DELTA STUDIES CURRICULUM · 2020-03-04 · DELTA STUDIES CURRICULUM Ecosystems in the Delta...

DELTASTUDIESCURRICULUM

EcosystemsintheDelta

MS-LS2-3Ecosystems:Interactions,Energy,

andDynamics

SanJoaquinCountyOfficeofEducationSTEMPrograms

Fundingprovidedby

CaliforniaBay-DeltaAuthority

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MS-LS2-3EcosystemsintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWritersBarryScott,SanJoaquinCountyOfficeofEducationOlgaClymire,LakeCountyOfficeofEducationOtherCurriculumWritersJenniferAndermahr,MantecaUnifiedSchoolDistrictSheilaCochran-Locke,StocktonUnifiedSchoolDistrictTimEllis,KeyesUnionElementarySchoolDistrictLynnHansen,ModestoJuniorCollegeTeresaIgnatovich,TracyUnifiedSchoolDistrictVictoricaStirling,ModestoCityElementarySchoolDistrictDeirdreWishom,StocktonUnifiedSchoolDistrictFieldTestersJenniferAndermahr,MantecaUnifiedSchoolDistrictTimEllis,KeyesUnionElementarySchoolDistrictKathyPrince,StocktonUnifiedSchoolDistrictJulieSchardt,StocktonUnifiedSchoolDistrictBarryScott,SanJoaquinCountyOfficeofEducationVictoricaStirling,ModestoCityElementarySchoolDistrictLottieTone,AmadorUnifiedSchoolDistrict

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ReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorCarolDellinger,DellingerDesignLayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority

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ECOSYSTEMS IN THE DELTA CONTENTS NextGenerationScienceStandards 7Overview 11Storyline 12InstructionalMaterialsRequired 13Exploration1–MuralofEnvironments 15Exploration2–FoodChains,WebsandEcosystems 21Exploration3–Producers,Consumers,Scavengers, 43

andDecomposersExploration4–FoodChainSkit 53Exploration5–EcosystemRelatedProjectsandSimulationActivity 57Pre-test/Post-test 63California’sEnvironmentalPrinciplesandConcepts 65

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ECOSYSTEMS IN THE DELTA NextGenerationScienceStandardsWorkingtowardsPerformanceExpectationMS-LS2:Ecosystems:Interactions,Energy,andDynamics:MS-LS2—3Developamodeltodescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.MS-LS2-4Constructanargumentsupportedbyempiricalevidencethatchangestophysicalorbiologicalcomponentsofanecosystemaffectpopulations.ScienceandEngineeringPractices:DevelopingandUsingModelsModelingin6–8buildsonK–5experiencesandprogressestodeveloping,using,andrevisingmodelstodescribe,test,andpredictmoreabstractphenomenaanddesignsystems.§ Developamodeltodescribephenomena.(MS-LS2-3)AnalyzingandInterpretingDataAnalyzingdatain6–8buildsonK–5experiencesandprogressestoextendingquantitativeanalysistoinvestigations,distinguishingbetweencorrelationandcausation,andbasicstatisticaltechniquesofdataanderroranalysis.§ Analyzeandinterpretdatatoprovideevidenceforphenomena.(MS-LS2-1)ConstructingExplanationsandDesigningSolutionsConstructingexplanationsanddesigningsolutionsin6-8buildsonK-5experiencesandprogressestoincludeconstructingexplanationsanddesigningsolutionssupportedbymultiplesourcesofevidenceconsistentwithscientificideas,principles,andtheories.DisciplinaryCoreIdeas:LS2.A:InterdependentRelationshipsinEcosystems§ Organisms,andpopulationsoforganisms,aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.(MS-LS2-1)

§ Inanyecosystem,organismsandpopulationswithsimilarrequirementsforfood,water,oxygen,orotherresourcesmaycompetewitheachotherforlimitedresources,accesstowhichconsequentlyconstrainstheirgrowthandreproduction.(MS-LS2-1)

§ Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.(MS-LS2-1)§ Similarly,predatoryinteractionsmayreducethenumberoforganismsoreliminatewholepopulationsoforganisms.Mutuallybeneficialinteractions,incontrast,maybecomesointerdependentthateachorganismrequirestheotherforsurvival.Althoughthespeciesinvolvedinthesecompetitive,predatory,andmutuallybeneficialinteractionsvaryacross

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ecosystems,thepatternsofinteractionsoforganismswiththeirenvironments,bothlivingandnonliving,areshared.(MS-LS2-2)

LS2.B:CycleofMatterandEnergyTransferinEcosystems§ Foodwebsaremodelsthatdemonstratehowmatterandenergyistransferredbetweenproducers,consumers,anddecomposersasthethreegroupsinteractwithinanecosystem.Transfersofmatterintoandoutofthephysicalenvironmentoccurateverylevel.Decomposersrecyclenutrientsfromdeadplantoranimalmatterbacktothesoilinterrestrialenvironmentsortothewaterinaquaticenvironments.Theatomsthatmakeuptheorganismsinanecosystemarecycledrepeatedlybetweenthelivingandnonlivingpartsoftheecosystem.(MS-LS2-3)

LS2.C:EcosystemDynamics,Functioning,andResilience§ Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.(MS-LS2-4)

§ BiodiversitydescribesthevarietyofspeciesfoundinEarth’sterrestrialandoceanicecosystems.Thecompletenessorintegrityofanecosystem’sbiodiversityisoftenusedasameasureofitshealth.(MS-LS2-5)

CrosscuttingConceptsPatterns§ Patternscanbeusedtoidentifycauseandeffectrelationships.(MS-LS2-2)CauseandEffect§ Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.(MS-LS2-1)

EnergyandMatter§ Thetransferofenergycanbetrackedasenergyflowsthroughanaturalsystem.(MS-LS2-3)StabilityandChange§ Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.(MS-LS2-4),(MS-LS2-5)

Common Core State Standards Connections: ELA/Literacy–RST.6–8.1 Citespecifictextualevidencetosupportanalysisofscienceandtechnical

texts.(MS-LS2-1),(MS-LS2-2),(MS-LS2-4)RST.6–8.7 Integratequantitativeortechnicalinformationexpressedinwordsina

textwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).(MS-LS2-1)

RST.6–8.8 Distinguishamongfacts,reasonedjudgmentbasedonresearchfindings,andspeculationinatext.(MS-LS2-5)

RI.8.8 Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissoundandtheevidenceisrelevantandsufficienttosupporttheclaims.(MS-LS-4),(MS-LS2-5)

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WHST.6–8.1.a–e Writeargumentsfocusedondiscipline-specificcontent.(MS-LS2-4)WHST.6–8.2.a–f Writeinformative/explanatorytexts,includingthenarrationofhistorical

events,scientificprocedures/experiments,ortechnicalprocesses.(MS-LS2-2)

WHST.6–8.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.(MS-LS-2),(MS-LS2-4)

SL.8.1.a–d Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade8topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.(MS-LS2-2)

SL.8.4 Presentclaimsandfindings(e.g.,argument,narrative,responsetoliteraturepresentations),emphasizingsalientpointsinafocused,coherentmannerwithrelevantevidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.CAa. Plan and present a narrative that: establishes a context and

point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. CA (MS-LS2-2)

SL.8.5 Integratemultimediacomponentsandvisualdisplaysinpresentationstoclarifyclaimsandfindingsandemphasizesalientpoints.(MS-LS2-3)

Mathematics–MP.4 Modelwithmathematics.(MS-LS2-5)6.RP.3.a-d Useratioandratereasoningtosolvereal-worldandmathematical

problems,e.g.,byreasoningabouttablesofequivalentratios,tapediagrams,doublenumberlinediagrams,orequations.(MS-LS2-5)

6.EE.9 Usevariablestorepresenttwoquantitiesinareal-worldproblemthatchangeinrelationshiptooneanother;writeanequationtoexpressonequantity,thoughtofasthedependentvariable,intermsoftheotherquantity,thoughtofastheindependentvariable.Analyzetherelationshipbetweenthedependentandindependentvariablesusinggraphsandtables,andrelatethesetotheequation.(MS-LS2-3)

6.SP.5.a-d Summarizenumericaldatasetsinrelationtotheircontext.(MS-LS2-2)

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ECOSYSTEMS IN THE DELTA OVERVIEW UNDERSTANDINGS• Foodchainsandfoodwebsrepresentrelationshipsamongorganismsinan

ecosystem.• Foodwebssupportecosystems.• Populationsoforganismscanbecategorizedbythefunctionstheyserveinan

ecosystem.ESSENTIALQUESTIONSWhichecosystemisthemostimportant?Whyisknowingaboutfoodchainsandfoodwebsimportant?KNOWLEDGEANDSKILLSStudentswillknow:• Energyistransferredoneorganismtoothersthroughfoodchainsandwebs.• Organismsinecosystemsexchangeenergyandnutrientsamongthemselvesand

withtheenvironment.• Organismscanbecategorizedintofourtypes:producers,consumers,scavengers,

anddecomposers• Livingthingsdependononeanotherandtheirenvironmentforsurvival.• Decomposersrecyclematterfromdeadorganisms.• Humansaffectecosystems.Studentswillbeableto:• IdentifySacramento-SanJoaquinDeltaorganismsandhowtheyinteractinthefood

web.• DrawfoodchainsandfoodwebsfoundintheSacramento-SanJoaquinDelta.• Identifyanddiscussimpactsofhumansonanecosystem.• NameanddescribesomeecosystemsintheSacramento-SanJoaquinDelta.

