Prospect Park Zoo: High School
Foraging
Ecology
Grade
Level : 9th grade
Learning
Standards : Students will demonstrate an understanding of populations
and ecosystems, the interdependence of organisms, and adaptations in a living
system.
Time
Requirements: Pre-visit: 4 hours; Visit: 3 hours; Post
Visit: 3 hours
Topics
Covered by This Lesson:
Several
vocabulary terms related to foraging ecology
Food
Chains/Food Webs as they relate to predator-prey relationships
Flow
of energy - from the sun, up the food chain and across food webs
Energy
food pyramid - amount of energy at each level, organisms at each level, and
members of each energy level as an ecosystem
Animal
common names, habitat type, diets in the wild and captivity, and adaptations
to that type of foraging
Pre-Visit:
Purpose
of Lesson: To learn an overview of foraging ecology.
Purpose
of Trip : To reinforce classroom lessons and provide close contact
with the organisms discussed in the classroom.
Objectives
: Upon completion of this lesson, students will be able to:
define the terms producer, primary consumer, secondary consumer, and
decomposer,
including the predator-prey relationship for each.
define
the terms herbivore, carnivore, insectivore, omnivore, opportunist,
detritivore
and provide one animal example of each and one adaptation of the
the
animal to its respective diet.
describe
the flow of energy from the sun, up the food chain and across food webs.
label
the energy food pyramid in terms of energy at each level and type of organism
at each level.
explain
why it is necessary to have members of each energy level in the food pyramid
in an ecosystem.
Materials
Required : 1 notebook and 1 pencil for each student, slides/projector,
animal-specific skulls, animal food samples, plastic fish, plant, and flashlight.
Student
Learning Prerequisites: Lessons on biodiversity, knowledge of relationships
between organisms, knowledge of adaptation in living systems.
Visit:
Students
will each have a notebook and a pencil as they listen to and take notes from
a slide show presentation. Topics to be reviewed include adaptations
and diets in the wild and in captivity.
Then
a discussion and demonstration regarding the flow of energy on earth will
take place. The sun's energy in the form of both heat and light will
be highlighted as essential for all life on earth. Food energy pyramid
will be referred to.
Lunch.
Students
will be shown relevant bio-facts including skulls from different types of
animals. Discussion regarding eating adaptations will ensue.
Students
will then meet and touch several animals. An example of a carnivore,
herbivore and insectivore will be discussed.
Students
will then tour the wildlife center kitchen and observe different diets of
animals in captivity.
Students
will then observe a public sea lion feeding.
Post
Visit:
Assessment:
Written - Label a food energy pyramid in terms of amount of energy
available at each level and type of organism at each level. Oral - in
groups of four, present food energy pyramid and choose one animal seen at
the zoo, explain where it fits into the pyramid and provide one feeding adaptation.
Extensions/Suggested
Homework Assignments:
Choose
your favorite animal seen at the zoo and write a one-page essay about this
animal. Include the animal's common name, habitat type, diet in the
wild and in captivity, and adaptations to that type of foraging.
Have
students list foods that they eat every day and write down human adaptations
they have for eating.
Possible
questions that may be brought up:
How
are the diets in captivity matched to the diets in the wild?
How
did the animals in the zoo get there?
Do
the animals eat different types of foods and different amounts during the
different seasons?
MSTEP
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