A few quick questions on abiotic factors, how a change spreads through a food web, and what food web models leave out. Taught in class; use this to check yourself.
A dry year changes the grass. What happens next, and how sure can a food web diagram be?
Two ideas your teacher covers in class: non-living factors and what they do to a web, and what a food web diagram leaves out.
Make your prediction first. Help opens once you've locked it in.
Is it abiotic (non-living) or biotic (living)?
Does a food web diagram show this?
A self-test on abiotic factors and population effects, and the limitations of food web models (AC9S7U02, nodes 3 and 5, taught in class). About 12 minutes.
Open the teacher guide: answers, solutions, slides and a worksheet.
A Quick check: a few questions on what students should know for AC9S7U02 nodes 3 and 5, which you teach in class. It has no board, no clip and no new teaching, and it is optional, so it never holds up course completion. Set the width with ?width=minimum, typical (default) or wider.
Use it as a self-test after your teaching, a starter, or revision. Node 3 pairs well with the Cascades lesson on screen; students can build the drought story on the food web board first.
Following an effect more than one step along the web. When a student stops at the first population, ask who eats that one.
Stretch: Choose a different abiotic factor (temperature, light, salinity) and trace its effect through a web of your own.
Support: Give a printed web with arrows to trace with a finger, one step at a time.
Back in class: a field or schoolyard ecosystem study; compare predictions with what students observe.