one set of the cards.

Have students work in teams of 4.

Remind students of the previous activity in which they explored plants that people eat. Ask, Do people only eat one kind of food? What kinds of food do people eat? Explain to students that most other animals also have several food sources, although not all animals are omnivores (eat plants and animals).

Discuss with students the different kinds of consumers: Herbivores (primary consumers) feed on plants and other producers. Cows, camels, caterpillars, and aphids are herbivores. Carnivores (secondary consumers) feed on other animals. Most consumers are animals, but a few are plants that trap and digest insects. There can be several levels of carnivores in a food chain. Lions, owls, and lobsters are carnivores. Omnivores eat plants and animals. Pigs, dogs, humans, and cockroaches all are omnivores. Decomposers and scavengers feed off the dead remains and waste of other organisms at any step along a food chain. Scavengers, such as vultures and flies, feed on remains of animals that have been killed or that die naturally. Decomposers live off waste products and parts of dead organisms. Many kinds of bacteria and fungi (molds and mushrooms) are decomposers. The decomposers themselves are important food sources for other organisms that live in soil, such as worms and insects.

Give each group of students a different set of Ecosystem Cards. Each set consists of six cards depicting producers and consumers typically found within a given environment.

Have students in each group read the information on the cards.

Ask students to identify which organisms are the producers in their ecosystems. Next, have the members of each group identify which cards represent different kinds of consumers (herbivores, carnivores,and scavenger/decomposers).

Once students have identified the producers and different kinds of consumers in their ecosystems, have them discuss “who might eat whom” among the organisms depicted on their cards. For example, in the Freshwater Pond set of cards, the bluegill fish (carnivore) might eat dragonfly nymphs and snails. The snail (decomposer/scavenger) might eat the green algae, as well as waste or dead body parts from all of the other organisms in the system. Have students consider possible food sources for each of the organisms in their ecosystem.

Give each group a sheet of drawing paper. Instruct students to write the names of each of the organisms in their ecosystems around the edges of the sheet. Have them write the names of the producers in green, the herbivores in yellow, the carnivores in blue, and the decomposers and scavengers in red.

Next, have students draw lines to connect each consumer to all of its food sources. They will find that there are many ways to connect even as few as six organisms within an ecosystem.

Encourage students to think about the complex relationships within ecosystems by asking questions such as, What would happen if there were no producers in your ecosystem? No decomposers? Where would humans fit in your food web? Do humans also depend on many different plants and animals?

Have students (individually or in groups) draw pictures of their ecosystems, including the organisms they used to construct their food webs.

Have students conduct additional research about the ecosystems and/or organisms that they used for the food webs by consulting resources available at the library, on the internet, or from sources such as DVD/CD collections.

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