MondayTEK 12C: Analyze the flow of matter and energy through trophic levels using various models including food chains, food webs, and ecological pyramidsLesson frame:•We will analyze the flow of energy and matter through a food chain.

• I will complete the Looney Labels Food Chain activity

• I will be able to correctly answer a food chain question to show understanding.

What is the main source of Energy w/in an Ecosystem?

The SUN!It provides Energy for the plants so that they can undergo photosynthesis and grow and then animals eat them.

Aut trophs“Auto” = self “troph” = food

They are PRODUCERS!

Organisms that useEnergy from theenvironment to maketheir own food!(e.g.; plants and some bacteria)

Heterotroph“Hetero” = other“troph” = food

They are CONSUMERS!

Organisms that eatOther organisms toObtain Energy.

(e.g.; mushrooms, leopards, humans, & sharks)

HerbivoresAnimals that eat ONLY plants, fruits, and “herbs” (e.g.; Fruit Bats, Moose, Elephants, Rabbits, Deer, Cows)

OmnivoresAnimals that eat both autotrophs & heterotrophs (plants and animals) (e.g.; bears, most humans, pigs, dogs, monkeys, ducks & crows)

CarnivoresAnimals that eat other heterotrophs (animals)… Meat Eaters ONLY! (e.g.; Komodo Dragons, Lions, Tigers, Snakes & Octopus)

Predator vs. PreyPredatorCaptures and feeds

PreyIs eaten or fed on

DecomposersBreaks down organic matter and recycles it back into the earth (this makes them the ultimate top level consumer)

(e.g.; fungi/ mushrooms, and bacteria)

Decomposers

DetritivoresScavengers; Feed on DEAD decaying organisms (e.g.; mites, flies, earthworms, snails, crabs, rats & vultures)

Detritivores

Teacher: Model the LOONEY LABEL activity

Student: work on activity until teacher calls a huddle

Huddle up!

Did we get it?Answer the following questions

Food ChainShows how Energy is transferred “thru” an Ecosystem

Sun Autotrophs Heterotrophs

Shows a linear feeding relationship for 1 particular organism (“Who eats who”)Arrows ALWAYS Point to the 1 who is Enjoying the Meal

Some People

Take it away TuesdayTEK 12C: Analyze the flow of matter and energy through trophic levels using various models including food chains, food webs, and ecological pyramids

Lesson frame:

• I can analyze the flow of energy from one trophic level to another

• I can explain the flow of energy and the 10% rule within food chains/webs/pyramids.

Food WebShows a NETWORK of interconnected feeding relationships within an ecosystem

Food Webs are ALL of the Food Chains w/in an Ecosystem linked together(“Who eats who” and “whose being eaten”)

Food Web

Trophic Levels

Each step in a food chain or food web– PRODUCERS REPRESENTS THE 1ST LEVEL– CONSUMERS MAKE UP THE 2ND, 3RD, OR HIGHER

LEVELS

Each consumer depends on the trophic level below it for energy

Trophic Levels w/in A Food WebProducersAlways start a foodchain or a food web;plants or bacteria

Primary Consumers

eat the producers;herbivores

Trophic Levels w/in A Food WebSecondary ConsumersEat the producers andthe primary consumers;omnivores

Tertiary ConsumersEat the secondary andprimary consumers;carnivores = the topPredator

Only 10 percent of the enerey stored in an organism can be passed on to the next trophic level. Of the remaining energy, some is used for the organism’s life processes, and the rest is

a.Used in reproductionb.Stored as body fatc.Stored as body tissued.Eliminated as heat

a. Decomposerb. Producerc. Primary consumerd. Secondary consumer

What is the function of bacteria in the food web?

What to do WednesdayTEK 12C: Analyze the flow of matter and energy through trophic levels using various models including food chains, food webs, and ecological pyramidsAnd11C: Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems

Lesson frame:• I can analyze all 3 pyramids( energy/mass/numbers)• I can explain the flow of energy and the 10% rule within food

chains/webs/pyramids. • I can analyze the flow of energy from one trophic level to another • I can explain how bacteria can help or harm both organisms and

ecosytems

http://www.youtube.com/watch?v=E5P-UoKLxlA

The Effects of Toxins in the Food Chain

Biomass PyramidsBiomass total amount of living tissue within a given trophic level

The Pyramid represents the potential food available for each trophic level.

Pyramids of Numbershttp://www.vtaide.com/png/foodchains-mcq.htm Based on the # of

organisms at each trophic level.

