producers consumers food chains food webs
TRANSCRIPT
The BiosphereProducers, consumers, food chains and food webs
SESSION 1
Learning outcomes By the end of this
session learners will be able to:
State the difference between producer and a consumer herbivore and carnivore primary and secondary
consumer secondary and tertiary
consumer food chain and food web
Use specific vocabulary Produce a descriptive
paragraph Compare and contrast
organisms
Crossword puzzle
Let’s play a game!http://bit.ly/1h7UsMI
Food chains and food webs
Task 1Riddle AIt shows how each living things gets food and how nutrients and energy are passed from creature to creature. They begin with plant-life and end with animal-life. Some animals eat plants and some animals eat other animals.
What is it?
Task 2Task 2
Make a digital poster which shows a simple food chain.
Use the following words: Shark, small crustaceans, mackeral, phytoplankton, herring
Task 3Look at the following food chain. Write out a paragraph which describes the relationship between the different organisms.
Let’s play a game!
http://bit.ly/MjDU96
Task 4Riddle BIt shows the complex relationships between producers, consumers and decomposers. It illustrated “what eats what” in a particular habitat. The feeding relationships are shown with arrows. The arrows represent the transfer of energy and always point from the organism being eaten to the one that is doing the eating.Organisms in this type of graph are commonly divided into TROPHIC levels. These trophic levels can be illustrated in a trophic pyramid where organisms are groups by the role they play in the food web.
What is it?
Task 5Think about where the fish in your meal of fish and chips comes from.
Where does it fit in the marine food web, and what other species is it linked to?
Task 6Look at the following FOOD WEB. Describe what each
trophic level is made up of. For example, the first level forms the base of the pyramid and is made up of PRODUCERS.
Work in groups and write out a paragraph to describe the food web.
Source: http://sciencelearn.org.nz/Contexts/Life-in-the-Sea/Sci-Media/Images/Marine-trophic-pyramid
Homework Read
Energy flows (pages 185 – 186) Energy flows in food chains (page 186) Nutrient cycling (page 187) The carbon and the nitrogen cycle (pages
188-189)
SESSION 2
Learning outcomesBy the end of this session learners will be able to: state the difference between food chain
and food web. describe the process of photosynthesis. identify the process of respiration. use specific vocabulary. use expository texts (captions/subtitles). respect turns.
A food web … Incorporates different f……. c……. and
shows more of the relationships between l………….. p………….
If an event interferes with a food web, all the organisms will be a………… in some way.
Change to p…… has potentially the greatest knock-off effects because change at the bottom affects all other l……..
Photosynthesis
song
GAME
Photosynthesis … All animals need food to build new c… and t….
for growth and as a source of e… Energy to drive the systems comes from s….
(short wave solar radiation) Green plants use c….. d......, w….. and s….. to
make g…. This process is called p… Carbon dioxide and water are converted into
c…which now store the energy in c… form. O… is released as w… from this process, but it
is essential to a… and h… l….
The process of photosynthesis
6CO2 + 6H2O ---------- LIGHT ENERGY -----
C…H…O… + …O…
wasteSugar/glucose (carbohydrates)
Test on photosynthesishttp://www.bbc.co.uk/bitesize/quiz/q86963255
Measuring photosynthesishttp://www.reading.ac.uk/virtualexperiments/ves/preloader-photosynthesis-full.html
Respiration process
RespirationIt is not just animals that respire – plants carry out respiration as well. Plants respire all the time because their cells need energy to stay alive, but plants can only photosynthesise when they are in the light.
Learning outcomesBy the end of this session learners will be able to: state the difference between food chain
and food web describe the process of photosynthesis describe the process of respiration use specific vocabulary use expository texts (captions/subtitles) respect turns