Name: ___________________________Period: _______BiologyE Week #36Week of: May 11th- 15th

Day Root Words In-Class Homework

5/11: Monday

Word:Definition:

As in:-

Picture:-Levels of Organization Notes/Practice

5/12: Tuesday

Word:Definition:

As in:-

Picture:-Ecosystem Scavenger HuntBE PREPARED TO GO OUTSIDE!!!

5/13: Wednesday

Word:Definition:

As in:-

Picture: -Late Arrival!-Review Scavenger Hunt-Notes on Food Chains/Webs

5/14: Thursday

Word:Definition:

As in:-

Picture:

-Owl Pellet Lab

5/15: Friday

Word:Definition:

As in:-

Picture:

-Review-Week #36 Quiz

Need Help? Talk to me in class. I’m available during periods 4, 5 and 8. You can call me at 708-434-3616 or email clundgren@oprfhs.org Also, Mr. Hill is in the Tutoring Center before school on Tuesdays and Thursdays. Be sure to use the website

mrlscience.weebly.com

Levels of Organization Notes Problem: How are ecosystems organized? What are the levels called?______________________________________________________________________________________________________________________________________

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Name: ___________________________Period: __________________________________________________________________________Evidence:What is ecology?

What are the different parts of an ecosystem?

Examples

What are the levels of an ecosystem called?

Name of Level Description ExampleIndividual (species)Population

Community

Ecosystem

Biome

Biosphere

Conclusion: How are ecosystems organized? What are the levels called? _________________________________________________________________________________________________________________________________________________________________________________________________________

Levels of Organization Practice Today we are going to demonstrate that we understand the various levels of organization within the biosphere. Below I would like you to fill in the chart by drawing a picture in each box that demonstrates that level of organization and labeling that level.

- Level 1: draw one animal that would be found in Oak Park- Level 2: draw more than one of that same animal

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-Biosphere-Ecosystem-Individual (species)

Word Bank

Name: ___________________________Period: _______- Level 3: draw that same animal and at least two other animals - Level 4: draw those same animals and also include the environment

(living and nonliving factors) that they would live in- Level 5: draw a picture of the United States and shade in on the

continent where our biome would be located (shade in the entire middle of the country)

- Level 6: draw a picture of the earth in which you can see the United States and other continents as well

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

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-Biosphere-Ecosystem-Individual (species)

Name: Date: Period:

Abiotic Vs. Biotic: Use the diagram to list all the biotic and abiotic factors shown.

Biotic Factors

_______________________

_______________________

_______________________

_______________________

Abiotic Factors

____________________________

____________________________

____________________________

____________________________Venn Comparison of Abiotic Vs. Biotic: Use the terms to fill in the Venn diagram. List parts of the environment that consist of biotic factors, abiotic factors and some components that are a mixture of both.

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Animals Bacteria Mushrooms PrecipitationAir Heat Soil Plants Sunlight

Name: ___________________________Period: _______ECOSYSTEM SCAVENGER HUNT

Purpose: Students will look around their school campus to find examples of the interactions between plants, animals, and humans. Make sure not to disturb any plants or animals during this activity!!!

Vocabulary Words:Ecosystem– ___________________________________________________________________________________________________________________________________

Procedure1. Go outside and see what organisms you can find that fit into the different

categories.2. Write down as many examples in each category that you can find.3. After you are finished, complete the discussion questions.

Data collection:Name/Description Definition

Weather Description

Plants

Animals that eat plants

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Name: ___________________________Period: _______

Animals that eat other animals

Animals that eat plants and animals

Decomposers

Discussion Questions: ANSWER USING COMPLETE SENTENCES!!!!1. What types of organisms did you find the most of? Least?

2. What was the easiest thing to find on the scavenger hunt?

3. What was the hardest thing to find on the scavenger hunt?

4. Was there anything on the list that you did not find? Why do you think that is?

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Name: ___________________________Period: _______

5. Are there other types of ecosystems where the items on the scavenger hunt would be easier or harder to find? Why?

6. What was an example of how a plant directly supports the life of an animal?

7. What was an example of how a plant indirectly supports the life of an animal?

8. What was evidence that an animal lives here.

9. Explain an example of how wildlife and humans are sharing this environment.

Food Chains IntroductionEnergy is one of the basic requirements for all living things. Indeed, much of what

we call “living” centers around obtaining food. We use food as an energy source as well as a source of materials with which to make and repair our bodies. Even plants need energy.