There should always be more producers represented than there are consumers

Energy Pyramids/ The Rule of 10

Only about 10% of the ENERGY available w/in 1 Trophic Level is transferred to organisms at the trophic level above it The rest of the Energy is released in some form of heat

(e.g.; when you eat a chicken wing you are only going to absorb 10% of it’s energy)

Fig. 3-15, p. 63

10

Heat

Heat

Heat

Heat

HeatDecomposers

Tertiaryconsumers(human)

Secondaryconsumers(perch)

Primaryconsumers(zooplankton)

Producers(phytoplankton)

Usable energy availableat each trophic level

(in kilocalories)

1,000

10,000

100

http://www.youtube.com/watch?v=WLk-9ib0OVA

How do microorganisms maintain the health of ecosystems?

• Some microorganisms are decomposers that break down organic matter into smaller pieces, eventually releasing raw nutrients back to the ecosystem.

• Some bacteria convert nitrogen and other nutrients to forms that can be used by primary producers (plants and other photosynthetic organisms).

• Specialized “oil-eating” bacteria help restore ecosystems following oil spills.

• Mycorrhizal fungi seem to help ecosystems recover following disturbances.

How do microorganisms disrupt the health of ecosystems?

• Populations of some usually harmless aquatic microorganisms, including dinoflagellates and the photosynthetic protist Euglena (seen here), can grow exponentially following an influx of nutrients. Such responses to added nutrients are called algal blooms, andthey can be very harmful to ecosystems.

– Algal blooms can block sunlight and disrupt photosynthesis. – Blooms of dinoflagellates, called red tides,

release toxins into the ecosystem.– Increased rates of decomposition

following very large blooms can result in dead zones, areas devoid of oxygen that are inhospitable to multicellular life.

Why couldn‘t you survive a day without bacteria?

• They process our wastes and make them usable again. Without them – nothing would rot.

• They purify our water.• Keep our soils productive• Synthesize vitamins in our intestines• Convert our food into useful sugars and

polysaccharides• Wage war on alien microbes that enter our

digestive system• Pluck nitrogen from the air and convert it into

useful nucleotides and amino acids for us.

In general, which trophic level has the most energy available to it?

a.Primary consumersb.Producerc.Secondary consumerd.Tertiary consumer

The diagram is intended to show relationships in an ecosystem. What do the arrows represent?

Lactose is a naturally occurring sugar found in milk. Some dairy products, such as yogurt, may contain live bacteria. These products are useful to people who lack the ability to digest lactose. What does this information demonstrate?

a. Bacteria raise the acidity of processed foods.

b. Some bacteria interfere with digestion.

c. Bacteria can prevent insulin production.

d. Some bacteria are beneficial to human health.

Thursday we EAT/ DRINK/ AND BE MERRY- During the BEAR LAB

Limiting Factors12 D: Recognize that long term survival of species is dependent on changing resource basis that are limited. (Students can recognize the effects of limited resources in an environment.)

Lesson frame:•We will recognize the effects of limited resources in an environment.

• I will compete for food and water during the bear activity.

• I will be able to correctly answer a limiting factor question to show understanding.

Stem Questions:• Suppose you could eat up to 12 times your body weight

every day like a hummingbird what would you do maintain your food supply?

• Can you predict the outcome if fertilizers were banned?• Can you assess the value of human disturbance within

an ecosystem?• What choice would you have made if food was

unlimited?• How would you prioritize the effect of a decomposer in

replacing limiting factors back into the ecosystem?• What would result if the amount of expected annual

rainfall in a desert were to decrease in half?• How would you organize limiting factors to show the

difference between biotic and abiotic factors?

Reasons WHY we Compete to Survive…

To Obtain:1. Food2. Living Space3. Other Needs in

Life

“Competition”Competitive Exclusion PrincipleSays that in nature: Direct competition often results in a “WINNER” and a “LOSER,” w/ the losing organism failing to survive

What do we know about Populations?

All populations will GROW to their Carrying Capacity as long as there is enough food, shelter, & other necessities needed for life!

Carrying Capacitythe largest # of individuals that an environment can support…

The # right before there is not enough food & space to go around, and individuals will start to die off.

What else would cause a Population to decrease?

Such as natural disasters, human disturbances, disease, and predation

Limiting FactorA factor that causes the growth of a

population to decrease. Examples1.Space

2. Water

3. Food

4.Nutrients

Pre Lab Questions1. What is the relationship between

competition and population size?

2. Identify how a limited resource can affect the size of a population.

3. Give an example that illustrates this situation.

Follow the instructions for the Bear lab

Regroup later with your teacher to answer some questions and wrap up

An example of an abiotic limiting factor affecting aquatic organisms it the

Any abiotic or biotic factor that controls the number of individual in a population isa. A pollutantb. Chemosynthesisc. A bioaccumulation indicatord. A limiting factor

Competition for resources is a limiting factor because

a.There is a limited amount of food and space in most ecosystems

b.Predator/prey populations often increase and decrease in cycles

c.Abiotic factor such as light and water are present

d.Cities and highways provide alternate environments for animals and plants

FRIDAY

HAVE STUDENTS USE THE STARBOARDS ON THE CARBON CYCLE GAME AND NITROGEN ANIMATION