Mr. Z's Food Web Page

   The Food Web Game

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Interactive Food Web

Interactive Food Web

Food Chains turn into
                                                              Food Webs - click here

AnAArctic Food Web
 Food Webs and Ecosystems

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                      Introduction to
Food Chains and Food Webs- Secondary

To be able to group different organisms into their correct biological niches.
To sow the energy flow through a food chain by constructing model food chains and food webs with the given drawings of organisms.
To describe how pollutants can be transferred from one organism to another and magnified through the food chain.
To be able to predict what might happen if one organism is removed from the food web.
Organism sheets - one of each per student
Plants of the Chaparral
Animals of the Chaparral
Insects of the Chaparral
This investigation sheet - one per student
glue or tape
colored pencils or canyons
Use scissors to cut the pictures apart.
Sort the pictures into groups according to energy sources; producers, herbivores (first order consumers), !st level carnivores (second order consumers), 2nd level carnivore (third order consumers), scavengers and decomposers.
With the colored pencils mark each group a different color. For example mark the energy sources with yellow, the producers with green, the herbivores with blue, the 1st order carnivores with orange, the second order carnivores with red, the scavengers with purple and the decomposers with brown.
Construct 2 food chains as they would occur in the chaparral. Paste or tape your pictures into the spaces provided. Use arrows to show that energy is passed from one organism to another. (Arrows go from the animal that is eaten to the animal doing the eating).
Use the same pictures to form a food web by first arranging them on your desk. Remember that a food web is several food chains linked together. Construct a food web as it would occur in the chaparral. Glue or tape your food web to the back of this sheet. Again use arrows to show that energy is passed from one living organism to another.
Look at your food web. If any of your organisms are shaded grey, they have been sprayed with an insecticide (bug spray) such as DDT or chlorodane, or have eaten an organism that has been sprayed with one of these compounds. If animals also eat the organism that has been sprayed, they take in the poison. The animals may not die, but the poison builds up in the organs of its body. Because larger animals eat more food that may be affected with the poison, more poison is naturally concentrated in the larger animal(s).
Take a dark colored pencil or canyon and mark all of the organisms in the food web that might get some of the poison into their bodies from their food.
Would there be more predators or prey in a particular community? Explain.
Why are the 2nd level carnivores more likely to be affected by the insecticide than 1st level carnivores?
Explain what may happen to the other organisms if disease were to kill off one of the 2nd level carnivores in your food web. Which organisms would increase in population? Why? Which organisms would decrease in population? Why?
Describe how humans might change (or are currently changing) the food web.
Why can't food chains go on forever? (8th order, 9th order and 10th order consumers?)

Copyright 1998
HTML by Cameron London, student, Electronic Information Magnet, LAUSD


Interacting Populations

Different species in a community can have a great effect on each other. In the graph above, notice
how the moose and wolf populations on Isle Royale are related. Then, answer the questions below:
How did the Isle Royale wolf population change between 1977 and 1980?
How did the moose population change during that same period?
How did the wolf population change between 1986 and 1988?
How did the moose population change during that same period?
How are the wolf and moose populations related?