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ECOSYSTEMS IN THE DELTA STORYLINE Thesixth-gradeDeltaCurriculumunitfocusesonEcology.InLesson1,“MuralofEnvironments”studentswilllearnaboutvariousenvironmentsintheSacramento-SanJoaquinDeltaandwillidentifyorganismsthatlivethere.Thislessonintroducestheunittostudents.Lesson2,“FoodChains,Webs,andEcosystems”hasstudentslearnaboutvariousfoodchainsandfoodwebsthatexistintheDelta.EachstudentwillalsolearnaboutanorganismthatlivesintheSacramento-SanJoaquinDeltabydesigningaposteroftheorganism.EachgroupofstudentswillreadexpositorytextregardingaspecificecosystemwithintheDelta,andwillcreateaworkofartthatwillincludeanartisticconceptionoftheecosystem.InLesson3,“Producers,Consumers,Scavengers,andDecomposers”studentswillbecomefamiliarwithvariouslivingorganismsoftheSacramento-SanJoaquinDeltaandwillcategorizetheseorganismsintofourmajorgroups(producers,consumers,scavengers,anddecomposers)basedonhoworganismsobtaintheirenergy.Studentswillalsowriteoneparagraphaboutaselectedorganism.Asanassessmentofthelesson,studentswillreviewalistofsomeSacramento-SanJoaquinDeltaorganismsandcategorizethemintoproducers,consumers,scavengers,anddecomposers.InLesson4,“FoodChainSkit”studentswilldesigncostumesforvariousorganismsandperformskitsdemonstratingfoodchains.Theywilldiscussanddescribeinwritingseveralecologicaldisruptionsthatcouldhappentoaffecttheirfoodchainandhowthismightaffectotherorganismsintheecosystem.InLesson5,“Ecosystem-RelatedProjectsandSimulationActivity”studentswilleitherdoaprojectorparticipateinasimulationactivity.Theprojectsfocusonthestudyofminiatureecosystems(e.g.,wormbin,aquarium,nativeplantgarden,ecosysteminabottle)intheclassroomorintheschool’sgardenarea.Studentswillmonitortheecosystem’shealthovertimeandwilldiscuss:“Howdoorganismsinthisecosystemexchangeenergyandnutrientsamongthemselvesandwiththeenvironment?”Inthesimulationactivity,studentswilllearnhowpeoplecanimpactanecosystemandwillusetheirdecision-makingskillsbasedonwhattheyhavelearnedaboutecosystemsinthisunit.

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ECOSYSTEMS IN THE DELTA INSTRUCTIONAL MATERIALS REQUIRED Lesson1Map:CaliforniaWaterMapMap:TheDeltaVideo:TideoftheHeronStickynotes3”x3”fivesheetsperstudentLesson2Book:WhatAreFoodChainsandWebs?ByBobbieKalmanandJacquelineLangilleFieldguidestoplantsandanimalslivingintheDeltaareaandotherreferencematerials,suchasencyclopediasandtextbooks;alsoEcologyHandbook:California’sSierraFoothills,CentralValleyandDeltabyDerekMadden,KenCharters,andCathySnyderLesson3Nospecialmaterialsareneeded.Lesson4Butcherpaper,constructionpaper,yarn,scissors,glue,maskingtape,andotheravailablematerials(e.g.,cardboardsbox,papercups,eggcartons,paperplates)outofwhichstudentscanmakemasksandcostumes.Lesson5Materialswilldependontheprojectselected.OtherHelpfulResourcesBirdsofNorthAmerica:AGuidetoFieldIdentificationbyChandlerS.Robbins,BertelBruunandHerbertS.ZimOtherfieldguidestoplantsandanimals(fish,reptiles,insects,etc.)

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Exploration 1 Mural of Environments OBJECTIVEStudentswilllearnaboutvariousenvironmentsintheSacramento-SanJoaquinDeltaandwillidentifyorganismsthatlivethere.BACKGROUNDOurenvironmentistheareathatsurroundsusandincludeslivingandnonlivingthings(naturalandhuman-madeobjects).Thenaturalenvironmentofanorganism(alivingthing)includesitsphysicalsurroundings,suchasotherplantsandanimals,soil,rocks,air,andwater.TheSacramento-SanJoaquinDeltahasavarietyofenvironmentsincludingrivers,marshlands,grasslands,forests,hills,mountains,towns,andcities.Manyoftheseenvironmentsareactuallyecosystemswithspecificpopulationsofplantsandanimalsthatinteractwitheachotherandthenonlivingenvironment.ApartiallistoforganismsthatliveintheSacramento-SanJoaquinDeltaisprovidedattheendofthislesson.PREPARATIONUsinga10to12footsectionofbutcherpaper,drawanoutlineofasideviewofalandscapefromtheoceantothemountains.Includemarshlands,grasslands,riverforest,andoakwoodlandinthismural.Itisnotnecessarytohaveadetaileddrawing.Note:YouwillneedtokeepthemuralforLesson2.

MATERIALS• Posterof“CaliforniaWaterMap”(providedinkit)• Posterof“TheDeltaMap”(providedinkit)• Video:“TideoftheHeron”(providedinkit)• Self-adhesive3”X3”notepads(fivesheetsforeachstudent)• Felt-tippedpens(oneforeachstudent) TIMEPreparation:15minutesLesson:two45-minuteperiods

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ENGAGEMENT• Askstudents:Whohasbeenoutfishing,hiking,camping,orboatinginthe

Sacramento-SanJoaquinDelta?Whattypesofenvironmentsdidyousee?Liststudent’answers(e.g.,river,ocean,hills,mountains)onthechalkboard.

• Showthe“CaliforniaWaterMap.”Havestudentlocateonthemapsomeoftheareastheyhavevisited.

EXPLORATION1. TellstudentsthattheywillseeavideoaboutanareainOregon.Explainthatmostof

theenvironmentsshowninthisvideoaresimilartothoseintheSacramento-SanJoaquinDelta.ThetypesofplantsandanimalsshownalsoliveintheSacramento-SanJoaquinDelta.

2. Showthevideo“TideoftheHeron.”Askstudentstothinkaboutwhattheysawin

thevideoandtohelpyouaddtothelistofenvironments.(Theymightaddmarshland,forest,ocean,andestuary.)

3. Showtheposterof“TheDeltaMap”andaskstudentstoidentifyanyother

environmentsthatmightexistintheDeltaarea.4. Askstudentswhatanorganismis.(Anorganismisalivingthing.)Askthemtoname

severalorganismstheyhaveseenwhenoutdoors.5. Distributefiveself-adhesivenotesheetsandonefelt-tippedpentoeachstudent.6. Separatestudentsintogroupsoffourorfive.7. Askstudentstothinkoftwodifferentplantsandthreedifferentanimalsthatcanbe

foundoutdoorsintheareaoftheSacramento-SanJoaquinDeltaandtowriteeachnameonanotesheet.Thegroupshouldcheckthatnotwostudentswithinthegrouplistthesameorganism.

8. Whenallstudentshavewrittenthenamesoftheirfiveorganisms,havestudents

comeuponeatatimeandplacetheirstickersonthemuralbasedonwhereeachplantoranimalmightlive.Allowotherstudentstorecommendplacestoputthestickers.

9. Suggestadditionalexamplesoforganismsthatstudentsdidnotidentify,suchas

algae,phytoplankton,earthworms,anddecomposers(bacteriaandalgae)andposttheseonthemural.

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10. Tellstudentsthatinthenextlessontheywillidentifytherelationshipsamongthese

organisms.EVALUATION• Assessstudents’participationinthisactivity.• Havestudentswritethreesentencesabouthowthevideotheysawappliestothe

Sacramento-SanJoaquinDelta.Note:KeepthemuralforLesson2.

RESOURCESMaps• “CaliforniaWaterMap”fromtheWaterEducationFoundation;717KStreet,#51;7

Sacramento,CA95814;916-444-6240;www.water-ed.org.• “TheDeltaMap”fromtheWaterEducationFoundation;www.water-ed.org.Video• “TideoftheHeron”(OdysseyProductions)

AlthoughthisvideofocusesonanareainOregon,mostanimalsshownalsoliveintheSacramento-SanJoaquinDeltaarea.Theseanimalsare:GreatBlueHeron,deer,Red-tailedHawk,BaldEagle,bear,raccoon,riverotter,bobcat,cougar,beaver,WhiteEgret,Red-wingedBlackbird,salmon.Thevideoalsoshowsavarietyofplants,includingsundews,lichens,ferns,andpickleweed.

