Transcript PowerPoint - New Mexico FFA

Understanding the Food
Chain & Natural Selection
Reminder: student learning activities are at the
end of this power point.
Next Generation Science/Common Core Standards Addressed!

HS‐LS2‐6. Evaluate the claims, evidence, and reasoning that the complex
interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new
ecosystem. [Clarification Statement: Examples of changes in ecosystem
conditions could include modest biological or physical changes, such as
moderate hunting or a seasonal flood; and extreme changes, such as volcanic
eruption or sea level rise.

HS‐LS2‐7.
Evaluate the evidence for the role of group behavior on individual and species’
chances to, survive and reproduce. [Clarification Statement: Emphasis is on:
(1) distinguishing between group and individual behavior, (2) identifying
evidence supporting the outcomes of group behavior, and (3) developing
logical and reasonable arguments based on evidence. Examples of group
behaviors could include flocking, schooling, herding, and cooperative
behaviors such as hunting, migrating, and swarming.

Agriculture, Food, and Natural
Resource Standards Addressed
NRS.01.01.01.a. Summarize and classify the
different kinds of natural resources using common
classification schemes (e.g., living versus nonliving, renewable versus nonrenewable, native
versus introduced, etc.).
 NRS.04.01.03.a. Identify and categorize
characteristics of a healthy wildlife habitat.

