ALEX Classroom Resource

  

Food Webs in the Bay

  Classroom Resource Information  

Title:

Food Webs in the Bay

URL:

http://sciencenetlinks.com/lessons/food-webs-in-the-bay/

Content Source:

Science NetLinks
Type: Lesson/Unit Plan

Overview:

The purpose of this lesson is to acquaint students with a type of ecosystem (the submerged aquatic vegetation of a bay) and how the different organisms of that ecosystem compete with one another for resources. Students will research plants and animals that live in the submerged aquatic vegetation (SAV) of a bay area. After researching the organisms, students will do class presentations and create a food web using pictures of all of the organisms. At the end of the lesson, they will discuss their ideas of organisms sharing food, space, water, air, and shelter. 

Content Standard(s):
Science
SC2015 (2015)
Grade: 5
11 ) Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.


NAEP Framework
NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.


Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Construct and use models to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.
Teacher Vocabulary:
  • Model
  • Transfer
  • Matter
  • Producer
  • Consumer
  • Decomposer
  • Environment
Knowledge:
Students know:
  • 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.
  • Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Skills:
Students are able to:
  • Develop a model to describe a phenomenon that includes the movement of matter within an ecosystem, identifying the relevant components such as matter, plants, animals, decomposers, and environment.
  • Describe the relationships among components that are relevant for describing the phenomenon, including the relationships in the system between organisms that consume other organisms, including the following:
    • Animals that consume other animals.
    • Animals that consume plants.
    • Organisms that consume dead plants and animals.
    • The movement of matter between organisms during consumption.
  • Use the model to describe the following:
    • The cycling of matter in the system between plants, animals, decomposers, and the environment.
    • How interactions in the system of plants, animals, decomposers, and the environment allow multiple species to meet their needs.
    • That newly introduced species can affect the balance of interactions in a system (e.g., a new animal that has no predators consumes much of another organism's food within the ecosystem).
    • That changing an aspect (e.g., organisms or environment) of the ecosystem will affect other aspects of the ecosystem.
Understanding:
Students understand that:
  • A system can be described in terms of its components, like producers, consumers, and the environment, and their interactions, like the cycling of matter.
AMSTI Resources:
AMSTI Module:
Dynamics of Ecosystems

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.5.11- Using a given model, identify a missing part of a simple food chain.


Science
SC2015 (2015)
Grade: 7
Life Science
8 ) Construct an explanation to predict patterns of interactions in different ecosystems in terms of the relationships between and among organisms (e.g., competition, predation, mutualism, commensalism, parasitism).


NAEP Framework
NAEP Statement::
L8.6a: Two types of organisms may interact with one another in several ways: They may be in a producer/ consumer, predator/prey, or parasite/ host relationship.

NAEP Statement::
L8.6b: Or, one organism may scavenge or decompose another.

NAEP Statement::
L8.6c: Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.


Unpacked Content
Scientific And Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Articulate a statement that similar patterns of interactions occur between organisms and their environment, regardless of the ecosystem or the species involved.
  • Use evidence and reasoning to construct an explanation concerning relationships between and among organisms within ecosystems.
  • Use multiple valid and reliable sources for the evidence to identify and describe quantitative or qualitative patterns of interactions among organisms that can be used to identify causal relationships within ecosystems.
  • Use reasoning to predict patterns in the evidence.
Teacher Vocabulary:
  • Interactions
  • Evidence
  • Reasoning
  • Quantitative
  • Qualitative
  • Patterns
  • Ecosystems
  • Relationships
  • Competition
  • Predation
  • Mutualism
  • Commensalism
  • Parasitism
Knowledge:
Students know:
  • Competitive relationships occur when organisms within an ecosystem compete for shared resources.
  • Predatory interactions occur between organisms within an ecosystem.
  • Mutually beneficial interactions occur between organisms within an ecosystem; some organisms are so dependent upon one another that they can not survive alone.
  • Resource availability affects interactions between organisms (e.g., limited resources may cause competitive relationships among organisms; those same organisms may not be in competition where resources are in abundance).
  • Competitive, predatory, and mutually beneficial interactions occur across multiple, different ecosystems.
Skills:
Students are able to:
  • Articulate a statement that relates a given phenomenon to a scientific idea, including that similar patterns of interactions occur between organisms and their environment, regardless of the ecosystem or the species involved.
  • Use multiple valid and reliable sources of evidence to construct an explanation for the given phenomenon.
  • Identify and describe quantitative or qualitative patterns of interactions among organisms that can be used to identify causal relationships within ecosystems, related to the given phenomenon.
  • Describe that regardless of the ecosystem or species involved, the patterns of interactions are similar.
  • Use reasoning to connect the evidence and support an explanation using patterns in the evidence to predict common interactions among organisms in ecosystems as they relate to the phenomenon.
Understanding:
Students understand that:
  • Although the species involved in relationships (e.g., competition, predation, mutualism, commensalism, parasitism) vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
AMSTI Resources:
AMSTI Module:
Investigating Biodiversity and Interdependence

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.7.8- Identify relationships among organisms as competitive, mutually beneficial, parasitic, or neutral.


Tags: aquatic, ecosystem, food web, organisms
License Type: Custom Permission Type
See Terms: https://www.aaas.org/terms-of-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Stephanie Carver