Wild About Wetlands Worksheet

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San Diego State University *

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100

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Biology

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Feb 20, 2024

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Uploaded by SuperHumanApeMaster1015

Name: Ainesh Anumala Date: 9/6/2023 Period: 2 Ecosystems & Energy Wild about the Wetlands Investigating Niches, Trophic Levels, and Energy Flow The Florida Everglades is a wetland ecosystem vital to the freshwater system of southern Florida. Much of the wetland is covered by saw grass and, for that reason, this expansive area of grass is termed “The River of Grass.” The Everglades is also home to a variety of other plant species and many animal species that play an important role in the ecosystem. In the Everglades, organisms depend upon one another to supply the carbon-based glucose molecule that will be used to obtain energy. Each organism has specific energy demands and relies upon homeostasis within ecological systems to meet these demands. Producers such as plants use photosynthesis to synthesize glucose and other carbon-based molecules and use them for their own energy. Producers also provide a source of energy to consumers. PROCEDURE PART I: INVESTIGATING THE DIVERSITY OF THE EVERGLADES WETLAND ECOSYSTEM 1. You will use the resources designated by your teacher to research the Everglades ecosystem and determine the following: a. What are the climate conditions of the ecosystem? The Evergladeshave a tropical to subtropical climate. The wet season is hot and humid (May - November) and the dry season. b. What organisms can be found living in this ecosystem? There are fish species, reptilian species, coral snakes, and Crappie fish. ¢. What are some of the biotic and abiotic factors in this ecosystem? Some biotic factors are fish, plants, algae, and bacteria. Some abiotic factors include water and rocks. d. What are the threats that currently exist to this ecosystem? Some threats are invasive species, water pollution, and climate change. e. How have humans impacted this ecosystem? Water diversions restrict the flow of water. Pollutants and toxins also have a negative effect on this ecosystem f. Describe three examples of the interdependence of organisms in this ecosystem. The relationship between alligators and wading birds, Orchids and insects, and Sawgrass and herbivores. 2. Arrange 10 organisms (at least 1 in each of the following categories) that you find into groups based on their role in the ecosystem: producers, primary consumers, secondary consumers, tertiary consumers, quaternary consumers, and decomposers. Use Table 1 to list your organisms and discuss their role in the ecosystem (niche). Unit 01: Activity WWW Modified from NMSI's Wild about the Wetlands | Scanned with CamScanner

Name: Date: Period: Ecosystems & Energy Table 1. Roles of Organisms in Ecological Systems Organism Role Names of Organisms Niche . They ove +he buse of Producer Sawgrass and Spanish moss e food Lxb. Zooplankton can help control Primary Consumer Zooplankton and Grasshoppers harmful algae blooms. Grasshoppers are plant eaters ; Every bird species has adapted to it Secondary Consumer Birds and otters environment in order to obtain food} find shelter, and reprnrinr‘f successfully They feed on fish, fly a lot, make nests, live in Terti 3 ertiary Consimer Bald eagles ees, breed in the summer. Burmese pythons live in grasslands, rainforests, and jungles. ; btc... Alligators consume fish, birds, and mam mals, Quaternary Consumer Burmese pythons and alligators hey play as a ecosystem engineer in wetland cosystems. 'hey have been used for food for several enturies and were used as a nutrient lpplpmpnt ) Decomposer Blue-green algae o 3. Use your research to answer the questions below. a. Of the roles listed in Part I, which is the most essential in an ecosystem? Justify your answer. The producers are the most important since they are the at the base of the food chain b. Explain the recycling of nutrients of the organisms in an ecosystem. Which two roles are involved primarily in the recycling of nutrients? Producers and decomposers. Producers produce organic matter from inorganic matter through photosynthesis. They are the main source of nutrients. Decomposers are organisms that break down dead organic matter into simpler inorganic compounds that are again reused by producers. c. Must all ecosystems have quaternary consumers? Why or why not? ’ Not all ecosystems need quarternary consumers, this is because they have a top predator who maintains the cycle of the food chain. d. What sets primary consumers apart from other consumers? L R Primary consumers feed on primary producers and are herbivores. The other consumers would be considered omnivores or carnivores. Unit 01: Activity WWW Modified from NMSI's Wild about the Wetlands e Scanned with CamScanner

