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1 Overview You will need... Teacher Background Fast Facts 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only.

2 Activity 1. Review the following "trophic terminology": trophic levels, phytoplankton, zooplankton, chlorophyll, producer, consumer, top consumer, omnivore, herbivore, and carnivore. 2. Explain that students will be involved in a simulation showing how energy is passed along the food chain from the producer to top consumer levels. At this point, students do not need to know that they will be simulating the passing of toxins as well. 3. Separate your class into trophic levels by having each student draw a trophic level card from a bag or hat. Note: the trophic levels cards provided are proportionate, so there will be more producers than primary consumers, more primary consumers than secondary, etc... a) Producers: these photosynthetic organisms are able to continuously produce their own food creating biomass. To earn their tokens, the producers must move around the "lake" collecting carbon dioxide and water vouchers, which they will then exchange with "Chlorophyll" for green and black tokens. When eaten (tagged), they must give up all of their tokens to their predator. b) Primary consumers: this consumer group acquires biomass tokens by preying on producers. If they tag a producer, they will consume all tokens that the producer has acquired. c) Secondary consumers: as these consumers eat the primary consumers, they too will gather all their prey's tokens. The more they eat, the greater the potential for collecting contaminated tokens. d) Tertiary consumers: as this highest level of consumer (in today's game), these carnivores and omnivores will also gather biomass tokens by tagging their prey. However, these consumers will be able to eat both/either the primary and secondary consumers. 4. Assign students an action or way of moving that will indicate their trophic level to others. For example, primary consumers may hop, secondary consumers may skip, etcetera. Let them know that their goal will be to find as much food as possible, represented by tokens (see token cards). For safety reasons, students should be instructed to move at a walking pace only, and stay within the "shoreline" boundaries, as prescribed by the teacher. 5. To begin, spread the water and carbon dioxide tokens in the playing area. For the first round or two, give "Chlorophyll" only the green tokens to pass out, as you want to create a "healthy" lake ecosystem baseline. Stagger release the trophic level organisms, starting with the producers, and ensuring at least 30 seconds before the release of each successive consumer level. End the round once the top consumer has had one minute to hunt. Collect all tokens and 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only. V

3 Activity Curriculum Connections Resources 2011 Toronto and Region Conservation. Permission to use this page is granted for classroom use only.

4 V 06

5 WATER WATER WATER

6 Primary producer Primary producer Secondary consumer Primary producer Secondary consumer CHLOROPHYLL Primary producer Primary consumer Secondary consumer Primary producer Primary consumer Secondary consumer Primary producer Primary consumer Secondary consumer Primary producer Primary consumer Tertiary consumer Primary producer Primary consumer Tertiary consumer Primary producer Primary consumer Tertiary consumer

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