Green plants convert and store energy from the sun in the process of photosynthesis. Organisms that can make their own food are called autotrophs. Autotrophs use the sunlight or certain chemicals to produce their own food. Since these organisms are “producing” their own food they are also often referred to as producers.

Animals and other organisms that do not “produce their own food” are called heterotrophs. Since these organisms have to consume other substances for energy, they are referred to as consumers. All heterotrophs (consumers) depend upon the autotrophs (producers) for their energy and for the chemicals of which they are made.

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Name: ___________________________Period: _______An animal that eats plants is called a primary consumer or an herbivore. An

animal that eats other animals or consumers is called a secondary consumer. Since carnivores eat other animals, they are consumers. An animal that eats both plants and animals is called an omnivore.

1. Write 2 names for organisms that make their own food. ___________________________________________________________________

2. Write 2 names for organisms that do not make their food. ___________________________________________________________________

3. Define herbivore and give an example: ______________________________________________________________________________________________________________________________________

4. Define carnivore and give an example: ______________________________________________________________________________________________________________________________________

5. Define omnivore and give an example: ______________________________________________________________________________________________________________________________________

When an organism feeds on or eats another, a food chain is formed. An example of a simplified food chain is illustrated below. The grass grows using the sun. The grasshopper is eaten by the frog; the frog by the snake; and finally the snake by the falcon.

Another example of a food chain is written below:Marine plankton (tiny animals, plants, or bacteria) sardines pelican bacteria

There are two important things to notice about the food chains. When writing a food chain, the arrow goes from the organisms being eaten into the organism eating. The sardines are going into the belly of the pelican (think of it that way). Also, the last organism, bacteria, isn’t the largest organism. When an organism is at the end of the food chain and dies, the materials from which its body was built are returned to the environment by bacteria, fungi, and other organisms that are called decomposers.

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6. What is a food chain?

____________________________________

____________________________________

____________________________________

Name: ___________________________Period: _______7. Define decomposer and give an example:

__________________________________________________________________________________________________________________________________

The interactions of organisms in the environment are very complicated. The food chain is a simplified version of some of the complex actions that occur in nature. For example, the grass in the first example would be eaten by a great variety of insects, birds, and mammals. We use food chains to make the relationships among parts of an ecosystem easier to understand. The ecosystem is all the organisms that live in a place, together with their nonliving (air, temperature, soil, water, etc) environment. A more realistic representation of what actually occurs in nature would be shown in a food web. A food web is a complex web of interactions formed by the feeding relationships among the various organisms in an ecosystem.

8. What is an ecosystem: __________________________________________________________________________________________________________________________________

9. What is a food web: __________________________________________________________________________________________________________________________________

Below is an example of a marine food web:

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Name: ___________________________Period: _______

10.Which is more complex, a food chain or a food web? __________________________________

For the food web, label each organism: (Some may have more than one label)P = Producer C =

ConsumerAlso label each animal as either:

H = HerbivoreCa = CarnivoreO = Omnivore

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Name: ___________________________Period: _______Food Webs Notes

Problem: What is a food web? Why are food webs useful?__________________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence:Why is energy important?

What is the ultimate source of energy?

Where do autotrophs get energy?

Where do heterotrophs get energy?

What is a food chain?

What is a food web?

How do you make a food chain or food web?

What is a trophic level?

How does energy move up trophic levels?

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Name: ___________________________Period: _______Identify the:

1. Primary Producers

2. Primary Consumers

3. Secondary Consumers

4. Tertiary Consumers

5. Herbivores

6. Carnivores

7. Omnivores

What elements are missing from this food web?

What trophic level do the leaves fall in?

What trophic levels does the snake fall in?

List one food chain that involves the owl as the top level consumer.

Conclusion: What is a food web? Why are food webs useful? __________________________________________________________________________________________________________________________________________________________________________________________________________________

Food Webs PracticeUse the organisms listed for the different habitats to create the food webs described.

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Name: ___________________________Period: _______Temperate Deciduous Forest – In this habitat insects, deer, and bears feed on shrubs. Rodents and bears eat berries. Birds feed on the insects. Fox and owls feed on the birds and rodents. Deer are eaten by cougars and bears. Draw the food web just described (you do not have to draw the pictures of the animals as long as you list their names).