Name: Date: Period: Ecosystems & Energy e. Based on your understanding of the roles of organisms in ecosystems, predict what may happen to an | ecosystem if all primary consumers were removed. There would be no source of energy for secondary and tertiary consumers causing the decrease in 1 population for those secondary and tertiary consumers. The secondary consumers would not get enough nutrients so that is why they would start to die. PART Il: CREATING FOOD CHAINS AND FOOD WEBS 1. Based on your research, choose at least eight organisms (including at least one decomposer) to create a working .‘ food web. Draw and label your food web in the space provided below. Make sure you label and name each organism as well as the role of that organism (decomposer, producer, primary consumer, secondary consumer, and so on). Everglades Food Web: ke aa )\ll'?‘ifi:i ) cor\s-"““]‘)‘(A“O‘mS C Xtmdwj Congwmer ) s 7\ Loy CSC’F{;(\AM) (,,ng\.,»‘e() tacled Twucles CP““‘“‘J ol jy\wjfb\s> proa.,u.r) : \9 —(V\(\D; (éuom?mt() f 2. Based on your research, choose four organisms to create a working food chain. Draw and label your fooq chain in the space provided below. Make sure you label the name of each organism and the role of that organism (producer, primary consumer, secondary consumer, and so on). Everglades Food Chain: 56\N3(0~$3 —) kS =) (acLcoons = Al\.Ju*crs (_()"Oéwce/r) Cr}r»m\(n CSeumd../J Gerhc«j (or\sw\.\gf) (urxfivd\t() (or\sz\e() Unit 01: Activity WWW Modified from NMSI's Wild about the Wetlands Scanned with CamScanner

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Date: Period: Name: Ecosystems & Energy 3. Answer the questions below. a. Explain the relationships between the organisms in your food chain. The Jucnes feed on Savy S5, (aLloons feed o Gwrtles ; on d ALY aroeS feed o @LLoonS b. What would happen to the food chain if the species in Level 2 were eliminated? How would it affect the population of other species in that food chain? The f(o&uct r sSpecies tiowld Tncretse | in Iﬂop\«(o\t:or\ Whie the 'oorn\\c\\-ons o fMmttoont ond o\!v‘juwfs deeeese c. Explain the relationships among the organisms in your food web. Sow 9cmss 5> eaden either by White donted deer hith IS Hhen @sfen by alyeders or bj Jurties who ovrt dhea eaden b:) fOLloons oY -foxeS, d. What would happen to the food web structure if all decomposers were eliminated? Be specific. DM«A orjcu\xc Mmar-He builds wy feé“““j Rt cien ¢ fC‘JL‘"‘J‘ ‘Dmducns | Wil lode aukevents and 4herefore conSwmers Ly lose Hhe'r food. PART lll: CREATING AN ENERGY PYRAMID 1. Draw a large energy pyramid that contains five trophic levels. 2. Using the energy pyramid, you have made, arrange all of the organisms you found into their appropriate trophic 1 level based on your ideas from Part I. 3. Put the name and the ecological role (producer, primary consumers, and soon) to the left of each trophic level. 1 4. Ask your teacher to approve your pyramid before moving to the next step. Quontec nery Consume Algators\and Bucenese l;Jawms ll"5‘3 (3} 2 TerHony . convwmar m \& eogles L KV ’Ei/‘ (ST, GQLOAWJ CorSamect Bicds and otiess S Bl By Qof P('ij CorSumery ‘\5%')__\,\0 by 'Zooplw\kh)ﬂ ond Gasshoprers ao| - Peodwce € 5@(&}‘: and Spans moess 1D % L Ynat sl (OV\Q (;cr(uu of S Q:\;«JJ j Unit 01: Activity WWW Modified from NMSI's Wild about the Wetlands Scanned with CamScanner

