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Target Audience:
6th grade General Science course (heterogeneous mixing)
Objectives:
Students Will Be Able To:
• Describe ecosystems by food webs and trophic levels.
• Model the 10% Rule graphically and by observing a physical model.
Performance Standard 5.2: Compare the way a variety of living specimens carry out basic life functions
and maintain dynamic equilibrium.
• All organisms require energy to survive. The amount of energy needed and the method for
obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in
food.
• The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use
light energy to make their food. Consumers, such as animals, take in energy-rich foods.
• Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain
energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by
consuming wastes and/or dead organisms.
Necessary Preparation:
COPIES
Becky McCoy
MATERIALS
• Dark green, light green, red, black, grey, and brown beads.
• Pipe cleaners.
SET UP
• Make the bead models as shown.
•
Becky McCoy
Lesson Plan
Procedure:
REVIEW
Review what has been discussed about food and energy with the following questions:
• What is food? Energy, usually glucose.
• Where is food made? In producers.
• Where is food used in the food web? Every organism needs food (producers, consumers, decomposers).
• What is the point of consuming food? To get energy needed for movement, maintenance, growth and
reproduction, and producing waste.
“Let’s look at the ecosystem at Mono Lake. Here is a food web to help us get an idea of what types of
organisms live there”
Coyote
Decomposers are
Heron bacteria throughout
Consumers the web
• How does energy enter the Mono Lake ecosystem? Sunlight allows photosynthesis to occur.
• How else? Animals migrating in and out of the ecosystem.
Becky McCoy
• Do migratory birds bring energy in or do they take energy out? Birds are taking energy out when they
leave?
• Algae manufactures food. What happens to the food made by the algae? Some is used by the algae,
some by the primary consumers, and the rest by the decomposers.
• What happens to the energy in algae eaten by the brine shrimp? For shrimp growth/reproduction,
movement, maintenance, and waste as well as the shrimp’s consumers, and the decomposers.
TROPHIC LEVELS
“Trophic Levels are a way to describe the transfer of energy throughout the ecosystem. It sounds like a
scary scientific word, but it is actually very similar to the food webs we have been using. The labels we
used in our food webs (consumer, producer, decomposer) are actually the names of the trophic levels.”
Read p19 “Organizing the Ecosystem Based on Feeding Relationships” aloud from the books, on the screen, in
groups, or individually.
• Show students the simple trophic level chart on the bottom right corner of the page. It is very similar to
the food web.
• “The diagram on the top is the type of trophic level diagram we will be using. You can see it is shaped
like a triangle with all the producers at the bottom.”
Ask students how much energy they think a gull will get if it eats 10g of brine shrimp. 1g.
“This is what we call the 10% Rule. In order to sustain 1g of gull life, the gull must eat 10g of shrimp. It’s
exactly why the producer level on the chart is so big – the ecosystem needs many producers to support
the primary consumers. There are also less secondary consumers than primary consumers and so on.”
On the board or overhead, define Trophic Levels and Biomass. Student should record these in their science
notebook.
Activity Summary:
Have students repeat the 10% Rule in their own words and leave time for questions.
Homework:
Students should write a paragraph about their knowledge of Trophic Levels.
Becky McCoy
Exit Strategy:
Students show their homework assignment recorded in their notebook.
Assessment:
Formative:
• Student questions and conversations.
Resources:
FOSS Populations and Ecosystem Course