© 2019 AIS Unit created by the Flathead Lake Biological Station and the Flathead Lakers. Funded by the Montana Department of Natural Resources and Conservation, FLBS, and Flathead Lakers. Be AIS Aware Unit Food Web Challenge Do you ever wonder how non-native aquatic invasive species can impact an aquatic food web? ¿ Grade Level Middle School ¿ Subject Areas Life Science, Environmental Science, Ecology, and Human Impacts ¿ Key Topics Ecosystems, food chains/webs, producers, consumers, and aquatic invasive species ¿ Duration Preparation Time: 30 min Activity Time: 60 min ¿ Setting Classroom (Groups of 3-4) ¿ Skills Organizing; Interpreting; Applying Overview Students complete a lake food web challenge, learn how all organisms in the lake ecosystem are interconnected, and explain how aquatic invasive species can impact the food web. Objectives Students will be able to: • build a lake food web. • explain how aquatic invasive species impact the lake food web. • demonstrate how an ecological disturbance can occur in an ecosystem. Materials Warm Up • Computer, projector • Student worksheets #1-2 (double-sided) Activity • Laminated or printed food web cards (1 full set/group; included in AIS teaching trunk) • Scissors or paper cutter • Color pencils or markers (1 set/group) • Glue/glue stick (1/group) • 2’ x 3’ Poster paper (1/group) Wrap Up • 4” x 6” lined index card or 8 ½” x 11” wide-ruled paper (1/group) • Alternatively, students may create a video using a Chromebook/tablet Advanced Preparation • Laminated cards are included with the teaching materials. If you prefer to glue the cards down, print and pre-cut the food web cards from the template. • Arrange classroom so that the students can work in groups of 3-4. • Gather colored pencils, markers, glue, and poster paper. • Prior to class, pre-load the Food Web Challenge presentation found on the associated thumb drive or on our website: https://flbs.umt.edu/newflbs/k12teachingmaterial ² Standards NGSS & MT Science Std.: MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. CORE IDEA(S): LS2.B: Cycle of Matter and Energy transfer in Ecosystems CROSSCUTTING CONCEPT(S): Energy and Matter Cause and Effect SCIENCE & ENGINEERING PRACTICE(S): Develop and Use Models
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©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
BeAISAwareUnit Food Web Challenge
Doyoueverwonderhownon-nativeaquaticinvasivespeciescanimpactanaquaticfoodweb?
¿ GradeLevelMiddleSchool
¿ SubjectAreasLifeScience,EnvironmentalScience,Ecology,andHumanImpacts
¿ KeyTopicsEcosystems,foodchains/webs,producers,consumers,andaquaticinvasivespecies
¿ Duration
PreparationTime:30minActivityTime:60min
¿ SettingClassroom(Groupsof3-4)
¿ SkillsOrganizing;Interpreting;Applying
OverviewStudentscompletealakefoodwebchallenge,learnhowallorganismsin the lake ecosystem are interconnected, and explain how aquaticinvasivespeciescanimpactthefoodweb.
ObjectivesStudentswillbeableto:• buildalakefoodweb.• explainhowaquaticinvasivespeciesimpactthelakefoodweb.• demonstratehowanecologicaldisturbancecanoccurinanecosystem.
MaterialsWarmUp• Computer,projector• Studentworksheets#1-2(double-sided)
Activity• Laminatedorprintedfoodwebcards(1fullset/group;includedinAISteachingtrunk)
• Scissorsorpapercutter• Colorpencilsormarkers(1set/group)• Glue/gluestick(1/group)• 2’x3’Posterpaper(1/group)
WrapUp• 4”x6”linedindexcardor8½”x11”wide-ruledpaper(1/group)• Alternatively,studentsmaycreateavideousingaChromebook/tablet
AdvancedPreparation• Laminatedcardsareincludedwiththeteachingmaterials.Ifyouprefertogluethecardsdown,printandpre-cutthefoodwebcardsfromthetemplate.