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APartialListofOrganismsthatLiveintheSacramento-SanJoaquinDelta

BIRDS NativeCommonEgretAmericanBitternVarietyofheronsVarietyofblackbirdsVarietyofsparrowsLong-billedMarshWrenCommonCrowYellow-billedMagpieVarietyofhawksVarietyofowlsKingfisherVarietyofwoodpeckersVarietyofgrebesOspreyBaldEagleWhitePelicanDouble-crestedCormorantPeregrineFalconVarietyofswallowsVarietyofFinchVarietyofducksVarietyofgeeseScrubJayCommonSnipeKilldeerAmericanCootLesserYellowlegsWesternMeadowlarkVarietyofgullsTurkeyVultureVarietyofhummingbirdsMourning Dove Western Sandpiper Non-native EuropeanStarlingPheasantRockDove

MAMMALS NativeCaliforniagroundsquirrelSanJoaquinkitfoxVarietyofbatsSaltmarshharvestmouseRiverotterVarietyofwoodratsBeaverVarietyofvolesRaccoonStripedskunkCoyoteVarietyofshrewsVarietyofrabbitsNon-Native OpossumBlackratMuskratNorwayratFeralcatsFeraldogsHousemouse FISH NativeGreensturgeonSacramentoblackfishChinooksalmonSacramentosplittailDeltasmeltSacramentoperchNon-native BrowntroutGoldenshinerGoldfishCarpBrownbullhead

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ChannelcatfishMosquitofishStripedbassBluegillGreensunfishBlackcrappieLargemouthbassSmallMouthbassREPTILES NativeNorthwesternpondturtleCommongartersnakeGiantgartersnakeBlue-belliedfencelizardAlamedawhipsnakeAMPHIBIANS Native Californiared-leggedfrogWesternspadefoottoadPacifictreefrogCaliforniatigersalamanderCalifornianewtNon-Native BullfrogPLANTS NativeCaliforniapoppyandotherwildflowersWildpeasCloversFieldmintWildroseWildgrapeVariousberriesBuckbrushWildlilacRedbudBoxelderAmericandogwoodVariousoaktreesVariouscottonwoodtrees

VariouswillowtreesManzanitaVariouspinetreesVariouscedartreesAssortedrushesandreedsCattailsAssortedtulesVariousfernsNon-NativeWaterhyacinthCordgrassPickleweedSaltbushVariousthistlesBullrushBermudagrass,Johnsongrass,othergrassesFoxtailPondweedHemlockOleanderWildmustardVariouseucalyptustreesAcaciaAlderVariousvinesVariousberriesOTHER ORGANISMS InsectsSpidersEarthwormsCentipedesMillipedesCrayfishCrabShrimpAlgaeFungiProtozoaBacteria Zooplankton Phytoplankton

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Exploration 2 Food Chains, Webs, and Ecosystems OBJECTIVEStudentswilllearnaboutvariousfoodchainsandecosystemsfoundintheDelta.EachstudentwillalsolearnaboutanorganismthatlivesintheSacramento-SanJoaquinDeltabydesigningaposteroftheorganism.EachgroupofstudentswillreadexpositorytextregardingaspecificecosystemwithintheDelta,andwillcreateaworkofartthatwillincludeanartisticconceptionoftheecosystem.BACKGROUNDAfoodchainrepresentsthetransferofenergyfromoneorganismtoanother,usuallyasoneeatstheother.Plantsarethebeginningofeachfoodchain.Allanimalsdependonplantsdirectlybyeatingthemorindirectlybyeatingananimalthatpreviouslyateaplant.Sunlightplaysanimportantrolebecausethesun’senergyisrequiredbyallgreenplantstoproduce(throughtheprocessofphotosynthesis)theirownfood.Becausemostanimalseatavarietyoffoods,foodchainsbecomepartsoffoodwebsthatdemonstratehoweveryorganisminanecosystemisconnected.Forexample,avarietyofplantsareeatenbyinsects.Someinsectseatbothplantsandotherinsects.Someinsectsareeatenbymice,butmicemightalsoeatseeds,mushrooms,andspiders.Smallerowlseatinsectsandlargerowlseatmiceaswellassquirrelsandbirds.Foodwebsinanecosystemcontainhundredsandeventhousandsofdifferentspecies.Awidevarietyofspeciesmakesafoodwebmorestable.Studyingfoodchainsandfoodwebsallowpeopletobetterunderstandtherolethatanorganismplaysinanecosystem..Forexample,whatroledoesamosquitoplayinanecosystem?Ifwelookatafoodchainorwebofwhichamosquitoisapart,wecanseethatamosquitoprovidesfoodforbats,swallows,nighthawks,fish,andmanyotheranimals.Anecosystemisacommunityoforganismsinteractingwitheachotherandwiththephysicalenvironment.Thereforeanecosystemincludesliving(biotic)andnon-living(abiotic)components.Anecosystemcanbeidentifiedbyitsmajorvegetation,suchasredwoods,mixedconifer,kelp,orchaparral,orbytheamountofrainfallitreceives,suchasadesert.Anecosystemcanalsobedescribedbyitsrelationshiptobodiesofwater,suchasanocean,riverforest(riparian),orwetland.

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Seethehandoutsofthevariousecosystemsinthislessonforadditionalbackgroundinformation.EcosystemsoftheSacramento-SanJoaquinDeltainclude:•River(AquaticEcosystem)•Freshwatermarsh•Saltmarsh•Riparian(riverforest)•Oakwoodland•Grasslands•Estuary(wheresaltandfreshwatermix)PREPARATION• Cutapartthe“OrganismCards”andplaceintoacontainerallcardsexceptthesixth

cardoneachpage,whichisan“AnswerCard.”Theseanswercardswillbeusedinlessons3and4.

Note:These“OrganismCards”willalsobeusedinLesson4.• Adjustthenumberofcardsandecosystemsbasedonthenumberofstudentsinyour

class.Therearesevenecosystemsandfiveorganismscardsforeachecosystem.Youwillneedan“organismscard”foreachstudent,makingcertainthatthereareatleastfourstudents(deletethescavenger,ifnecessary)ineachecosystemgroup,althoughitisbesttohaveallfiveorganismsrepresentedineachecosystem.Youcanalsodeleteoneecosystem.

• Copythe“EcosystemHandouts”(oneforeachgroupoffourorfivestudents).• Makeatransparencyof“AquaticPlants,Catfish,andEgretFoodChain.”• Makeatransparencyof“ADeltaFoodWeb.”• Provideseventablesorworkareas,oneforeachecosystem.• ProvideaccesstotheInternetwhenstudentsaredoingresearchontheirorganism.MATERIALS• Muralwithself-adhesivenotesheets(fromLesson1)• Acontainer(e.g.,boxorhat)inwhichtoplacetheorganismcards• Whiteconstructionpaper(ifavailableuse12”x18”)foreachstudent• Coloredpencils,crayons,highlightmarkers• Sevenlargepieceofbutcherpaper(oneforeachecosystemgroup)• BookWhatAreFoodChainsandWebs?byBobbieKalmanandJacquelineLangille• FieldguidestoplantsandanimalsintheDeltaareaandotherreferencematerials,

suchasencyclopediasandtextbooks

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TIMEPreparation:15minutesLesson:two45-minuteperiodsENGAGEMENT• Askstudentstodescribewhattheyateforlunch.Havetheclassselectafoodmade

frommeat(e.g.,ahamburgerortunafishsandwich).Tracethemeatbacktotheanimalandtowhattheanimalate.Forexamplehamburger,cow,grass;ortunafish,smallerfish,plankton(smallwaterplants).Askstudentsifthereisanythingtheyeatthatwasnotatonetimealivingthing.Havestudentsnotethatmosteverythingtheyeatwaslivingatonetime.Theexceptionsareminerals,likeiron,calcium,andzinc,whichourbodiesneed.Thesemineralscomefromnonlivingthings;howevertheycanalsobeacquiredbyeatinglivingthings.

• Tellstudentsthatwhentheyweretracingbackthefoodtheyate,theyweredescribingafoodchainbackwards.Afoodchaindescribesapatternofeatingandbeingeatenandusuallystartswithaplant.Havestudentsdescribethefoodchaintheydiscussed(basedontheirlunch)fromaplanttothemselves.

EXPLORATION1. UsethebookWhatAreFoodChainsandWebs?byBobbieKalmanandJacqueline

Langilleandreadthepartaboutfoodchainsonpage4.Askstudentsifthereisanythingthattheylearnedfromthebookthattheydidn’talreadyknow.

2. Showstudentsthetransparencyof“AquaticPlants,Catfish,andEgretFoodChain.”

TellthemthatthisisanexampleofafoodchainthatexistsintheDeltaarea.Bringtheirattentiontothefactthatthisfoodchain,likemostothers,startswithaplant.

3. ReferstudentstothemuraldevelopedinLesson1.Askthemtohelpyoumakea

foodchainmadeupofthreeorfourorganisms.Modeltheactivitybyusingafelt-tippedpentodrawarrowsfromaplanttoananimalthateatstheplanttoananimalthateatsthatanimal,andpossiblytoanotheranimalupthefoodchain.Forexample,grasstograsshoppertobirdtofalcon.Remindstudentsthattheyaretracingtheenergygoingfromoneorganismtoanotherasoneeatstheother.

4. Askstudentstoreviewthenamesoftheorganismsonthemuralandtodetermine

whichorganismsareeatenbyotherorganisms.Haveonestudentdrawanarrowfromoneorganismtoanothertoidentifythefoodchainrelationship.Continuehavingdifferentstudentsdrawarrowsonthemuraluntilallstudentshaveparticipatedorallorganismsareidentifiedasbeingpartofsomefoodchain.

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5. Showstudentsthetransparency“ADeltaFoodWeb.”Askstudentstonoticethe

foodchainmadeupofaquaticplants,acatfish,andanegret.Tellstudentsthatconnectingfoodchainsmakefoodwebs.Becausemostanimalseatavarietyoffood,foodchainsbecomepartoffoodwebsthatdemonstratehoweveryorganisminanareaisconnected.Askstudentstoidentifyonthetransparencyotherfoodsthatanegretmighteatthatarenotyetconnectedbyarrows(e.g.,mousetoegretandsalmonfrytoegret).

