Biology - HOT Science Lab

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Student Problem Statement: Are food chains and food webs the same How do organisms transfer energy Vocabulary: food chain, food web, producer, consumer, decomposer, energy transfer, trophic level Materials (per group): butcher paper or poster paper markers Procedures: Group Assignment Work in small groups of 3 – 4 to draw each of the connections in a food web of a shoreline coastal ecosystem of the Everglades (mangrove). 1. On a piece of butcher-block paper, construction paper, or poster board, write the names of each shoreline organism randomly over the entire piece of paper. (See accompanying list.) 2. Identify the role of each organism in the ecosystem by writing one of the following letters beneath the name of the organism: (P) Producer, (C) Consumer, (D) Decomposer, (S) Scavenger, and (Dt) Detritivore. 3. Circle the name and letter of each organism. Color code their role and include a key. 4. Draw an arrow between each food source and the organism that eats that food. Remember that the arrow represents the flow of energy. Observation/Data Analysis: Individual Assignment 1. Find and write as many food chains as you can from your team‘s food web (minimum of 6). Two of the food chains must include a producer and three levels of consumers (primary, secondary, tertiary). Label them. 2. Sketch a trophic pyramid using the food chains you created and place the names of your organism at the proper level. Results/Conclusion: 1. Explain what would happen if all of the primary consumers became extinct. 2. Predict what would happen if a non-native species is introduced into the food web. 3. Explain why food webs with many species (biodiverse) are more resilient than those with few species. 4. Review your trophic pyramid, do you think there are more organisms at the base and less organisms as you travel up the pyramid. 5. In theory, the earth could support many more people if we ate at a lower trophic level. a. List 2 benefits of doing this. b. List 2 drawbacks of eating lower on the food chain. 6. Large predatory fish usually are found at the 3 rd or 4 th trophic level of an energy pyramid. What does this mean in terms of energy loss 7. Large predatory animals can also be problematic to eat because of bioaccumulation and biomagnifications of toxins such as lead or mercury in their habitats. What do those two big words mean and why should this be considered when discussing food chains and trophic levels. Biology HSL Page 46 Curriculum and Instruction
Student Shoreline Organisms Plants Red mangrove White mangrove Black mangrove Buttonwood Seaside Daisy Seagrass Glasswort Animals Shrimp (arthropods) Lobster (arthropods) American Crocodile (reptile) Garfish (fish) Raccoon (mammal) Opossum (mammal) Amphipods (zooplankton) Mysids (zooplankton) Copepods (zooplankton) Snook (fish) Mullet (fish) Snapper (fish) Crested Goby (fish) Barracuda (fish) Bull Shark (fish) Tarpon (fish) Hermit Crab (arthropods) Osprey (bird) Great Blue Heron (bird) Egret (bird) Ibis (bird Bald Eagle (bird) Lady Fish (fish) Seatrout (fish) Queen Conch (mollusk) Otter (mammal) Fiddler Crab (arthropods) Water Moccasin (reptile) Bottlenose Dolphin (mammal) Mosquito Larvae (insect) Other Algae (phytoplankton) Protozoa Bacteria Fungi Biology HSL Page 47 Curriculum and Instruction
Page 1 and 2: Curriculum and Instruction Division
Page 3 and 4: Table of Contents Introduction ....
Page 5 and 6: Introduction The purpose of this do
Page 7 and 8: 7. SC.912.L.15.1: Explain how the s
Page 9 and 10: 16. SC.912.L.17.5: Analyze how popu
Page 11 and 12: to the norms and conventions of the
Page 13 and 14: Materials Hands-on Activities 1. Pe
Page 15 and 16: 15. Cellular Respiration Distilled
Page 17 and 18: 30. Enzyme Catalyst Lab Yeast solut
Page 19 and 20: Laboratory Safety Rules: Know the p
Page 21 and 22: Writing in Science A report is a re
Page 23 and 24: Hands-on Activities
Page 25 and 26: Teacher During activity: After acti
Page 27 and 28: Student Materials: Procedures: Usin
Page 29 and 30: Student Data: Name Actual Height Fe
Page 31 and 32: Teacher them also describe importan
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Page 35 and 36: Student Data Analysis: Create a ske
Page 37 and 38: Teacher After activity: d. Remind s
Page 39 and 40: Student Limiting Factors (Adapted f
Page 41 and 42: Student Data Analysis: Graph the re
Page 43 and 44: Teacher After activity: b. Assist g
Page 45: Student Designing Food Chains and F
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Page 51 and 52: Student Human Impact - Effects of A
Page 53 and 54: Student Effects of pH on the Germin
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Page 57 and 58: Student Evidence for the Theory of
Page 59 and 60: Student Deinonychus Fossil Evidence
Page 61 and 62: Student Figure 1 Table 1 Characteri
Page 63 and 64: Student Animal Table 2 Function of
Page 65 and 66: Student Conclusions: Explain in par
Page 67 and 68: Teacher d. Student misconceptions s
Page 69 and 70: Student Examining the Fossil Record
Page 71 and 72: Student period should be place towa
Page 73 and 74: Teacher Natural Selection (Adapted
Page 75 and 76: Teacher Additional instructions/Han
Page 77 and 78: Student Natural Selection (Adapted
Page 79 and 80: Student Data Table 2 Beak Variation
Page 81 and 82: Teacher After activity: What the te
Page 83 and 84: Student Materials (per group): Inve
Page 85 and 86: Student Taxonomic Key to the Major
Page 87 and 88: Teacher 3. Is there more than one w
Page 89 and 90: Teacher Strawberry Cucumber Banana
Page 91 and 92: Teacher Strawberry Cucumber Banana
Page 93 and 94: Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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Teacher Organism Cards Name: Date P
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Teacher The De-riving Force of Clad
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Student 7. Select the next most sim
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Teacher Plant Structure and Functio
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Student Plant Structure and Functio
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Student Answer the following questi
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Student Part B: Roots Materials: Pl
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Student Root Systems Using Figure 5
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Student Tilia Stem (Woody growth):
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Teacher Exploring Flower Structure
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Student Exploring Flower Structure
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
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Student Investigating the Effect of
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Student 6. Put the beaker in a plac
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Student During activity: After acti
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Student Procedures: 1. Write a hypo
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Teacher Animal-Vertebrate Fish "Per
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Student 10. To expose the internal
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Teacher Circulation Lab (Adapted fr
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Student Circulation Lab (Adapted fr
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Teacher Take a Heart Hike (Adapted
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Teacher Cardiovascular Model Biolog
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Student Results and Conclusions: 1.
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Teacher b. An asterisk (*) is place
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Student Procedures: Before testing
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Teacher Cell Model Project NGSSS: S
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Teacher Extension: Gizmo: Cell Stru
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Student You must be able to locate
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Student Name: _____________________
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Teacher After activity: 3. Fill a t
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Student Diffusion and Osmosis NGSSS
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Student Table 2 - Physical Changes
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Teacher Investigating Inherited Tra
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Teacher During activity: After acti
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Student Investigating Inherited Tra
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Student Observations/Data: Biology
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Student Data Analysis: Sex of offsp
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Teacher Differences in Similar Phen
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Student Differences in Similar Phen
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Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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