• Arrangeclassroomsothatthestudentscanworkingroupsof3-4.• Gathercoloredpencils,markers,glue,andposterpaper.• Priortoclass,pre-loadtheFoodWebChallengepresentationfoundontheassociatedthumbdriveoronourwebsite:https://flbs.umt.edu/newflbs/k12teachingmaterial
² StandardsNGSS&MTScienceStd.:MS-LS2-3:Developamodeltodescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.COREIDEA(S):LS2.B:CycleofMatterandEnergytransferinEcosystemsCROSSCUTTINGCONCEPT(S):EnergyandMatterCauseandEffectSCIENCE&ENGINEERINGPRACTICE(S):DevelopandUseModels
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
BackgroundAnecosystemisacommunityoforganismsthatallshareaparticularhabitatandinteractwitheachotherastheyworktosurvive.Theseorganismsareoftenorganizedintodifferenttrophiclevelsbaseduponhowtheyacquiretheirfoodenergy.Producersareorganismsthatcancreatetheirownfoodfrominorganic(non-living)chemicalsintheenvironment.Phytoplanktonaremicroscopicalgaefoundinlakes,rivers,streams,wetlands,andoceans.Planktonisderivedfromplanktos,whichmeans“towanderordrift.”Therefore,phytoplanktonareproducersoftenfounddriftingwherethereisabundantlightforphotosynthesis.Phytoplanktonusesunlighttoconvertwaterandcarbondioxideintosugarandoxygenthroughphotosynthesis.Thisoxygenandsugaristhenusedtomakechemicalenergyneededforsurvival.Incontrast,consumersareorganismsthatcannotmaketheirownfood.Theseorganismsmustfindandconsumetheirfoodfromtheirsurroundingenvironment.Zooplanktonareexamplesofprimaryconsumersthateatphytoplanktonastheydriftthroughthewater.Afoodchaindiagramisavisualrepresentationoftheflowoffoodenergythroughanecosystem.Typicalfoodchainsstartwithaproducerandarecomposedofatleastthreetypesoforganisms.Forexample,whenzooplanktoneatphytoplankton,theenergyfromthephytoplanktongoesintothezooplankton.Likewise,whenyoungtrouteatzooplanktontheenergyfromthezooplanktonandthephytoplanktoncollectivelygoesintothejuveniletroutpopulation.Thisfoodenergyisfurtherpassedonwhenlargerorganismssuchasadulttrout,osprey,orbaldeagleseatthejuveniletrout.Itisimportanttorememberthateventhoughwesimplifyafoodchaindiagrambydepictingoneindividualorganism,inrealitythisorganismrepresentsapopulationofthatorganisminaspecificecosystem.Afoodwebissimplyacollectionofinterwovenfoodchainsthatrepresenttheflowofenergythroughoutthesystem.Itisimportanttoexplainthatthefoodchainsandwebinthislessonareasmallrepresentationofthelargerwebthatexistsinthenaturalenvironment.Sinceproducersarethebaseorfoundationtoeveryfoodchainwithinanecosystem,therearetypicallymoreproducersthanconsumersinanygivenhabitat.FreshwaterlakesinNorthwesternMontanaareoftenfilledwithavarietyofphytoplankton,periphyton(slimyalgaeonrocksorothersurfaces),submergedvegetation,emergentaquaticplants(i.e.waterlilies),andwetlandplantsthatborderthelake.Theseproducerssupportawidevarietyofanimallifeinandaroundthelake.Theanimalsinthelakeecosystemcaneitherbefoundinthelakeoraroundthelake.Forexample,therearemanydifferenttypesofwaterfowl(e.g.,ducks,geese)andraptors(e.g.,osprey,eagles,hawks)thatfindtheirfoodin,ontopof,ornearthelake.Aquaticinvasivespecies(AIS)arenon-nativespeciesthatmaycauseenvironmentaland/oreconomicharmtoanecosystem.Aquaticinvasivespeciescanoftencreatephysicaland/orbiologicaldisturbancesthathavedrasticimpactsupontheentireecosystem.SomeAIScancreateanecologicaldisturbancethatimpactsestablishedfoodchainswithinanecosystem.ThestoryofMysisrelicta,afreshwatershrimp,anditsimpactinFlatheadLakeisawell-documentedexample.