Cougars

Foxes Owls

Birds

Insects Deer Bears Rodents

Shrubs Berries

Desert – In this habitat, insects and rodents feed on cacti and grass. Tarantulas, scorpions, and lizards feed on insects. Lizards and rodents are fed on by snakes, foxes, and hawks. Foxes also eat snakes.

Boreal Forest – In this habitat, the lynx eats weasels, mice, squirrels, and owls. The owl eats birds. Birds eat insects. Insects, mice, squirrels, moose, and elk eat trees and shrubs. Wolves eat moose, elk, weasels, squirrels, and mice. Weasels eat mice and squirrels.

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Name: ___________________________Period: _______

1. What was the most difficult about this activity? What was the easiest? Explain.

2. How many trophic levels does the temperate deciduous forest have?

3. Write the longest food chain you can construct from the temperate deciduous forest.

4. In the temperate deciduous forest, if the insects died off (humans moved in and sprayed insecticide everywhere) what would happen to the other organisms higher on the food chain? Explain.

5. Compare the fox in the desert and the wolf in the boreal forest. Why do you think the fox eats snakes and the wolf eats elk?

6. What do you think would happen to the fox if he left the desert and entered the boreal forest? How would each food web change?

Owl Pellets Lab 14

Name: ___________________________Period: _______Warning: Pellets are sterilized prior to shipment, but they have been known to still harbor salmonella (and other) bacteria. Sterilize area and wash hands after lab.

Owl pellets are masses of bone, teeth, hair, feathers and exoskeletons of various animals preyed upon by raptors, or birds of prey. Pellets are produced and regurgitated not only by owls, but by hawks, eagles and other raptors that swallow their prey whole or in small pieces. Owls feed early in the evening and regurgitate a single pellet approximately 20 hours after eating. Unlike snakes, the protein enzymes and strong acids which occur in the digestive tract of raptors do not digest the entire meal. The relatively weak stomach muscles of the bird form the undigested fur, bones, feather etc. into wet slimy pellets. In this process even the most fragile bones are usually preserved unbroken.

The owl pellets that you will be examining in this lab have been collected and fumigated from common barn owls. Owl pellets themselves are ecosystems, providing food and shelter for communities which may include clothes moths, carpet beetles and fungi. Clothes moth larvae are frequently abundant in pellets, feeding on fur and feathers. The black spheres about the size of periods (.) that are found in the pellets are the droppings of the caterpillars. The larvae metamorphose near the surface of a pellet in cocoons made of fur.

Materials Owl pellets Dissecting Needle & tweezers Paper Bone Chart

Procedure1. Measure the length and width of your owl pellets IN MM.

Length of your owl pellet_______

Width of your owl pellet_______

Mass of your owl pellet______

2. Carefully examine the exterior of the pellet.

Do you see any signs of fur? _____

Do you see any signs of feathers? ____3. Carefully use a dissecting needle to break apart the owl pellet and observe what is within. Expose all bones for identification. Use the bone diagram to help you identify your bones and complete the chart.Bones Found

Bone Type NumberSkullJawScapulaForelimb

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Name: ___________________________Period: _______Hind limbPelvic BoneRibVertebrae

Analysis1. What do we know about the digestive system of an owl based upon the pellets? (Hint: read the background at the beginning)

2. Owl pellets not only can give us information about the diet of the owl, owl pellets also provide a habitat for other animals. In fact, an owl pellet is a little ecosystem all on its own. What kinds of animals are found in the owl pellet ecosystem (Hint: read the background at the beginning)  

3. Other types of birds form pellets. What would you expect to find in the pellet of a seagull?

4. Owls, hawks, and eagles are types of raptors, animals which have hooked beaks and sharp claws, and are therefore adapted for seizing prey animals. Hawks and eagles differ from owls in that they eat their prey animals by tearing them into small pieces, picking out the flesh and avoiding most of the fur and bones. They also have strong stomachs which can digest most of the bone material which they might eat. The relatively small amount of indigestible bone and fur that remain will be compacted by their stomach muscles into a pellet similar to an owl's. Do you think an eagle pellet would be as useful for dissecting as an owl’s? Why or why not? (Hint: Look at the food web below and read the information given in the question) 

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Name: ___________________________Period: _______

5. Take a look at the food web below. Please write out 3 food chains for the owl at the uppermost trophic level. You do not have to draw the animals (just write their names). Label your organisms as producers, primary consumers, secondary consumers, tertiary consumers, or top level consumers. 

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