6. Havestudentslinkfoodchainstodevelopfoodwebsonthemural.Thiscanbedone

byaddingarrowstomakeadditionalconnectionsshowingsomeorganismseatingmorethanonetypeofplantoranimal.

7. Introducetheword“ecosystem.”Anecosystemisacommunityoforganisms(living

things)thatinteractwitheachotherandwiththenonlivingenvironment.Eachecosystemhasitsownpopulationsofplantsandanimalsthatusuallydifferfromotherecosystems.ExamplesofecosystemsintheSacramento-SanJoaquinDeltainclude:river(aquaticecosystem),freshwatermarsh,saltmarsh,riparian(riverforest),oakwoodland,grasslands,andestuary(wheresaltandfreshwatermeet).Provideexamplesoftheseecosystemsbyreferringtostudents’experiences(hiking,camping).Tellstudentsthatfoodwebsinanecosystemcontainhundredsandeventhousandsofdifferentspecies.

8. Tellstudentsthattheywilldesignaposteraboutanorganismthatlivesinthe

Sacramento-SanJoaquinDelta.Theywillalsodrawanecosystemintowhichtheywillplacetheirorganismposters.Havestudentsreachintothecontaineroforganismcardsandtopulloutacard.Thisistheorganismthateachwilllearnmoreabout.Whenallstudentshavepickedanorganism,placeall“OrganismCards”backintothecontainerforuseinLesson4.

9. Placeadescriptionofadifferentecosystemoneachtable(thereareseven).Ask

studentstolookatthedescriptionofeachecosystemtodetermineinwhichecosystemtheirorganismbelongs.

10. Havestudentsmeetingroupsbasedontheecosysteminwhichtheiranimalslive.

Instructgroupstoreadthedescriptionabouttheirecosystemsandtodrawtheirecosystemsonlargepiecesofbutcherpaper.Whentheyhavecompletedtheirorganismposters,theywilltapetheseontheirecosystemillustrationsaddingarrowstoshowthefoodchainrelationship.

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11. Provideapieceofwhiteconstructionpapertoeachstudent.Askstudentstolookinfieldguides,referencebooks,textbooks,encyclopedias,andontheInternettogetinformationabouttheirorganisms.Eachpostermusthavethefollowinginformation:• Anillustrationoftheorganism• Descriptionoftheorganism(color,size,shape)• Descriptionoftheecosysteminwhichitlives• Threethingsthatiteats(ifapplicable)• Threeorganismsthateatit

12. Posttheillustrationsofecosystemswithstudents’organismpostersonbulletin

boardsorclassroomwalls.Makecertainthatstudentsaddedarrowstoshowthefoodchainrelationshipswithintheirecosystems.ThesewillbeusedinLesson4.

EVALUATION• Reviewthepostersoforganismsdesignedbystudentsandcheckforcompletionof

informationasdescribedinitem#11.Assesstheaccuracyoftheecosystemillustrations.

• Usingthetransparencyofthe“DeltaFoodWeb,”askstudentstoexplainthesimilaritiesanddifferencesinthisillustrationtothefoodwebstheydevelopedonthemural.

RESOURCESBooks• EcologyHandbook:California’sSierraFoothills,CentralValley&DeltabyDerek

Madden,KenCharters,andCathySnyder• WhatAreFoodChainsandWebs?byBobbieKalmanandJacquelineLangille• TheEstuaryEcosystembyDonaldMcLusky• Estuaries:WhereRiversMeettheSeabyLaurenceP.Pringle• SaltMarsh(WebsofLife)byPaulFleisher• FoodChains(ScienceConcepts)byAlvinSilverstein,VirginiaSilverstein,Laura

SilversteinNunn• TheMagicSchoolBusGetsEaten:ABookAboutFoodChainsbyPatriciaRelf,Bruce

Degen,JoannaCole,(ScholasticProductions)• BirdsofNorthAmerica:AGuidetoFieldIdentificationbyChandlerS.Robbins,Bertel

Bruun,andHerbertS.Zim• TheAudubonSocietyFieldGuidetoNorthAmericanMammalsbyJohnO.Whitaker,

Jr.SierraNevadaNaturalHistorybyTracyI.StorerandRobertLUsinger• TheAudubonSocietyFieldGuidetoNorthAmericanBirds:WesternRegionbyMiklos

D.F.Udvardy

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• TheAudubonSocietyFieldGuidetoNorthAmericanInsectsandSpidersbyLorusandMargeryMilne

• TheAudubonSocietyFieldGuidetoNorthAmericanTrees:WesternRegionbyElbertL.Little

• Otherfieldguidestoplantsandanimals(fish,amphibians,reptiles,insects,etc.)

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DeltaFoodWeb

29

EcosystemHandout

RIVER(AQUATICECOSYSTEM)Waterrunningdownstreaminrivers,streams,andcreeksisanexampleofoneofthemajortypesofaquaticecosystemsinthevalley.Theotheraquaticecosystemsincludestandingwatersuchasinlakes,marshes,andtemporarypoolssuchasvernalpools.Riversbecomeanintegralpartoftheriparianecosystemandareclassifiedaspartofthewetlands.Thewaterqualitydetermineswhatlivesintheaquaticriverecosystem.Thephysicalenvironmentincludingtemperature,pH,salinity,oxygenconcentration,andrateofflowdetermineswhatorganismscansurviveinthisecosystem.Warm,slowmovingwaters,suchasthosethatoccurinvalleyrivers,containlessoxygenthancool,fast-movingwaterofmountainstreams.Dissolvedoxygenisproducedasaby-productofphotosynthesisbyaquaticplants.Additionaloxygenisprovidedtothewaterwhenthewindstirsthewater,whenwaterflowsrapidlyoverrocks,andwhenoxygenfromtheairmixesatthewatersurface.Thebaseofthefoodchainintheaquaticecosystemconsistsofaquaticplantsandphytoplankton,suchasgreenalgaeanddiatoms.Detritus(organicmatteratthebottomoftheriver)isformedfromdecayingaquaticandterrestrialplantsandalsoprovidesfoodforavarietyoforganisms.Theprimaryconsumersinanaquaticfoodwebincludezooplanktonsuchasamphipods,protozoans,androtifers.DragonflynymphsandDobsonflylarvaearepredatorsofthezooplankton.Therearealsoaquaticsnailsthatscrapealgaefromrocksandvegetationlocatedinthewater.Avarietyoffishliveinriverecosystemandmanyotheranimalsvisititsshores.FoodChain:phytoplankton–zooplankton(copepod)–dragonflynymph–SacramentosquawfishPlants/Algae:phytoplankton,diatoms,duckweed,watermilfoil,ElodeaMammals:riverotter,beaverBirds:WoodDuck,GreatBlueHeron,WhiteEgret,AmericanCootReptiles/Amphibians:Westernpondturtle,bullfrog,Pacifictreefrog,CaliforniatigersalamanderFish:lamprey,Sacramentosucker,carp,ChinooksalmonInvertebrates:zooplankton,fresh-waterclam,insectlarvae,crayfish

FoodChainCards:Producer: PlanktonConsumer: MosquitolarvaeConsumer: SacramentosuckerConsumer: GreatBlueHeronScavenger: Crayfish

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EcosystemHandout

FRESHWATERMARSHFreshwatermarsheshavewetlandsoilsthatarekeptwetbyaconstantsupplyoffreshstandingorslow-movingwater.Theywereatonetimethemostextensiveofthevalleyhabitatsformingwetlandsimportanttomigratorywaterfowl.Largeplantssuchascattailsandtulesformthickstandsofvegetationgrowinginthewater.Thetemperatureofthewaterinthesemarshesisoftenwarmerthansurroundingriverorbaywaterduetoshallowdepthsandslowmovementofthewater.Forthesereasons,oxygenlevelsinthewaterareoftenlow.Theinternalstructureoftheplantsconsistsofanetworkoftubesthattransportairtothewaterloggedrootsallowingtheplantstoliveinstandingwater.Thelargeconcentrationoftallplantsgrowinginfreshwatermarshesslowsthewatermovementallowingforsmalleraquaticplantssuchasyellowwaterweedandduckweedtoliveonthewater’ssurface.Theseplantsprovideadirectfoodsourcefororganismslivinginthemarsh.Theyalsoformdetritus(organicmatter)thatisremovedfromthewaterorexposedmudsurfacebyfilter-feedingorganisms(suchasthefreshwaterclams)andscavengers(suchasworms).TheDelta’sfreshwatermarshes(foundalongtheCosumnesRiver)andthebrackish(mixtureofsaltandfreshwater)marshes(suchasSuisunBay)areinfluencedbytheactionoftides.Suchmovementofwaterstirsthesediments,bringingfoodparticlesuptotheupperportionofthewater.FoodChains:cattails–muskrat–coyote diatoms–caddisflylarvae–bullfrogpollywog–GreatBlueHeronPlants:cattails,tule,duckweedMammals:muskrat,beaver,riverotter,raccoonBirds:MarshWren,Red-wingedBlackbird,GreatBlueHeron,CommonEgretReptiles:Red-leggedfrog,Westernterrestrialgartersnake,WesternpondturtleFish:minnow,Chinooksalmonfry,bassInvertebrates:Freshwaterclam,crayfish,commonbackswimmer,waterboatman

FoodChainCards:Producer: AlgaeConsumer: WaterBoatmanConsumer: GoldenshinerConsumer: EgretScavenger: Flylarvae(maggots)

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EcosystemHandout

SALTMARSHThesaltmarshecosystemsareoneofthemostproductiveecosystemsintheSacramento-SanJoaquinDelta.TheyoccuralongthenorthSanFranciscoBayandextendintotheSuisunbay.Thesaltiness(salinity)ofthewaterassociatedwiththesaltmarshdeterminesthetypeofplants(producers)foundinthiscommunitythatisdominatedbysalt-lovingplants.Thelargerwetlandplantsincludecordgrass,pickleweed,andsaltgrass.Eachhasauniqueadaptationtolivinginthesaltywater.Forexample,pickleweedaccumulatessaltinthetipsofthegrowingplantsthatdropoffinthefall.Saltgrasssecretessaltonitleaves.