CommonLakeFoodChaininN.W.Montana
ZOOPLANKTONPrimaryConsumer
PHYTOPLANKTONPrimaryProducer
JUVENILETROUTSecondaryConsumer
ADULTTROUTTertiaryConsumer
OSPREYQuaternaryConsumer
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
MysisshrimpwereintentionallyintroducedintolakesinNorthwestMontanawiththegoalofprovidingKokaneesalmonpopulationswithanewsourceoffood.TheseshrimpeventuallyfoundtheirwayintoFlatheadLake.Unfortunately,Kokaneearesightfeedersthathuntinthesurfacewatersofthelake;whereas,Mysisshrimphideinthedark,deepwatersduringthedayandonlycomeupatnighttofeedonzooplankton.Theseshrimpquicklybegantoeatthesmallerzooplankton(copepodsandDaphniasp.)thatwastheKokanee’sprimaryfoodsource.Inaddition,thenon-nativelaketroutfoundinFlatheadLakebegantoeattheshrimp,togetbigger,andtopreyupontheKokaneesalmon.Duetoadecreaseinfoodandanincreaseinpredators,theKokaneesalmonpopulationsimmediatelycollapsed.Subsequently,thebaldeaglepopulationsthatdependeduponthesefishasasourceoffoodalsodeclined.TheintroductionoftheshrimpcausedadramaticecologicaldisturbanceandalteredtheFlatheadLakefoodweb.Sinceinvasivezebraandquaggamusselseatthephytoplanktonatthebaseofouraquaticecosystems,theirintroductioncouldcauseamoredevastatingecologicaldisturbancethantheshrimp.PotentialFlatheadLakefoodwebinN.W.Montanaifzebramusselsareintroduced:
VocabularyCarnivore–Aconsumerthatonlyeatsotheranimals.Consumer–Anorganismthateatsorconsumesotherorganismstosurvive.Decomposer–Aconsumersuchasafungiorbacteriathatchemicallybreaksdownorganicmatter.Detritivore–Aconsumerthatorallyfeedsondetritus(deadordecomposingorganicmatter).Ecologicaldisturbance–Aneventintimethatdisruptsecosystem,community,orpopulationstructureandchangesresources,substrateavailability,orthephysicalenvironment.Ecosystem–Acommunityoforganismsandthenon-livingenvironmenttheyinhabit.FoodChain–Aseriesoforganismslinkedtogetherbythetransferoffoodenergyfromonepopulationoforganismstoanotherpopulationoforganisms.FoodWeb–Aseriesofinterlockingandindependentfoodchainsfoundinanecosystem.Herbivore–Aconsumerthatonlyeatsphotosyntheticplantsand/oralgae.Omnivore–Aconsumerthateatsbothplants/algaeandanimals.Producer–Anorganismthatcanuselightorchemicalenergytoproduceitsownfoodfrominorganic(non-living)substances(ex.plant,algae,orcyanobacteria)typicallyviaphotosynthesis.
Producers
Non-natives
NOTE:BesuretoexplainthatzebramusselsarenotcurrentlyfoundinFlatheadLake!
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
Procedure¿ WarmUp(20min.)
• Turnontheprojector,displaytheFoodWebChallengeslideshow,andpassoutthestudentworksheets.• Drawthefollowingchartontheboard:• Slide#2:Conducta30-secondbrainstormandhavethestudentswritedownwhattheythinkallplantsneedtosurvive.Ask4-5studentstosharetheiranswersandposttheanswersinthechartontheboard.
• Slide#3:Conducta30-secondbrainstormandhavethestudentswritedownwhattheythinkallanimalsneedtosurvive.Ask4-5studentstosharetheiranswersandposttheanswersinthechartontheboard.o Reviewthatallplantsandanimalsneedwater,energy/food,oxygen,aspacetolive,andtheabilityto
respondtotheirenvironment.Whilethesunservesasacriticalsourceofenergyforplants,plantsthemselveshelptodirectlyorindirectlyfeedanimalsineachecosystem.
• Slide#4:Studentsrecordoneobservationtheyhaveabouttheecosystemontheirworksheet.Ask1-2studentstosharetheirobservationstotheclass.
