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Complete questions #1-3 on the student worksheet using the image of the food web provided. 2. Provide copies of the Life in a Pond cards for each group. Have each group cut apart the cards. 3. Discuss the different organisms found in a food web – producers, consumers, and decomposers.
Food Webs Guided Lesson. Energy Arrows are used in food webs to show the flow of energy from the organism that is consumed to the consumer that is eating it. Draw energy arrows to show the flow of energy in this environment.
Pond Water Webs: Worksheet Answers. Producers = phytoplankton, seaweed. lsHerbivore = zooplankton, limpets (a) We would expect the limpet population to decrease since the organisms that eat m.
Students will learn about food chains and food webs by exploring a beaver pond food web and the life within it. Activity. Begin by introducing the concept of a food web. Additionally, explain what a food chain is and how energy is transferred through it.
3. Answer these questions about the food web above. Explain your answer. (9 pts) What would happen to the limpet population if the mussels were to die out due to a disease? How would the zooplankton be affected if the fish population were to increase? How would the whelk population be affected if crabs were removed? Pond Water Web (17 pts) 4.
How might your invasive species be affecting the native species in your local food web? What resources might it be using in order to thrive? Sample answer: Eurasian milfoil is a producer that is not a significant food source for any native consumer.
Select four cards to create a food chain, starting with a producer. Label the trophic level of each organism in your food chain as follows: producer, primary consumer, secondary consumer, tertiary consumer. Record your food chain in the space below using species names and arrows.