Theplantsareeatenbymanyanimals(e.g.,herbivores).Whentheplantsnoteatenbyanimalsdie,theyformdetritus(particulateplantmaterial)whichsupportsthefilterfeedersandscavengers,likeclamsandwormslivinginthemudflatsbelow.Otherimportantproducersinthiscommunityarethediatomsthatcreateagoldencoloronthesurfaceofexposedmudduringtidalebb.

Watermovementthroughsaltmarshesisinfluencedbytheactionofoceantides.Themarshplantsslowthewater,allowingsedimentstosettleout.Thisformsrichmudflatsandtidalflowcausingstirringofsedimentsandfoodintothewater.Clayparticles,acomponentofthesedimentsinmudflats,bindtoorganicmaterialskeepingthefoodinthewater.Becauseoftheirproductivity,quietwaterandprotection,saltmarshesbecomenurseriesforyoungfishandhabitatforinvertebrates,suchasworms,snails,clams,andinsects.Assuch,theyformanimportantrefuelingstopalongthepacificflywayformigratorywaterfowl.FoodChain:diatoms-Californiahornsnail-CaliforniaClapperRail–grayfox

Plants:cordgrass,pickleweed,saltgrassMammals:saltmarshharvestmouse,grayfox,shrew,CaliforniavoleBirds:CaliforniaClapperRail,GreatBlueHeron,Black-neckedStilt,migratorywaterfowlReptiles:gophersnake,SanFranciscogartersnake,PacifictreefrogFish:baypipefish,yellowfingoby,halibutInvertebrates:Californiahornsnail,ribbedmussel,yellowshorecrabFoodChainCards:Producer: SaltgrassConsumer: SaltmarshharvestmouseConsumer: FeralcatsConsumer: GrayfoxScavenger: Yellowshorecrab

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EcosystemHandout

RIPARIANTheplantcommunityborderingriversandstreamsisreferredtoasriparianhabitat,derivedfromtheLatinwordmeaning“growingbytheriver”.Thevegetationalongtheriverisoftendenseandisdividedintoover-storytreesandunder-storyshrubs,herbs,andvegetationthathangsoverthewater.Thisecosystemisinfluencedbytheriverandfollowsitscourse.Godding’swillow,Fremontcottonwood,Californiablackwalnut,andboxaldercomposethedenseover-storyforest,whilesandbarwillowandbuttonbushformdenseunder-storyalongtheripariancorridor.Mugwort,cocklebur,wildgrape,elderberry,wildrose,stingingnettle,andblackberryalsocontributetotheunder-storyplants.

Thedensevegetationprovidesexcellenthabitatforinsects(valleyelderberrylonghornbeetle,tentcaterpillars),birds(BeltedKingfisher,WoodDuck,CliffSwallow,Wilson’sWarbler,Swainson’sHawk)andmammals(beaver,riverotter,raccoon,grayfox).Thetreesandshrubsthatoverhangtheriverdropleavesandorganicdebrisintothewater,providinganimportantfoodsourceforinvertebrateslivingintheaquaticecosystem.Riparianhabitatisimportantforfloodcontrol,groundwaterrecharge,foodfordownstreamfisheries,andrecreation.FoodChain:Algae–mayflylarvae–minnow–BeltedKingfisherPlants:Fremontcottonwood,Californiablackwalnut,boxalder,mugwort,willow,wildgrape,cocklebur,elderberry,wildrose,stingingnettleMammals:beaver,muskrat,riverotter,raccoon,opossumBirds:GreatBlueHeron,BeltedKingfisher,WoodDuck,Swainson’sHawk,Red-shoulderedHawk,OspreyAmphibians/Reptiles:Westernpondturtle,Westerntoad,gartersnakeFish:Sacramentosucker,lamprey,Chinooksalmonfry,largemouthbass,bluegillInvertebrates/Insects:Deltagreengroundbeetle,Westerntigerswallowtailbutterfly,tentcaterpillar,valleyelderberrylonghornbeetle FoodChainCards:Producer: WillowtreeConsumer: TentcaterpillarConsumer: SparrowConsumer: CrowScavenger: Catfish

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EcosystemHandout

VALLEYOAKWOODLANDThevalleyoakwoodlandoftenoccursnexttotheriparian(streamside)woodland.Thevalleyoakisthelargestofthewesternoaksandformerlycarpetedthevalleyfloor,especiallywherewaterisplentiful.Theycantoleratethestandingwaterfromspringrun-offfloodsaswellasthesummer-timedroughtcharacteristicoftheDelta’sMediterraneanclimate.Valleyoakshavebecomeavictimofhabitatalterationprimarilyduetofarmingandfloodcontrol.Theremainingoaksprovidevaluablehabitatforavarietyofwildlifeaswellasanabundantfoodsourceintheformofacornsandleafmaterial.Valleyoakforestsaredeciduous(losetheirleavesinthewinter)admittingmoresunlightunderthetreesandallowingwinterannualstoflourish.Thecombinationofleaflitteranddecayingwinterannualsprovidesarichsoil.Valleyoaksinfullleafcreateamicroclimateallowingmoisturetoaccumulate,facilitatingthegrowthofannualplants.Valleyoaksalsohaveavarietyoftumorsorgallsproducedbyinsects(mostlygallwasps).Oakapplegallslocatedonbranchesandspinedturbangallsfoundontheunder-sideofvalleyoakleavesareexamples.Valleyoaksprovidefood,shelter,andnestingsitesforawidevarietyofwildlifesuchashawks,owls,woodpeckers,smallbirds,insects,spiders,reptiles,andmammals.Animalsfromsurroundinggrasslandsoftenseekshadeduringthesummerheatinthevalleyoakwoodlands.FoodChain:Valleyoakacorn–Californiagroundsquirrel–Red-tailedHawkPlants:valleyoak,perennialgrasses,annualgrassesandwildflowersMammals:Californiagroundsquirrel,Californiavole,pocketgopher,stripedskunk,mountainlionBirds:ScrubJay,NorthernFlicker,AcornWoodpecker,Nuttall’sWoodpecker,Red-tailedHawkReptiles:alligatorlizard,gophersnake,WesternfencelizardInvertebrates:Cynipidwasps,weevils,earthworms FoodChainCards:Producer: ValleyoakConsumer: WeevillarvaConsumer: AcornwoodpeckerConsumer: Cooper’shawkScavenger: Vulture

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EcosystemHandout

GRASSLANDSGrasslandscontainmostlyannualplants,suchasgrasses(Purpleneedlegrass,nativebunchgrass)andwildflowers(owl’sclover,Californiapoppies,redmaids),withoccasionalshrubs.Annualplantsarethosethatcompletetheirlifecycleinoneseasonoroneyear.Rainfallisthesourceofmoisturewithoccasionalfloodingfromnearbywaterways.DuringthecoolwetwinterandspringintheCentralValley,theplantsgrowrapidly,producespectacularwildflowerdisplays,andsetseed.Inthehotdrysummerandcoolerbutdryfall,grassesandwildflowersturnyellowandbrownremainingdormantuntilwinterrainsreturn.Grasslandsareextremelyproductiveecosystemsduetotheamountofgrassesandherbsgrowingthere.Atonetimenaturallyoccurringfireswereimportantincontrollingthepresenceofshrubs,providingasuitableenvironmentforgrasslandspecies.Herbivores(plant-eatingorganisms)andburrowinganimalsaredominantinthegrasslands.Burrowinganimals,suchaspocketgophers,groundsquirrels,andrabbits,areimportantintillingthesoilandkeepingthesoilaerated.Thisisalsoahabitatthatsupportsburrowingowls.Largegrazinganimalssuchasthetuleelk,pronghornantelope,anddeeronceformedlargeherdsofgrazinganimals.Thesehavelargelybeenreplacedbydomesticgrazinganimals,insects(grasshoppers),androdents(Californiavole,Californiagroundsquirrel,andpocketgopher).Predators,suchascoyotesandhawks(NorthernHarrier,Swainson’sHawk,Red-tailedHawk)huntforrodentsandrabbitsinthegrasslands.FoodChain:Purpleneedlegrassseeds–pocketgopher–gophersnake–Red-tailedHawkPlants:purpleneedlegrass,Californiapoppy,nativebunchgrass,owl’scloverMammals:pocketgopher,black-tailedjackrabbit,cottontailrabbit,Californiavole,deermouse,kitfoxBirds:Red-tailedHawk,NorthernHarrier,BurrowingOwl,SavannaSparrow,Reptiles:gophersnake,Westernfencelizard,SouthernalligatorlizardAmphibians:TigersalamanderInvertebrates:grasshoppers,solitarybees,silverfishFoodChainCards:Producer: BunchgrassConsumer: GrasshopperConsumer: WesternfencelizardConsumer: CoyoteScavenger: Opossum

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EcosystemHandout

ESTUARYTheSacramento-SanJoaquinDeltaiswheretheSacramentoandtheSanJoaquinriversmeetsandthenemptyintotheSanFranciscoBay,creatingthelargestestuaryontheWestCoastofNorthAmerica.Anestuaryisdefinedastheplacewherefreshwaterriversmixwithseawaterfromanadjacentocean.IntheSacramento-SanJoaquinDelta,thespecificlocationwherefreshandsaltwatermeetvariesaccordingtotheamountoffreshwaterflowingoutoftherivers,butisusuallyconsideredtobelocatedaroundSuisunandHonkerbays.Attheinterfaceofthefreshwaterwithsaltwater,smalleddiesormixingregionsoccurbecauseofthedifferencesindensitybetweenfreshwaterandseawater.Themixingatthissitecausestracenutrientstofallintoazonecalledthe“entrapmentzone”wheretheyareusedbyphytoplanktonthatarethenconsumedbyzooplanktonorganisms.ThisuniquecirculationofnutrientssupportsarichfoodsourceforthemanyorganismslivingintheDelta.Theestuaryisoftensurroundedbymarsheswherebothfreshwaterandsaltmarshvegetationoccurs.