Name: Date: Period: Ecosystems & Energy 5. Based on your pyramid, answer the questions below. a. Why are producers found at the bottom of the energy pyramid? What does the arrangement of your pyramid tell you about the mass of the producers compared to the consumers? They ore dhe bose o0& e food choun ond stert YL food chesn. Tht mass 0€ ‘the (roc&\,@(q ove L\_DL\er‘ Yhon +he consumens | b. What do you conclude happens to the numbers of organisms in the ecosystem as one moves from producers to the top consumer of the pyramid (biomass pyramid)? Provide a reasonable explanation for your answer. -j¢ Nnwmber o OC)M‘\S MmS decreanse becoadt the@ iy be |ese (br\v.rbj +o Swppec + e DDW\ s on +ha pext trophic \evel o, c. Would you put decomposers at the top or bottom of the energy pyramid? Justify your answer. 'Hng be\orj ax +he bottom. ’H\oj break down dexd ory aniSms -()(OM ol —}roph:x, 1ever§ MY nutoents. d. Predict what may happen to the arrangement of your energy pyramid if predator-prey relationships caused the numbers of secondary consumers to increase. No ‘”‘“"J Wit CL\Q$\JQ . Tneeease 0% SCCMdG\fJ CorSwrmarS W8t cowie o TNCreowe of .+er+\'w:] Consvmesg Whith Hen Comsts an neftasl i Guawernan) Consumers. PART IV: CALCULATING ENERGY TRANSFER 1. The Sun has provided your producers with 11,382,400 kilojoules (kJ) of energy. Based on this information, determine the amount of energy available at each trophic level of your energy pyramid. Write each level’s available energy to the right of the trophic level on your energy pyramid. Remember that from one trophic level to the next, there is an average energy loss of 90%. Make sure you label that energy amount on your energy pyramid. 2. Based on your calculations, answer the questions below. a. Analyze your energy pyramid energy numbers. What is the reason for the decreased availability of energy as the pyramid moves from producer to top consumer? 0 . of er\e-jj iy “losyias heat Ot Q$uj level . b. If the Sun contributes 11,382,400 k! of energy and the producers were only able to assimilate 1% of that energy, how many joules would they be able touse? || 2424 k3 ¢. What is the relationship between a decrease in available energy to the producers and the overall ecosystem? In the English Channel, a small number of autotrophs (phytoplankton) are able to sustain a larger number of zooplankton (primary consumers). Essentially, this turns the biomass pyramid “upside down.” Explain how this might be possible. “The o vecell Q(,ol,y}gm ool e ccense in popation dur ve \lcle 0f enecgy . Snee Jon only need M svall amowat of ()\\Jfo,olmkl'or\ R = Xy S VNG L of 100/)“\/1“4 Unit 01: Activity WWW it tiould moke Sence thod the popwiekon 0% 'LOOplw‘HO"\ Modified from NMSI's Wild about the Wetlands ) A ,7 ¢ / owid be hwhe, This: fpS Ahe poimiry contwesrd’ ond P‘\JA\ACL( ‘SElene In 4he biromemss {’jrb\m'd. EL_Wfi,_,fi_ i R T S g ‘ Scanned with CamScanner

Name: Date: Period: Ecosystems & Energy d. Explain how the carbon cycle is involved in the flow of energy up the energy pyramid. NEAC A C ‘()(\\( A t)hc‘.cg:j Athes 'S, oand ‘)‘c\,\») cand an’'malS etecse peodweesS P co v Hhe oA tosPhert froevt ceuwmiand respretion. 2L cemm meciciAw MAAKING Scanned with CamScanner

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