1. Food Webs Catalyst: Examine the food web to the right.
Tell me at least FIVE conclusions you can draw from it.
Write in complete sentences!
Don’t talk during the Catalyst!

2. Agenda Evolution Mastery Introduction to Environmental Science
Food web roles
Whiteboard fun!
Food web interactions
Predation, competition, extinction
MOOOORE Whiteboard fun!!!
Closing/Exit Question

3. SI 13: Identify scientific evidence that has caused modifications in previous theories
59.3 3

4. LS 17: Explain how factors affect gene frequency in a population over time3
75.2 4

5. LS 16: Explain how DNA/fossil evidence supports evolution3
82.3 5

6. LS 15: Compare the embryological development of animals4
83.3 6

7. LS 14: Analyze evidence of evolution3
62.7

8. ES 9: Cite and explain examples of adaptations over time3
63.6

9. Unit 6 Mastery Overall 3
71.1

10. This Is Environmental Science
Introduction
First, we studied how individual cells work.
Second, we learned how cells fit together into organisms and reproduce.
Then, we discovered how organisms change (evolve) over long periods time.
Now, we will study how groups of these organisms interact and change the environment around us.
We will also look at how our treatment of the environment threatens the survival of the human species.
After last transition – before we can study how our improper treatment of the environment threatens other species/ourselves, we must understand how the environment works. So, we’re going to look at… food webs and how organisms interact!
This Is Environmental Science

11. Objective
By the end of today, all SWBAT…
Analyze food webs by predicting the impact of the loss or gain of an organism

12. Catalyst Review Examine the food web to the right.
Tell me at least FIVE conclusions you can draw from it.

13. How Do Organisms Interact?
They eat each other!
Key Point #1: A food web shows all the feeding relationships in an ecosystem.
Ecosystem: all of the living and non-living things in an area.

14. First, some vocabulary…
Producer: another word for autotroph. Makes its own food through photosynthesis.
Consumer: another word for heterotroph. Eats other things for energy.
Primary consumer: eats producers.
Secondary consumer: eats primary consumers.
Tertiary consumer: eats secondary consumers.
Note that animals can have multiple roles. The cougar is both a secondary and a tertiary consumer.

15. Some things to notice…
Arrows show the flow of energy. So, they point FROM something getting eaten TO whatever is eating it.
A food chain is a path on a food web. From producer to the final consumer.
The most basic level of the food web is the producer. Where does it get its energy from?
Foxes eat snakes.
Last transition: Prompt kids… they should be able to come up with their answer on their own. Producers get their energy from the sun.

16. Guided Practice (GP) 1
The arrow pointing from seed-eating birds to foxes shows that...
Foxes eat birds
Birds eat foxes
Foxes and birds share food
Foxes and birds compete for the same food
Use ActivExpressions if you have them, otherwise whiteboards/sign language. A

17. Guided Practice (GP) 1
Although it is not shown in this picture, where does all of this food web’s energy begin?
The Moon
The Earth
The Sun
Fertilizer C

18. Guided Practice (GP) 1 What is the producer in this food web?
Hawks and owls
Squirrels
Plants
Spiders C

19. Guided Practice (GP) 1
Which of the following is a secondary consumer in this food web?
Toads
Plants
Mice
Spiders D

20. Guided Practice (GP) 1
Which of the following is a primary consumer in this food web?
Snakes
Mice
Predaceous insects
Foxes B

21. Guided Practice (GP) 1
I need one volunteer to come up to the board and circle a food chain.
Make sure that the food chain INCLUDES plants (forgetting to include producers is a really common error)

22. What If…?
Key Point #2: We can use a food web to predict what will happen when we introduce/take away a species
Three important interactions for you to learn.

23. Food Web Interactions
What do you think will happen to the rabbits, if all the vegetation is destroyed?
If a population loses ALL of its food sources, it will become extinct.
Technically extirpated (extirpation = localized extinction), but that isn’t an important nuance for them to learn until college.

24. Food Web Interactions
What do you think will happen to the cougar, if all of the deer die?
If a population loses SOME of its food sources, it will decrease in size.

25. Food Web Interactions
What do you think will happen to the mice, if all of the foxes are eaten by the cougars?
If a population loses its predators, it will increase in size.

26. Guided Practice (GP) 2
What will happen to the mouse population, if a disease kills all the plants?
All will go extinct
Increase in size
Decrease in size
Reproduce more A

27. Guided Practice (GP) 2
Imagine that a bobcat enters the ecosystem. Bobcats eat insectivorous birds. What will happen to the fox population?
All will go extinct
Increase in size
Decrease in size
Move elsewhere C

28. Guided Practice (GP) 2
Imagine that a disease kills all of the snakes in the ecosystem. What will happen to predaceous insect population?
All will go extinct
Increase in size
Decrease in size
Stop eating herbivorous insects B

29. Guided Practice (GP) 2
What will happen to the squirrel population, if a cow wanders by and eats all the plants?
All will go extinct
Increase in size
Decrease in size
Start eating toads A

30. Guided Practice (GP) 2
What will happen to the rabbit population, if a drought kills all the plants?
All will go extinct
Increase in size
Decrease in size
Eat foxes A

31. Guided Practice (GP) 2
Imagine that a hunter kills all of the hawks and owls in the ecosystem. What will happen to the seed-eating bird population?
All will go extinct
Increase in size
Decrease in size
Begin eating spiders B

32. Guided Practice (GP) 2
Pretend that a falcon enters the ecosystem. Falcons eat toads. What will happen to the snake population?
All will go extinct
Increase in size
Decrease in size
Stop eating toads C

33. Guided Practice (GP) 2
Imagine that a population of bears wanders into the ecosystem. Bears eat foxes. What will happen to the squirrel population?
All will go extinct
Increase in size
Decrease in size
Move elsewhere B

34. Independent Practice
Make your own food web. (You don’t actually have to draw each animal, if you don’t want to. You can just write their names.)
Your food web must have at least FOUR producers, TWO primary consumers, ONE secondary consumer, and ONE tertiary consumer.
Describe two situations in which an organism enters/leaves your food web. Explain what will happen to the other organisms in your food web as a result.
Optional, if time permits. Last year, students blazed through this lesson, even though there are a lot of slides/GP questions.

35. Key Point Wrap-Up
KP#1: A food web shows all the feeding relationships in an ecosystem.
KP#2: We can use a food web to predict what will happen when we introduce/take away a species
If a population loses ALL of its food sources, it will become extinct.
If a population loses SOME of its food sources, it will decrease in size.
If a population loses its predators, it will increase in size.

36. Exit Questions
Use the food web at right to answer the questions below.
What animal eats the elk?
What would happen to the rabbit population, if all the grass were to be burned down in a fire?
Imagine that a population of foxes wanders into this food web, and eats all the mice. What will happen to the cricket population?
Mountain lion
Extinction
Increase in size