FoodChain:algae(phytoplankton)–zooplankton–smelt–stripedbassPlants:fathen,saltgrass,pickleweed,cattails,tules,zosteraMammals:muskrat,beaver,Californiavole,saltmarshharvestmouse,shrewBirds:NorthernHarrier,Black-shoulderedKite,AmericanAvocet,Black-neckedStilt,GreatBlueHeron,CommonEgret,waterfowlReptiles/Amphibians:bullfrog,Pacifictreefrog,gartersnakeFish:Chinooksalmonsmolts,stripedbass,smelt,flounder,sturgeonInvertebrates:shrimp,clam,zooplankton,solitarybeesFoodChainCards:Producer: PickleweedConsumer: MeadowVoleConsumer: GartersnakeConsumer: NorthernHarrierScavenger: CaliforniaGull

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Exploration 3 Producers, Consumers, Scavengers, and Decomposers OBJECTIVEStudentswillbecomefamiliarwithvariouslivingorganismsoftheSacramento-SanJoaquinDeltaandwillcategorizetheseorganismsintofourmajorgroups(producers,consumers,scavengers,anddecomposers)basedonhoworganismsobtaintheirenergy.Studentswillalsowriteoneparagraphaboutaselectedorganism.BACKGROUNDOrganisms(livingthings)canbeseparatedintofourcategoriesbasedonhowtheyacquiretheirenergy:

• Producersareorganisms(e.g.,plants,algae)thatgettheirenergybyproducingtheirownfoodfromrawmaterialsofsunlight,water,andcarbondioxide.Theyalsoacquirethenutrientstheyneedtogrowfromthesoilorwater.

• Consumersareorganisms(e.g.,fish,birds,mammals)thatgettheirenergybyeatingotherorganisms.

• Scavengersareorganisms(e.g.,crabs,earthworms,TurkeyVultures,crows)thatgettheirenergybyeatingdeadthings.

• Decomposersareorganisms(e.g.,bacteriaandfungi)thatgettheirenergybyeatingorabsorbingdeadmatter.Decomposersbreakdown(decompose)theremainsofdeadplantsandanimalsandputtherawmaterials(includingminerals)backintotheenvironmentenrichingthesoilandwaterforplants.

PREPARATION• Makeatransparencyorprojectablepdfof“ExamplesofProducers,Consumers,

Scavengers,andDecomposers.”• Makeatransparencyorprojectablepdfofthe“TerrestrialFoodChain.”• Makeatransparencyorprojectablepdfofthe“AquaticFoodChain.”• Makeacopyforeachstudent,onetransparencyorprojectablepdfof“Questions

AboutanOrganism.”• Makeacopyof“RolesofSomeOrganismsintheSacramento-SanJoaquinDelta”for

eachstudentoreachgroupofstudents.

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MATERIALS• Butcherpaperorablanksheetofanoverheadtransparency• Acopyofthesevenanswercards(onefromeachecosystem)fromthe“Organism

Cards”inLesson2TIMEPreparation:15minutesLesson:two45-minuteperiodsENGAGEMENT• Askstudents:Towhatpartofthegrocerystoredoyougotogetfruitsand

vegetables?(The“produce”section.)Explainthatproducersaregreenplantsthatproducetheirownfoodusingsunlightasanenergysource.

• Whyarepeoplecalledconsumers?(Weconsumethings;webuythings;weeatthings)Explaintostudentsthatallanimalsarecalledconsumersbecausetheyneedtoconsumeoreatanotherorganismonordertolive.

EXPLORATION1. Introducevocabularyusingthetransparency“ExamplesofProducers,Consumers,

Scavengers,andDecomposers”andleadawholeclassdiscussionregardingcategories.Helpstudentstodefineandtoprovideexamplesofthefourcategoriesoforganisms.Thedefinitions(see“Background”)canbewrittenonthechalkboard,butcherpaper,oronanoverheadtransparency.Examplescouldbe:• Producers:plants(trees,shrubs,wildflowers,grasses,aquaticplants,algae,

phytoplankton)• Consumers:frog,fish,rabbit,GreatBlueHeron,shrimp,fish• Scavengers:earthworms,crabs,insectlarvae,crayfish• Decomposers:bacteria,fungi,suchasmushrooms.Mostdecomposerscannotbe

seenwiththeunaidedeye.

2. Explainthatdecomposersarebacteria(single-celledorganisms)andfungi.Theybreakdown(decompose)materialthatwasoncelivingintoitsoriginalcompoundsorrawmaterials,includingminerals,suchasnitrogenandphosphorus.Plantsusethemineralsthatarereleasedbackintotheenvironmentbydecomposerstogrow.Thuswithinecosystems,nutrientsarecycledthroughlivingthings.Decomposersarealsoanimportantfoodsourceforworms,insects,andothersmallorganismsthatliveinthesoilandwater.

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3. Project the transparency of the “Aquatic Food Chain” and have students identify each organism as a producer (algae), consumer (shrimp, fish, Great Blue Heron), scavenger (crayfish), or decomposer (bacteria).

4. Askstudentstoselectoneorganismfromthefoodwebsdrawnonthemural.Have

eachstudentwriteoneparagraphabouttheselectedorganism.Intheparagraphstudentsshouldstatewhethertheorganismisaproducer,consumer,scavenger,ordecomposer.Thentheyshouldanswerthreeofthequestionsonthe“QuestionsAboutanOrganisms”sheet.Projectthetransparencyofthequestionsorprovideacopytoeachstudent.

5. Havestudentsreadtheirparagraphstotheclassandthenpostthemnexttothe

ecosystemposter(fromLesson2)towhichtheybelievetheybelong.6. AskstudentstolookattheecosystemillustrationstheydidinLesson2andhave

themidentifywhichorganismisaproducer,whichareconsumers,andwhichisascavenger.Checkthattheirlistiscorrect,andthengivethemtheanswercardfortheirecosystem(fromLesson2)totapeontheirecosystemillustration.Anexampleofan“AnswerCard”forthefreshwatermarshisprovidedbelow:

EVALUATIONProjectthetransparencyof“TerrestrialFoodChain”andhavestudentsidentifytherolesofeachorganismillustrated.Ifprovidedwiththeirowncopiesofthisfoodchain,studentscouldbeaskedtoexpandthefoodchainintoafoodweb.Theycouldalsobeaskedtoexplaintherelationshipsinthisfoodchain.Forexample:

Thisfoodchainconsistsofpartsofaplant(oaktreeleaves)thatareeatenbyamousethatiseatenbyasnakethatiseatenbyahawk.Whenthehawkdies,aTurkeyVulturemighteatitsmeatandtherestofthehawk’sbodyisusedbybacteriaandfungi.Theseorganismsareabletoreleasethehawk’snutrientsintothesoiltobeusedbyplants.

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• The“RolesofSomeOrganismsintheSacramento-SanJoaquinDelta”canbecompletedbystudentsindividually,inpairs,orsmallgroups.Thiscanalsobegivenasahomeworkassignment.Allowstudentstoconductresearchonanyorganismonthelistthattheydon’tknow.1. Distributethe“RolesofSomeOrganismsintheSacramento-SanJoaquinDelta”to

students.2. Instructstudentstowritewhateachcategoryoforganismeatsorhowitgetsits

energy.Thenstudentsshouldidentifyintowhichcategoryeachorganismmostlikelyfitsandplacea“P”,“C”,“S”,or“D”nexttoeachorganism’sname.

3. Gradetheworksheetaccordingtocategoryaccuracy.EXTENSION• Havestudentsexpandtheirparagraphtodeveloponeofthefollowing:

- Anarrativeestablishinganddevelopingaplotandsettingandpresentingapointofviewthatisappropriatetothestory.

- Anarrativetoincludesensorydetailsandconcretelanguagetodevelopplotandcharacter.

- Anexpositorycomposition(e.g.,explanation,comparisonandcontrast,problemandsolution)

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Questions About An Organism

1. Whatareyouafraidof?2. Whatdoyouneed?3. Wheredoyoulive?4. What’syourfavoritefood?5. Whatdoyouspendyourfreetimethinkingabout?6. Howmightpeopleaffectyou?Andwhatcantheydotohelpyou?7. Whatcouldhappeniftherearetoomanyofyourtypeinoneplace?8. Whyareyouimportantinnature?9. Describeyourself.10. Whatisafraidofyou?

