Energy in Ecosystems Key Area 3.4

I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a

Key Area 4 Learning Outcomes Glue learning outcomes into your notebook

Starter Activity: On a show me board Choose an organism and state where it gets its energy from. Pupils should have prior KU from S2 Biodiversity topic about food chains.

Energy in Ecosystems Learning Intention: Describe and explain what happens to the flow of energy in an ecosystem. Success Criteria: Construct a food chain Describe the path of energy flow in a food chain Explain how much energy is lost from a food chain Explain how energy is lost from a food chain

Skills for life, learning and work: Research skills Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Research skills Understanding of new scientific terms Becoming confident in new biological terms

Revision from key area 3.1- Ecosystems Teacher notes This four-stage animated food chain shows a simple feeding relationship within an ecosystem. It can be used to introduce the topic and start students thinking about energy losses in the food chain. The direction of the arrow indicates the direction of energy flow. See the ‘Photosynthesis’ presentation for more information about photosynthesis.

Energy Flow in Ecosystems Watch the following video clips: Energy in Ecosystems Clip 1 Energy in Ecosystems Clip 2 Answer these questions on a Show Me Board: How much energy is lost at each level of a food chain? How is this energy lost?

Teacher notes This activity provides illustrated information about how energy is lost in food chains. It could be used as an introduction to this topic or for revision purposes.

Energy Flow in Ecosystems- revision of key area 3.1 At each level in a food chain, the majority of energy is lost as: Heat Movement Undigested materials

Energy Flow in Ecosystems As so much energy is lost, only a small quantity is used for the growth of that organism. This energy is therefore carried to the next level of the food chain.

Energy in Ecosystems Learning Intention: Describe and explain what happens to the flow of energy in an ecosystem. Success Criteria: Construct a food chain Describe the path of energy flow in a food chain Explain how much energy is lost from a food chain Explain how energy is lost from a food chain

Energy in Ecosystems Only a small quantity of energy is transferred from one level of the food chain to the next.

Right’s Respecting School: UN Convention of the Right’s of a Child Article 13: Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law. Research hwk- causes and types of diabetes, what it is etc.

What does a food chain always start with? Starter Activity: In groups, talk over the answers to these questions, we will then discuss as a class: What does a food chain always start with? What does the arrow in a food chain represent? How much energy is passed on to the next level in a food chain? Give an example of how energy is lost at each stage in a food chain. Pupils should have prior KU from S2 Biodiversity topic about food chains.

Pyramids of energy and numbers. Learning Intention: Show the energy and numbers of organisms within a food chain as a diagram. Success Criteria: Define ‘Pyramid of energy’ and construct one from data about a food chain. Define ‘Pyramid of number’ and construct one from data about a food chain.

Why aren’t food chains very long? This tiger is a top predator; the final level in a food chain. Most food chains only contain four or five species, why is this? Photo credit: © 2007 Jupiterimages Corporation Energy is lost at all levels in food chains. Animals at the top of a long food chain would not get enough energy to survive.

What are pyramids of numbers? Pyramids of numbers are a way of representing food chains. They record the number of organisms at each feeding level in a specified area. What are the problems of representing food chains in pyramids of numbers?

Pyramids of numbers The length of each bar represents the number of organisms at each feeding level. They show the number of each organism at each stage of a food chain. Glue in your regular pyramid of numbers diagram

A pyramid of numbers may be an irregular shape, because the producer may be one large tree, supporting many organisms. There are some exceptions to the classic pyramid shape. These pyramids are said to be irregular. Some food chains have a single large producer e.g. a tree. Another exception is when a parasite is the top carnivore in the food chain: Glue in your irregular pyramid of numbers diagram

Pyramids of energy In a pyramid of energy, the length of each bar represents the volume of energy available– at each feeding level. As energy is always lost at each level, it will always be a regular pyramid shape. Glue in your pyramid of energy diagram

Pyramids Task Draw and label each type of pyramid numbers and energy for each food chain: Oak tree  Caterpillar  Blackbird  Fox Green algae  Water flea  Tadpole  Trout Grass  Aphid  Ladybird  Robin Lettuce  Vole  Fox  Fleas

Pyramids of energy and numbers. Learning Intention: Show the energy and numbers of organisms within a food chain as a diagram. Success Criteria: Define ‘Pyramid of energy’ and construct one from data about a food chain. Define ‘Pyramid of number’ and construct one from data about a food chain.

Right’s Respecting School: UN Convention of the Right’s of a Child Article 3: The best interests of the child must be a top priority in all things that affect children.

Skills for life, learning and work: Literacy, Numeracy, HWB: I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 3-11a / HWB 4-11a   When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. LIT 4-02a Skills for life, learning and work: Applying knowledge of new scientific terms Problem solving Improve confidence

Key Area 3.4 Energy in Ecosystems Past Paper Practice National 5 Key Area 3.4 Energy in Ecosystems Total Marks /

Question 1 1 mark

Question 2 1 marks

Question 3 1 mark

Question 4 1 mark

Question 5 1 mark

Question 6 1 mark

Key Area 3.4 Energy in Ecosystems Past Paper Practice National 5 Key Area 3.4 Energy in Ecosystems Total Marks /

Question 1 1 mark

Question 2 L 2 marks

Question 3 9700 1 mark

Heat/movement/undigested material Question 4 Heat/movement/undigested material 1 mark

Question 5 1 mark

Question 6 1 mark