In this lesson, students use tableaux to dramatize their roles in the food chain of an ecosystem. Next, they write in role arguing why they are important to the ecosystem. This is followed by a debate in the format of a Character Panel about which plant or animal is most important to the ecosystem, with other students acting as interviewers. This results in a class discussion about the interdependence of organisms in an ecosystem.

Bermuda is a mysterious place. Meet Scotty and his family and join them on their holiday to learn about energy transfer in ecosystems.

Students will create a food chain model and use it to describe the movement of matter among plants, animals, decomposers, and the environment. Resources include a detailed lesson plan, student handouts, pictures of a completed chain, examples of student work, and a video of the lesson in action.

Students will build a food web diagram and illustrate the movement of matter through a series of food chains. Resources include detailed plans, examples of student work, videos of the lesson in action, and sample food webs.

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Describe the basic ecosystem types
Explain the methods that ecologists use to study ecosystem structure and dynamics
Identify the different methods of ecosystem modeling
Differentiate between food chains and food webs and recognize the importance of each

College-level online course highlighting the fundamentals of ecology. Course topics include coevolution of the biosphere, geosphere, atmosphere, and hydrosphere; photosynthesis and respiration; and the carbon, nitrogen, and water cycles. Other topics include energy flow through the biosphere and changes in ecosystems. This course features selected lecture notes, assignments with solutions, projects and examples, and exams with solutions.

This video segment from Nature shows the destructiveness of the shark fin and shark cartilage industries.

Is the food chain shown above accurate? Does the first link depict a producer, the second link a herbivore, and the third link an omnivore / carnivore? Students must correctly determine whether a species is a producer or consumer, and what type of consumer; herbivore, omnivore, or carnivore. Students are provided with a list of Sonoran Desert species and asked to construct, within their groups, several food chains. These food chains are then be used to construct a food web. In order to complete this activity, students must first research the individual species to understand their feeding habits.

The levels of contaminants found in particular animals vary widely depending on where they fit into the Arctic food chain, as described in this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme. [3:28]

In this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme, learn how human populations in the Arctic are affected by industrial contaminants in the food chain.

With a continued focus on the Sonoran Desert, students are introduced to the concepts of food chains and food webs through a PowerPoint® presentation. They learn the difference between producers and consumers and study how these organisms function within their communities as participants in various food chains. They further understand ecosystem differences by learning how multiple food chains link together to form intricate and balanced food webs. At lesson end, students construct food webs using endemic desert species.

Students learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They model a food web and create diagrams of food webs using their own drawings and/or images from nature or wildlife magazines. Students investigate the links between the sun, plants and animals, building their understanding of the web of nutrient dependency and energy transfer.

Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This swirling soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them by physical blockage or as carriers of toxic pollutants. The problem relates to materials science and the advent of plastics in modern life, an example of the unintended consequences of technology. Through exploring this complex issue, students gain insight into aspects of chemistry, oceanography, fluids, environmental science, life science and even international policy. As part of the GIS unit, the topic is a source of content for students to create interesting maps communicating something that they will likely begin to care about as they learn more.

In this lesson, the students will investigate what types of plants and insects they could eat to survive in the Amazon. They will research various plants and/or insects and identify characteristics that make them edible or useful for the trip. The students will create posters and present their findings to the class.

This article discuss basic ecological concepts such as food chains and webs within the context of the tundra.