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RolesofSomeOrganismsintheSacramento-SanJoaquinDeltaName: Directions:1.Writewhateachcategoryoforganismeatsorhowitgetsitsenergy.Producer: Consumer: Scavenger: Decomposer: 2.Identifyintowhichcategoryeachorganismmostlikelyfits.Thennexttoeachorganism’snameplacea“P”forproducer,“C”forconsumer,“S”forscavenger,or“D”fordecomposer.Seethefirstexample.

Willow (P) Salt grass Muskrat Beaver Insect larvae California vole Gopher snake Red-tailed Hawk California horn snail Pickleweed Cattails Tules Yellow shore crab Great Blue Heron

Great Egret Bullfrog Pacific tree frog Earthworms California black walnut Owl’s clover California blackberry Valley oak Wild rose Purple needle grass California poppy Bunch grass Cord grass Hydrilla Mushrooms E. coli (bacteria)

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RolesofSomeOrganismsintheSacramento-SanJoaquinDelta

AnswerKey

Producer:Anorganism(livingthing)thatgetsitsenergybyproducingitsownfoodfromrawmaterialsofsunlight,water,andcarbondioxide.Consumer:Anorganismthatgetsitsenergybyeatingotherlivingthings.Scavenger:Anorganismthatgetsitsenergybyeatingdeadthings.

Decomposer: An organism that gets its energy by eating or absorbing dead matter.

Willow (P) Salt grass (P) Muskrat (C) Beaver (C) Insect larvae (S) California vole (C) Gopher snake (C) Red-tailed Hawk (C) California horn snail (D) Pickleweed (P) Cattails (P) Tules (P) Yellow shore crab (S) Great Blue Heron (C)

Great Egret (C) Bullfrog (C) Pacific tree frog (C) Earthworms (S) California black walnut (P) Owl’s clover (P) California blackberry (P) Valley oak (P) Wild rose (P) Purple needle grass (P) California poppy (P) Bunch grass (P) Cord grass (P) Hydrilla (P) Mushrooms (D) E. coli (bacteria) (D)

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Exploration 4 Food Chain Skit OBJECTIVEStudentswilldesigncostumesforvariousorganismsandperformskitsdemonstratingfoodchains.Theywilldiscussanddescribeinwritingseveralecologicaldisruptionsthatcouldhappentoaffecttheirfoodchainandhowthismightaffectotherorganismsintheecosystem.BACKGROUNDStructuresoforganismsshowtheiradaptationstotheirenvironmentsandwaysoflife.Physicaladaptationsofanimalsincludespecificbodystructures,suchasshapeandcolorofbody,typeofbodycovering,andstructureofappendages,likefeet,tails,antennae,wings,etc.Plantsadapttospecificecosystemsonthebasisoftheamountofrainfall,theintensityandheatofsunlight,andtheconditionandamountofsoil.Thecolor,size,shape,andcoveringoftheplants’leavesorneedlesoffercluestotheclimateandthesoil’sconditionoftheareainwhichtheplantsgrow.Organismsadapttohelpthemsurviveintheecosystemsinwhichtheypresentlylive.Butorganismsusuallycannotrapidlychangewhattheyarelikeandwhattheydoiftheirenvironmentischangedsuddenly.Forexample,atreesquirrelcannotsuccessfullybecomeagroundsquirrelifallthetreesareremovedfromanareainashortperiodoftime.Itmightbeabletofindanalternatefoodsource,butitisnotlikelytolocateanalternatenestingsiteoradequateshelterfrompredators.Peoplehavebeenchanginghabitatsfasterthantherateatwhichmostorganismslivinginthesehabitatscanadapt.Thishasledmanyspeciestobecomethreatened,endangered,andevenextinct.Itisimportanttounderstandfoodchainsforseveralreasons.Oneisfortheprotectionofhumanhealth.Studyingfoodchainscanhelpusunderstandhowchemicals,likepesticidesthathavebeensprayedintheenvironment,contaminateourfood.Knowingaboutecologicallinkageshelpspeopletoevaluatetheconsequencesoftheiractionsandtomodifytheirchoicestominimizedamagetoorganismsandtheirhabitatandevenpreventtheextinctionofspecies.Understandingtheneedsoforganismsandtheirinterrelationshipscanhelppeoplerecognizetheimportanceofpreservingbiodiversity,whichinturnsupportsstabilityinanecosystem.

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MATERIALS• Student’secosystemhandoutsforeachrespectivegroupfromLesson2.• Butcherpaper,constructionpaper,yarn,scissors,glue,maskingtape,andother

availablematerials(e.g.,cardboardbox,papercups,eggcartons,paperplates)• Crayons,markers,coloredpencils,tape• “OrganismCards”fromLesson2• Provideseventablesorworkareas,oneforeachecosystem.TIMEPreparation:15minutesLesson:two45-minuteperiods(oneperiodtopreparethecostumesandoneperiodtopresenttheskit)ENGAGEMENT• Tellstudentsthattheywillhavetheopportunitytoworkingroupstoportray

organismswithinafoodchain.First,theywillpickanorganismcardandthenbecomean“expert”onthatorganism.Theywillmakecostumesandmasksandwillperformaskitwithotherstudentsintheirecosystemgroup.Conductadiscussiononwhattypesofskitsmightbepossible(e.g.,theskitcouldincludeapoem,rap,song,play,etc.)

PROCEDURE1. Haveeachstudentpickan“OrganismCard”(usedinLesson2)outofacontainer.

Displayan“AnswerCard”fromthesetof“OrganismCards”(fromLesson2)foreachecosystem.

2. Askstudentstojoinwiththeotherstudentsintheirecosystemtoworkontheir

presentations.Theycancheckthe“AnswerCard”toseeinwhichecosystemtheywillwork.Theymayrefertothe“organismposters”fromLesson2andotherresourcesforuseintheirperformances.

3. Provideoneclassperiod(45minutes)forcostumepreparation.Studentsmightalso

wishtowriteapoem,song,play,oranarrativetodescribetheirfoodchain.Youmightwanttocopyonthechalkboardthequestionsfromitem#5tohelpguidestudentsintheirpresentations.

4. Whenallgroupsareready,havegroupspresenttheirskitstotheclass,emphasizing

theinteractionswithintheirecosystem.Discusswhylearningaboutfoodchainsisimportant(seeBackground).

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5. Duringtheskit,promptthegroupwiththefollowingquestions:• “Whichofyouistheproducerandwheredoyougetyourenergyandnutrients?”• “Whichofyouistheconsumerandwheredoyougetyourenergyand

nutrients?”• “Whichofyouisthescavengerandwheredoyougetyourenergyand

nutrients?”• “Whatdoyoueat,whateatsyou?”• “Whathappenstoyourenergyandnutrientswhenyoudie?”• “Whyareyouimportant?Towhat,towhom?• “Whatwouldhappeniftherewas:Adrought?Anoilspill?Newconstruction

project?(Suggestdifferentecologicaldisruptionsforeachgroupandallowthemtoreact.)

• Havetheperformersanswerquestionsfromtheclass.EVALUATION• Assessparticipationinthecostumeconstructionandcooperationofstudentsduring

theirpresentations.• Askstudentstodescribeinwritingseveralecologicaldisruptionsthatcouldhappen

toaffecttheirfoodchainandhowthismightaffectotherorganismsintheecosystem.

EXTENSION• Playthe“LinkingElbowsGame”

o Askstudentstogatherintotheirecosystemgroups.o Withineachgroup,havestudentstositonthefloorinacirclewiththeirbacksto

eachother.Thenaskthemtolinkelbowswhilesitting.o Havegroupsattempttostandupwiththeirelbowslinked.o Aftereachgroupachieveditstaskofstandingupasagroup,havethemdiscuss

thefollowing:HowarethisgameandourclassdiscussiononinterrelationshipsoftheDeltaecosystemrelated?Invitegroupstosharetheirpossibleanswers.(Possibleanswers:Eachecosystemhasvariouslivingthingsthatsupporteachother.

o Thisgamecanalsobeplayedagainwithsixmembersineachteamaddingairandwater.Discusstheimportanceoftheserelationships(e.g.,livingandnon-livingorganismsarepartofanecosystem.Allcomponentsinanecosystemareessentialtolivingthings).

• Teachstudentsabouttheprocessofphotosynthesisanditsimportanceto

ecosystems.

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Exploration 5 Ecosystem-Related Projects and Simulation Activity Theformatofthislessonisdifferentfromtheotherfourlessonsinthisunit.Thetitleofeachprojectislistedandabriefdescriptionisprovided,buttheteacherandstudentswilldecidehowbesttoimplementtheprojectorthesimulationactivity.Considerdevelopingtheselectedprojectaroundthefollowingscienceprocesses.InvestigationandExperimentationScientificprogressismadebyaskingmeaningfulquestionsandconductingcarefulinvestigations.Asabasisforunderstandingthisconcept,andtoaddressthecontentoftheotherthreestrands,studentsshoulddeveloptheirownquestionsandperforminvestigations.Studentswill:

a.developahypothesis.b.selectanduseappropriatetoolsandtechnology(includingcalculators,computers,balances,springscales,microscopes,andbinoculars)toperformtests,collectdata,anddisplaydata.

c.constructappropriategraphsfromdataanddevelopqualitativestatementsabouttherelationshipsbetweenvariables.

d.communicatethestepsandresultsfromaninvestigationinwrittenreportsandverbalpresentations.

e.recognizewhetherevidenceisconsistentwithaproposedexplanation.h.identifychangesinnaturalphenomenaovertimewithoutmanipulatingthephenomena(e.g.,atreelimb,agroveoftrees,astream,ahillslope).