Bell Work / Objectives
 Describe
scientific classification and naming
of animal wildlife.
 Identify life-sustaining processes in animal
wildlife.
 Distinguish wildlife reproductive processes.
 Explain the major nutrient needs of animal
wildlife.
 Describe the basic habitat requirements for
wildlife species.
Terms
 Anatomy
 Family
 Asexual
 Genus
reproduction
 Biotic pyramid
 Circulatory system
 Class
 Cover
 Digestive system
 Excretory system
 Integumentary
system
 Invertebrates
 Kingdom
 Muscular system
 Nervous system
 Nutrient
Terms
 Order
 Skeletal
 Phylum
 Space
 Physiology
 Species
 Respiratory
 Vertebrate
system
 Scientific name
 Sexual
reproduction
System
How do people get their names?
 Culture
 Family
tradition
 Family names use the last names of
people.
 Last names
 Could
be that of its father but could be of
its mother or a combination of the two.
 Given
names are received at birth.
 Is your given name the same of a
parent or grandparent?
What is the scientific classification
and naming of animal wildlife?
Scientific
classification is based on
carefully obtained information
about animals.
A system of taxonomy is used
consistently worldwide.
Modern classification uses seven
divisions or stages.
7 Divisions of Classification
Kingdom
 All
– broadest classification.
living things are classified into five
divisions: animalia, plantae, fungi,
monera, and protista.
7 Divisions of Classification
– second division is
classification.
Phylum
 The
three most important phyla in
studying wildlife are: chordata
phylum, arthropoda phylum, and
mollusca phylum.
7 Divisions of Classification
– the third division in
classification.
Class
 Some
important classes in the
chordate phylum of animals are:
Mammalia, Reptilia, and Aves.
7 Divisions of Classification (cont.)
– consists of animals that
are more alike than the class.
Order
 Orders
are based on feeding
characteristics.
7 Divisions of Classification (cont.)
– made up of animals that
are more alike than the orders and
are often based on anatomical
features of animals.
Genus – made up of very similar
groups, but do not naturally breed
with each other.
Family
7 Divisions of Classification (cont.)
– contains very similar
individuals within the same genus.
Species
 They
are capable of breeding with
each other, and are sometimes
divided into subspecies.
Scientific Name
 Every
animal species has a scientific
name.
 Scientists use these names worldwide
based on information about a species.
 The scientific name of an animal is a
combination of the genus and species.
The genus is the first capitalized work
followed by the species name.
Scientific Name
The
scientific name is always
written in italics or underlined.
Scientific
names will not change
unless information results in a new
name for the species.
What are life-sustaining processes in
animal wildlife?
All
animals have body systems
that carry out life processes.
Anatomy and physiology influence
how organisms live and go about
life processes.
The way functions are carried out
is influenced by the form of the
organ systems.
Anatomy & Physiology
Anatomy – the study of the form,
shape, and appearance of
animals.
 The
differences are obvious to our
eyes and make it possible for each
species to sustain itself in its
environment.
– the study of the
functions of parts of the anatomy.
Physiology
Organ Systems
System – body framework that
gives the body shape and protects the
organs.
 Skeletal
 Wildlife
animals have skeletal systems
made of bone, cartilage, or chitin.
 Animals with backbones are known as
vertebrates.
 Animals without backbones or internal
skeletons are called invertebrates.
Organ Systems
System – prepares the
food for use by the body
Digestive
 The
major parts are the mouth,
esophagus, stomach, intestines, and
the anus.
Organ Systems
System – responsible
for taking in oxygen and giving off
carbon dioxide.
Respiratory
 Many
animals have lungs to breathe,
while fish have gills to filter the
oxygen out of the water.
Organ Systems
System – creates bodily
movement and support with
special tissues called muscles.
Muscular
 The
muscles are attached to the
skeletal system by ligaments, which
allow bodily movement.
Organ Systems
System – network of
vessels that move blood
throughout the body.
Circulatory
 The
major organ in this system is the
heart.
Organ Systems
System – this system
rids the body of wastes, such as
carbon dioxide, water, nitrogen,
and undigested solid food material.
Excretory
Organ Systems
System – conducts
impulses back and forth from the
brain to the muscles.
Nervous
 Vertebrates
have a spinal column
containing a spinal cord – the major
part of the nervous system.
Organ Systems
System – this
system consists of the skin.
Integumentary
 Skin
protects the internal organs and
gives shape to the body.
 It helps regulate temperature and
provides a place for hair, fur, and
scales to grow.
What is the wildlife reproductive process?
Reproduction
is the process by
which a species produces new
organisms to perpetuate itself.
Two
Types
 Sexual
reproduction
 Asexual reproduction
Sexual Reproduction
 Sexual
Reproduction involves the
union of the sperm with the egg.
 Sperm
are the male sex cells produced in
the testes.
 Eggs are the female sex cells produced
in the ovaries.
 Mating involves a male and a female
joining together for the male to release
sperm on or near the egg(s) of a female.
 Fertilization may occur internally or
externally.
Asexual Reproduction
 Asexual
reproduction is producing new
organisms without the sexual union of
male and female cells. (There is no
need for the union of an egg and a