• Slide#5:Askstudentstorecordthemostabundanttypeoforganismtheyseeintheecosystem(plants).• Slide#6:Studentsexaminethebiomassdiagramandidentify/recordthegroupoforganismsthathasthemostbiomassglobally(plants).
• Slide#7:Studentslookatthecalculatedpercentofbiomassforeachgroup.o Reviewthat82%ofallbiomassonEarthismadeupofplants,17%isbacteria/fungi/protists/archaea,
whicharemostlymicroscopic,and0.3%iscomposedofanimals.• Slide#8:StudentsrecordoneSPECIFICreasonwhytheythinkplantsarethemostabundant.o Plantsarethefoundationofallecosystemsandsoweneedmoreofthemtosupportalllife.
• Slides#9-14:Briefly,reviewthedifferencebetweenproducersandconsumers.TheorganismsontheseslidesareallfoundintheTundraecosystem.
• Slide#15:Reviewwhatafoodchainis.• Slide#16.Readthetopof“UnderstandingaFoodChain”worksheetandreviewtheprovidedchain.o Studentsthenwriteonemorefoodchain(fromanyhabitat)ontheirpaper.Askstudentstoshare.o Conducta30-secondbrainstormandhavethestudentslistallthewaysthefoodchainintheexample
couldbenegativelyimpactedordisrupted.o Answersmayvary:flood,introducedspecies,aquaticinvasivespecies,toomanynutrientstothelake
(ex.eutrophicationcausesalgalbloomsthataretheneatenbybacteriainthewater,whichleadstolowoxygenconditionsinthelake),drought,pollution,etc.
• Slide#18:Usetheprovidedtundrafoodwebtoreviewwhatafoodwebis.• Slides#19-20:ExplainwhatanecologicaldisturbanceisandhowMysisshrimpcausedalocaldisturbance.
¿ Activity(25min.)• Passouttheglue/tape,markers,andonefoodwebcardsettoeachgroup.Displaythefoodwebchallengedirections(slide#21)andexplainthattheyhave25minutestocompletethefoodwebchallenge.
• Studentsidentifytheproducersintheweb,buildthefoodchains,organizethechainstobuildthefoodweb,havetheinstructorcheckthewebbeforetheycanglueortapeitdown,andlastlydrawthearrowsmovingupthroughtheweb.Note–ifusinglaminatedcards,seerecommendedmodificationsonthenextpage.
¿ WrapUp(15min.)• Aftertheybuildandlabeltheweb,theymustlabelthezebramusselcardasanaquaticinvasivespecies.• Studentswriteaparagraph(orcreateavideo)thatexplainshowthisspeciescouldimpactthelakefoodwebandpossiblycauseanecologicaldisturbance.Studentsmustidentifytheorganismsthatwouldbedirectlyimpactedbypredationoralossoffood.
Plants Animals
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
TeacherResourcesAssessmentOptionsHavestudents:• writeaparagraphorcreateavideoclipthatsummarizeshowthe
invasivemusselswouldimpactthelakefoodweb.• conductathinkaloudwithapartnertoexplainhowenergyflows
throughanecosystemandhowinvasivespeciescandisruptthefoodweb.
• conductresearchtolearnaboutadifferentaquaticorterrestrialhabitat,buildafoodwebforthathabitat,andidentifyaninvasivespeciesthatcouldpotentiallydisturbtheecosystem.
• designacauseandeffectposteraboutaspecificecologicaldisturbance.
Modifications• Ifthestudentshavealreadylearnedaboutfoodchains/webs,shorten
thewarmupactivitytoreviewtheconceptsasneeded.• Ifusingtheprovidedlaminatedcards,studentsmayarrangethemon
theposter,tracethecards,andwritetheorganismnamesintheboxes.Thiswillallowthecardstobeusedformultipleperiodsinoneday.
• Simplifythefoodwebbyremovingfoodchainsfromtheweb.• Enlargethefoodchaincardsandworksheetsasneeded.
ExtensionsStudentscan:• addinanotheraquaticinvasivespeciestothefoodwebactivityto
predicthowtheneworganismcouldimpactthefoodweb.• researchtraditionalNativeAmericanusesfororganismsfoundinthe
lakefoodwebandhowthosepracticeshavebeenimpactedbytheintroductionofnon-nativefishandotheraquaticinvasivespecies.
