Little Red Riding Hood’s Food Web

1. Read the following story.

Little Red Riding Hood’s Food Web Story

Once upon a time, Little Red Riding Hood was on her way to see her Grandma. She was walking through the forest and passed the First Little Pig’s straw house. The house had been blown down by the Big Bad Wolf and the wolf had eaten the First Little Pig. The pig’s last meal of turnips was still on the ground where the house had been.

As she passed the river, Little Red Riding Hood saw the Fox eating the Gingerbread Man (made of wheat plants). The Fox was still hungry so he ate the rest of the turnips. Little Red Riding Hood was afraid that the Fox would see her and she walked faster to get away. The last time she saw the Fox, he was being chased by the Big Bad Wolf for the Big Bad Wolf’s dinner food.

Little Red Riding Hood began to be afraid for her Grandma. She opened the door of Grandma’s house and saw the bacon (pig) and the cereal (made from wheat plants) left over from Grandma’s breakfast but Grandma did not answer Little Red Riding Hood’s voice. She read the note from Grandma saying goodbye. The Big Bad Wolf had let Grandma write the letter before he ate her. How nice of him!

Little Red Riding Hood ran back home crying and saw one last example of food chains.Billy Goat Gruff was eating grass and wanted to go home over the bridge. Harry Troll tricked the goat and cooked him for his next meal. She saw Harry Troll’s dinner of Billy Goat Gruff, turnips and bread (wheat plant).

Little Red Riding Hood told her mother that she never wanted to go back to the woods again. Her mom asked her to create a food web for the police report. And the energy flowed forever and forever. The end!

2. Use the pictures and draw arrows to create your food web.

3. The police asked Little Red Riding Hood to identify the producer, primary consumer and secondary consumer in the death of her Grandma and to label the energy pyramid. See the third paragraph of the story and one food chain from your food web.

  • Write the name of the organism in the appropriate level
  • Label the trophic levels (1st, 2nd, 3rd, etc.)
  • Label the “feeding relationship” for each level
  • Label the amount of energy passed from each organism
  • Label the amount of energy released into the environment

Answer these questions that are similar to the STAAR test:

1 Which of the following shows a correct food chain?

AGrass  mouse  snake  hawk

BHawk  mouse  snake  grass

CGrass  snake  mouse  hawk

DGrass  hawk  snake  mouse

Use the diagram below to answer question 2.

2The food web represents the flow of energy in an ecosystem. The greatest limitation of this model is that—

Fwater resources are not shown

Gsimilar animals live in other ecosystems

Hmany other types of organisms live in this ecosystem

Jorganisms are shown with no color

DIRECTIONS: Use the diagram below to answer question 3:

3How many coyotes could be supported in this energy pyramid?

A500

B50

C5

D1

4Which level of the energy pyramid contains the least amount of the original energy provided by the Sun?

FProducer

GPrimary consumers

HSecondary consumers

JTertiary consumers

DIRECTIONS: Use the diagram below to answer questions 56.

5In order to sustain itself, the food chain represented in the energy pyramid must have—

Amore carnivores

Bmore herbivores

Cmore decomposers

Dmore producers

6What percentage of the energy from the producer level is available to the giraffe and zebras?

F100%

G90%

H10%

J1%

7In the food web above, which of the following organisms feeds on the largest variety of different producers?

A

B

C

D

DIRECTIONS: Use the diagram below to answer question8.

8Which organisms in the energy pyramid are secondary consumers?

FCarnivores

GOmnivores

HHerbivores

JPlants

  1. Count the number of atoms on the reactant and product side of the equation and record this in the data table.

Element / Matter going in / Matter going out
Carbon
Hydrogen
Oxygen
  1. What pattern do you notice about the matter that is going in and the matter that is going out during the process of photosynthesis?
  1. What are the RAW MATERIALS in this equation?
  1. What else should we add to the equation? Why?
  1. What are the reactants of this equation?
  1. What are the products of this equation?
  1. Why is this process important? (Not because it gives us oxygen)

1. Use the correct word at the bottom of the page to fill in the blanks.

2. Draw an arrowshowing if the substance is “going into” or “going out of” the

plant.

______

energy is absorbed by

chlorophyll in the leaf.

______

sugar is produced.

______

gas enters the leaf.

______

gas exits the leaf.

______

travels from roots to leaves.

Oxygen / Carbon Dioxide / Glucose / Sunlight / Water

Composting

  1. The BIOMASS inside your compost bin is ______energy.
  1. ______break down biomass.
  1. The ______energy in biomass is transformed into ______energy when the chemical reaction of decomposition takes place.
  1. Bob and Jill decided they needed nutrients for their vegetable garden. Bob and Jill built a compost bin on their farm. They saved their vegetables and fruit peels, leaves, grass clippings, newspaper, and egg cartons and added them to their compost bin. Name the other components they could add so their compost will work.
  1. In Bob and Jill’s compost bin, what is being released as the FBI breakdown the biomass?
  1. It has been 9-12 months and Bob and Jill now have nutrient rich humus. Bob and Jill have not completed the recycling of matter. What should they do in order to complete this cycle?