sperm in asexual reproduction)
 Asexual
reproduction is common in
plants, but not in animals.
 An approach to producing identical
offspring is by cloning or embryo splitting.
What are the major nutrient needs of
animal wildlife?
Animals
need food to live a long
life and grow into healthy
organisms.
Nutritious
food provides nutrients.
Most animal food comes from two
sources: plants and animals
Nutritious Food
 A nutrient
is a chemical substance in
food that supports life.
 Essential nutrients are those that are
needed to provide for an organism
depending on its stage in life.
 Energy nutrients are needed for an
animal to be active and carry out life
processes.
 These include carbohydrates and fats,
such as starches, sugars, and plant
oils.
Nutritious Food
Protein
is needed for growth,
maintenance, and reproduction.
 It
is used to build strong, new tissue
and repair old tissue.
Minerals
are needed in many ways
such as growth, reproduction, and
to build bones, shells, hooves,
teeth, and horns.
Nutritious Food
Vitamins
are present in many
foods and are needed to regulate
body functions.
 The
health of an animal depends
largely on adequate vitamins such as
vitamins A, D, E, K, and B complex.
Food Sources: plants & animals
Plant
food material is eaten by
herbivores.
 Herbivores
are at the bottom of the
food chain.
Animal
food sources are eaten by
carnivores and omnivores.
 These
animals tend to be at the
middle to the top of the food chain.
What are the basic habitat
requirements for wildlife species?
They
must have life requirements
that must be met by their habitat in
order to insure their well-being.
Habitat is the physical area in
which members of a wildlife
species live.
 Habitat
supports life processes.
Basic Requirements
All
organisms require food.
 A key
component of food is energy.
The
source of energy for all living
things is the sun.
 The
biotic pyramid is a series of
transfers of food energy from one
organism to another.
Basic Requirements
 This
is a graphical way of showing a
food chain.
 An
animal’s habitat needs to provide
food year round.
Basic Requirements
 Water
 It
is a basic need of life.
is not a food nutrient because it does
not supply energy.
 Water determines the species of plants
that will grow in an area, and therefore
determines the wildlife species that live
there.
 Some examples of water sources for
wildlife animals are lakes, streams, rivers,
and creeks.
Basic Requirements
Cover
is the vegetation or other
material that provides safety in a
habitat.
 Animals
use cover for nesting,
resting, protection, and escaping
danger from predators.
Basic Requirements
Space
is the area or territory
around an organism.
 Space
provides air, food sources,
and cover.
 Space requirements vary from year
to year and the quality of habitat.
Review / Summary
 What
is the scientific classification and
naming of animal wildlife?
 What are life-sustaining processes in
animal wildlife?
 What is the wildlife reproductive
process?
 What are the major nutrient needs of
animal wildlife?
 What are the basic habitat
requirements for wildlife species?
The End!
Student Learning Activities
Sample
tests are available in the
Lesson Plan tab.
Food Chains Worksheet
Name: _______________________
Answers to Food Chains worksheet
Have
students draw a waterfowl
habit. Their habit should include
the animals in it, their space,
water, cover, and food.
Here is an example of
a waterfowl habitat.
With ducks, cover,
food, water, and space.
Here are some foldable ideas that you can have
your students fill out. You can ether have them fill
out what each tab means, or you can have them
fill out each tab for an animal.
KEY
For this activity have students mash two creatures together to create an
new animal. After they create (draw or Photoshop) their creature, have
them name and scientific name it and describe its special characteristics.
Have them explain where it lives, what it eats, what eats it,. Have students
describe their animals habitat. You can have them create a display and
present their animal to the class, or have them write a report on their
animal that includes a picture. Here is an example animal that you can
show your students.
 Have
students draw the different organ
systems of a deer. They need to draw
the skeletal system, digestive system,
respiratory system, muscular system,
circularly system, excretory system,
nervous system, integumentary
system, and the reproduction system.
Have them draw the system on the
deer outline on the next slide.
Name: ____________________________
System: _____________________
Name: ________________________
Name:____________________
Scientific Name Worksheet
Tayassuidae
Ursus arctos
Pituophis caternifer sayi
Sylvilagus
Crotalus atrox
Oncorhynchus mykiss
Cervus Canadensis
Scientific name
Fill in the table with ether the common name or the scientific name. Make sure that you write the
scientific name correctly
Common name
Bobcat
Mule deer
Turkey
Mountain Lion
Rock Squirrel
Black bear
Ladybug
Raccoon
Name: _____________________
Ladybug
Brown bear
Black bear
Bull snake
Rock squirrel
Cottontail rabbit
Mountain Lion
Western Diamondback rattlesnake
turkey
Rainbow trout
Mule deer
Elk
Bobcat
Common name
Tayassuidae
Coccinellidae
Ursus arctos
Ursus americanus
Pituophis caternifer sayi
Otospermophilus variegatus
Sylvilagus
Felis Concolor
Crotalus atrox
Meleagris gallopavo
Oncorhynchus mykiss
Odocoileus humionus
Cervus Canadensis
Lynx rufus
Scientific name
KEY
Scientific Name Worksheet
Javelina
Procyon Lotor
Fill in the table with ether the common name or the scientific name.
Raccoon