• createashortstoryfromtheperspectiveofanorganisminanecosystemthathasbeeninvadedbyanaquaticinvasivespecies.
BooksElton,C.S.(2000).TheEcologyofInvasionbyAnimalsandPlants(newed.).
Chicago,IL:UniversityofChicagoPress.Lockwood,J.L.,Hoopes,M.F.,&Marchetti,M.P.(2013).InvasionEcology
(2nded).WestSussex,UK:JohnWiley&Sons,Ltd.
OnlineResourcesMontanaFieldGuide:http://fieldguide.mt.gov/MontanaSciencePartnershipfoodwebandtrophiclevelswebsitecontainsinformationaboutaquaticmacroinvertebratesfoundinMontanastreams:http://www.sciencepartners.info/module-8-macroinvertebrates/insect-feeding-food-webs/food-webs-trophic-levels/
AcknowledgementsAllfoodwebimageswereillustratedbyHollyChurch.ManythankstoteachersfromBigfork,Somers,Polson,andWhitefishwhoprovidedfeedbackonthislesson.
Photocredit:MichaelPalmer(CCBY-SA4.0)
Adultmayfliesoftenemergeinlakesandstreamsduringthespringandfall.Theseaquaticinsectsserveasanimportantfoodsourcefornativefish.
Photocredit:GreatLakesEnvironmentalResearchLaboratory(publicdomain)
ZebraMusselsareanaquaticinvasivespeciesthatfilter-feedsonphytoplankton.Itcanattachtosurfaces,reproducequickly,andspreadthroughplanktoniclarvae.
Photocredit:HaraldOlsen(CCBY2.0)MysisrelictaisanaquaticinvasivespeciesthatwasintentionallyintroducedtosomelakesinMontana.
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
Thispageintentionallyleftblank.
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
Name WarmUp StudentWorksheet(1of2)Asyouviewtheprovidedpresentationanswerthefollowingquestions.30-secondbrainstorm…Whatdoallplantsneedtosurvive?30-secondbrainstorm…Whatdoallanimalsneedtosurvive?RecordONEobservationyouhaveabouttheNorthwestMontanaecosystem.Whatisthemostabundanttypeoforganismthatyouseeinthisecosystem? Examinethediagrambelow,whichgroupoforganismshastheMOSTbiomassworldwide?
GlobalPartitioningofBiomass
1gigaton(Gt)=1,000,000,000,000,000gramsor1015grams 1gram= Bar-Onetal.(2018),PNASWhydoyouthinkthatis?Provideonespecificreason.
FoodWebChallenge
©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.
Name UnderstandingaFoodChain StudentWorksheet(2of2)
Afoodchaindiagramrepresentsthefoodenergythatflowsthroughanecosystem.Thesunprovidesenergyfortheproducers(plantsandalgae)tomaketheirownfoodthroughphotosynthesis.Theproducersarethebaseofthefoodchainandareeatenbymanyorganisms.Theproducersarecalledprimaryproducersbecausetheymaketheinitialsugarthattheentirefoodwebdependsupon.Aconsumerisanorganismthatcannotmakeitsownfood.Herbivoresareprimaryconsumersthateatplants.Omnivoresarebothprimaryconsumersthateatplantsandsecondaryconsumersthateatanimals.Carnivoresaretypicallysecondary,tertiary,orquaternaryconsumersthatonlyeatotheranimals.Belowisadiagramofafoodchainoftenfoundinthelakes,rivers,streams,andwetlandsinMontana.Noticethearrowsarepointedtotheanimalpopulationsthatareconsumingthefood.
BrainstormandwriteONEmorefoodchainbelow.Remember,allfoodchainsstartwithaproducerandusuallyhaveatleastTHREEtypesoforganisms. 30-secondbrainstorm…Listallofthewaysthefoodchainabovecouldbenegativelyimpactedordisrupted?
PERIPHYTONPrimaryProducer(Theslimygreenorbrownstuffonrocksinthelake)
TADPOLESNAILPrimaryConsumer COLUMBIAN
SPOTTEDFROG
SecondaryConsumer
GREATBLUEHERONTertiaryConsumer
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