OBJECTIVEStudentswilleither:• Setupandstudyaminiatureecosystem(e.g.,wormbin,aquarium,nativeplant

garden,ecosysteminabottle)intheclassroomorintheschool’sgardenarea.Theywillmonitortheecosystem’shealthovertimeandwilldiscuss:“Howdoorganismsinthisecosystemexchangeenergyandnutrientsamongthemselvesandwiththeenvironment?”

• Participateinasimulationactivitythatfocusesonhowpeoplecanimpactanecosystemandencouragesstudentstousetheirdecision-makingskillsbasedonwhattheyhavelearnedaboutecosystemsinthisunit.

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BACKGROUNDInthislesson,avarietyofprojectsaredescribedandlinkedtowebsitesthatprovideadditionalinformation.Theprojectorprojectsthatyouandyourstudentsselectwilldependonstudents’interests,thetopicsandconceptsthatyouwantstudentstolearn,andtheskillsthatyouwantstudentstoexperience.Inaddition,thislessonalsoprovidesasimulationactivitythatfocusesonhowpeoplecanimpactanecosystem.PREPARATION• Willdependontheprojectselected.MATERIALS• Identifyandcollectmaterialstoimplementtheproject.TIMEPreparation:WilldependontheprojectselectedLesson:WilldependontheprojectselectedENGAGEMENTEncourageyourstudentsto:• Selectaprojecttoimplementtoobserveaminiatureecosystemordothesimulation

activity.• DevelopexperimentsandinvestigationsconcerningtheprojectPROCEDUREAvarietyofprojectsandonesimulationactivityaredescribedforyouandyourstudentstoselect.Ifyouarereadingthislessononacomputerscreen,simplyclickontheURLtogettotheselectedwebsite.Studentsshouldkeepajournalofwhattheydoandwhattheyobserveaswellasconclusionstheyformulate.Theyshouldbeabletoanswerthequestion:“Howdoorganismsinthisecosystemexchangeenergyandnutrientsamongthemselvesandwiththeenvironment?”Theycandosobyidentifyingtheproducers,consumers,scavengers,anddecomposersandbydevelopingfoodchainsandfoodwebsthatmightexistintheminiatureecosystem.

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Project1:PrepareandMonitoraVermicompostingBinStudentssetupandmonitoravermicomposting(worm)bin.Studentscouldcountthenumberofwormsandotherorganismsovertime.Theycanalsomeasurethetemperature,pH,andthemoisturecontentofthewormbin.Applicablewebsite:http://www.calrecycle.ca.gov/Education/Curriculum/Worms/Thiswebsitecontains:“TheWormGuide:AVermicompostingGuideforTeachers”(informationonhowtosetupandmaintainavermicompostingbin).https://www.kidsgardening.org/gardening-basics-worm-composting/KidsGardeningwebsitealsohasinstructionsoncreatingawormbinProject2:SetUpanAquariumStudentssetupanaquariumandmonitortheenvironmenttokeepithealthyfortheorganismslivingintheaquarium.Applicablewebsites:• http://www.marineland.com/Guides/starting-an-aquarium-beginners.aspx

Marinelandhascreatedthispagetohelpbeginnersproperlysetupandmaintainanaquarium.http://www.tetra-fish.com/aquarium-information/how-to-set-up-an-aquarium-fish-tank-setup.aspxTheTetrafishfoodcompanyhasaquariumset-upinstructionsaswellaslinkstoothertopics,suchasfishdiseases.

Project3:GrowaNativePlantGardenStudentsgrowanativeplantgardenandobserveandrecordtheorganismsthatlivethereandthosethatvisitthegarden.Applicablewebsites:

• https://www.fws.gov/chesapeakebay/pdf/habitatguide.pdfTheU.S.FishandWildlifeServiceprovidesinformationonhowtocreateanativeplantgarden.• http://www.plantnative.org/how_intro.htmHowtonaturescapehttp://www.nativeplants.org/wp-content/uploads/Websites-with-Information-about-California-native-plants.pdfResourceswithinformationaboutCalifornianativeplants

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Project4:MakeEcosystemsinBottlesStudentsmakemini-ecosystemsintwo-literplasticbottles.Theymonitorthesetomakecertainthattheorganismswithinthesebottlesarekeptalive.Iforganismswerecollectedfromanaturalenvironment,theyshouldbereturnedbacktotheirenvironmentwhenstudentshavecompletedtheirstudies.Applicablewebsites:http://www2.nau.edu/lrm22/lessons/bottle_biology/Instructionsonhowtobuildabottlebiospherehttp://reekoscience.com/science-experiments/miscellaneous/how-to-create-terrarium-vivarium-self-sustainable-bottle-gardenHowtocreateaterrariuminaself-containedbottleProject5:DevelopaHabitatforCricketsorMealwormsStudentsdevelopahabitatforcricketsormealworms.Theseorganismscanbepurchasedinmostperstores.Applicablewebsites:

http://www.wikihow.com/Raise-MealwormsProvidesanumberofinstructionsononraisingmealworms.

• http://allaboutfrogs.org/info/doctor/raisebugs.htmlFroglandhasawebsitedevotedtobreedingcricketsandprovideslinkstootherprojects.

SimulationActivity:InWhatEcosystemShouldWeBuild?Havestudentsparticipateinasimulationactivity.HavethemsupposethatahugemallandanapartmentcomplexareplannedforanareaintheSacramento-SanJoaquinDelta.Themallandapartmentcomplexmustbebuiltinoneofthefollowingecosystems:

• River(AquaticEcosystem)• Freshwatermarsh• Saltmarsh• Riparian(riverforest)• Oakwoodland• Grasslands• Estuary(wheresaltandfreshwatermeet)

HavethesamegroupsofstudentsworktogetherontheecosystemtheyrepresentedintheskitinLesson4.Thetaskofeachgroupistoconvincetherestoftheclassthatthe

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ecosystemthegrouprepresentsshouldnotbeusedfortheconstructionproject.Thiscanbedonebyhavingthegroupsfirstlisttheadvantagesandthenthedisadvantagesofbuildinginsuchanecosystem.Inaddition,eachgroupshouldrecommendwhichecosystemshouldbeusedforthemallandapartmentcomplex.BecausemorepeoplearemovingintotheDeltaandneedaplacetoliveandtoshop,notbuildingthemallandapartmentcomplexisnotanoption.Onceallgroupsadvocatedfortheirecosystemandpromotedaspecificecosystemonwhichtoplacethemallandapartmentcomplex,havetheclassvotewherethisconstructionprojectshouldbebuilt.Allowstudentstorecommendsomewaystolessentheimpactonthechosenecosystem.ConductadiscussionwithstudentsaboutdecisionspeoplemakeconcerningtheSacramento-SanJoaquinDelta.OnlineSimulation:https://www.learner.org/courses/envsci/interactives/ecology/Thisisaninteractiveecologylabthatallowsthestudentstoaddandremovedifferentspeciesandsimulatehowitaffectstheinterrelationshipsintheecosystem.Thesiteincludesadatatablethestudentmightchoosetouse.EVALUATIONSelectanassessmenttoolortoolstoshowtheprogressoftheprojectorthepresentationbygroupsinthesimulationactivity.

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Ecosystems in the Delta Pre-test/Post-test

NAME:________________________________ DATE:_______1. Whatisanorganism?2. Whatisanecosystem?3. Whatisanenvironment?4. NamefivelivingthingsfoundintheDelta.5. Describeinafoodchain.6. Describeinwordsorpicturesafoodweb.7. NamethreeofthesevenecosystemsoftheDelta.8. Nameaproducer,aconsumer,ascavenger,andadecomposer.9. NameonewaythathumanshavechangedtheDelta.10. NameonewaythatnaturehaschangedtheDelta.

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Ecosystems in the Delta

Pre-test/Post-test Answer Key

1. Anorganismisalivingthing.

2. Anecosystemisacommunityoforganismsinteractingwitheachotherandwiththe

physicalenvironment.

3. Ourenvironmentistheareathatsurroundsusandincludeslivingandnonliving

things(naturalandhuman-madeobjects).Thenaturalenvironmentofanorganism

(alivingthing)includesitsphysicalsurroundings,suchasotherplantsandanimals,

soil,rocks,air,andwater.

4. Answersmayvary(birds,fish,mammals,trees,people)

5. Afoodchainrepresentsthetransferofenergyfromoneorganismtoanother,

usuallyasoneeatstheother.

6. Answerswillvary;foodwebsaremadeupoffoodchainsandshowhoworganisms

withinanecosystemareinterrelated.

7. Anythreeofthefollowing:river,freshwatermarsh,saltmarsh,riparian,oak

woodland,grassland,estuary

8. Answersmayinclude:producer:anyplant;consumer:anyanimalthateatsplants;

scavenger:anyanimalthateatsdeadthings;anddecomposer;bacteriaandfungus.

9. Answersmayvary(dams,roads,buildings,farming,mining,logging,introductionof

non-nativespecies)

10. Answersmayvary(floods,earthquakes,erosion,fires)

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California’sEnvironmental Principles & Concepts

Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.

Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

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