Qtr 2 module 5 interactions

Suggested time allotment: 8 hours

MODULE
INTERACTIONS
5
Overview

The environment is a collection of living and nonliving things. Mosses
grow on rocks, garden snails glide on garden fences, fish swim in water, and
many other things. The living components of the environment are also called
organisms. The nonliving components make up the physical environment of
these organisms.

Organisms that belong to the same species and live in the same place
form a population. The mosses that grow on rocks make up a population.
Populations that live in the same place and interact with each other form a
community; goats grazing on grass, chickens feeding on grains, and lizards
preying on insects make up a community.

Interactions between organisms and their environment are also a
familiar sight: carabaos helping farmers till the soil, earthworms burrowing
in the ground, and birds using twigs to build their nests. Organisms interact
with each other and their environment to meet their basic needs and
survive.

Some interactions are beneficial; others are harmful. There are also
interactions in which populations of organisms are neither benefitted nor
harmed. All these interactions take place in ecosystems.

In this module, you will discover more about ecosystems, the
components that make them up, and the interactions that take place among
the components of the environment.

How do organisms interact with each other and with their
environment?

How is energy transferred from one organism to the other?

In Module 1, you have been introduced to the concept of levels of
organization in organisms. This module will introduce you to levels of
organization that are beyond the level of the organism.

Activity 1
What does it mean to be alive?

Objectives

In this activity, you should be able to:

1. identify the components of the environment,
2. compare living and nonliving things, and
3. describe how organisms interact with each other and with their
environment.

Materials Needed

 Drawing and writing materials
 Rocks whose surface is grown with small plants
 Magnifying lens

Procedure

1. Visit your school garden or a pond near your school. On a separate sheet
of paper, describe or draw the place.

Q1. What are the things that you see in your school garden or the pond?

Q2. Which of these things are living? Which of these things are nonliving?

Q3. Observe the things that you identified as living. What do they have in
common?

Q4. Observe the things that you identified as nonliving. What do they have
in common?

Q5. What interactions do you observe happening among the living and
nonliving things?

Q6. What makes living things different from nonliving things?

Grade 7 Science: Living Things and Their Environment 2
Interactions

2. Observe the rocks in your school
garden or the pond near your
school. Do they look like that
shown in Figure 1? If so, use a
magnifying lens to see the details
of the small plants. These small
plants make up a population.

Q7. What do these small plants need
that is provided for by the rock?
Photo: Courtesy of Michael Anthony B. Mantala

Q8. Where do you find these rocks Figure 1. Small plants growing on
that are inhabited by small rocks
plants?

Q9. What other things in the environment are inhabited by these small
plants? Where do you find these things?

Q10. Why do you find them in these
places?

Figure 2 shows a fence
populated by small plants. They
usually grow on fences during the
rainy season.

Q11. Do you also see small plants
growing on the fences of your
school?
Photo: Courtesy of Michael Anthony B. Mantala

Q12. What other living and nonliving Figure 2. Small plants growing on
things did you see in the school fences
garden or the pond? Do you see
them in other parts of the
school? Explain your answer.

Figure 3 shows a picture of
populations of different kinds of
plants. Together, they form a
community.

Q13. Do you know of a similar place
near your school where you see
communities of organisms? Photo: Courtesy of Michael Anthony B. Mantala

Figure 3. Different kinds of plants

Interactions

Q14. Are the things you find in your school garden or the pond the same
things that you find in the backyard of your house? Explain your answer.

Q15. How do living things interact with each other and with their
environment?

Your environment is home to many kinds of living and nonliving
things. You also see interaction between them like in the rocks and fences
that are inhabited by small plants and algae. These rocks that are usually
found in wet places provide anchorage and nutrients to the small plants and
algae.

Activity 2
Housemates? Ecomates!

Objectives


1. describe interdependence among the components of the environment,
2. explain how organisms interact with their environment to survive, and
3. infer what happens to organisms if their environment is not able to
provide them with their basic needs.

Materials Needed

 Eight (8) – 500mL wide-mouthed glass jars with covers
 Two (2) liters of water allowed to stand overnight
 Hydrilla (or other aquarium plants)
 Snails and guppies (or other aquarium fishes)
 Light source
 Optional: Bromthymol blue solution (BTB)

Procedure

1. Fill each container with water until it is two thirds full.

Optional: Add 15mL of BTB to each container. Note that this volume of BTB
will depend on the amount of water in the container and how diluted the
indicator is.

Interactions

Setup 1 – With strong light Setup 2 – Without light

A1 Water only (control) A2 Water only (control)

Water with snails and Water with snails and
B1 B2
guppies only guppies only

C1 Water with Hydrilla only C2 Water with Hydrilla only

Water with snails, guppies, Water with snails, guppies,
D1 D2
and Hydrilla and Hydrilla

3. Use the chart above to set up and label the containers.

4. Cover all the jars.

5. Copy Table 1 on a separate sheet of paper to record your observations of
changes, if any, in the things that were placed in each of the containers.

6. Record data each day for three days. Also include in your data a
description of the health or condition of the organisms and where they
stay most of the time in the container.

Optional: If you use BTB, get a 10 mL sample of water from each container
then add 5 drops of the indicator. Observe for changes in color, if any. Do
this each day for three days.

Table 1. Interactions among organisms and their environment

Setups Observations
Day 1 Day 2 Day 3
A1

A2

B1

B2

C1

C2

Interactions

D1

D2

Q16. Where did the snails and fish stay most of the time in each of the
containers each day for three days? Explain your answer.

Q17. What happened to the organisms in each of the containers after three
days?

Q18. In which container/s were the organisms still alive? Which organisms
are these?

Q19. What do you think will happen to the organisms in each of the jars
when left closed for a longer period of time? Why do you think so?

Questions 19-21 are additional questions if you used BTB.

Q20. In which container/s did you observe change in color on each day for
three days?

Q21. Bromthymol blue changes color to yellow in the presence of carbon
dioxide. Which jar/s contained carbon dioxide?

Q22. What explains the presence of carbon dioxide in this/these
container/s?

Q23. How do plants and animals depend on each other?

The plants give off oxygen in the presence of light. The fishes and
snails need oxygen to survive. Plants need carbon dioxide given off by the
fishes and snails to survive.

What you observed in this activity are interactions that take place in
an aquarium. There are other kinds of interactions and interdependence
among organisms and their environment in bigger ecosystems.

Interactions

Ecological Relationships
In the environment, there are plants, animals, and microscopic
organisms such as bacteria and fungi. Each group of organisms of the same
kind living in the same place at the same time is called a population.

Q24. In figure 4 below, what populations of organisms do you see?

Photo: Courtesy of Rodolfo S. Treyes

Figure 4. An example of an ecosystem with different organisms

All of the populations interact in a given environment to form a
community. In a community interactions within and among populations
may have important influences to death rate and birth rates of the
organisms and, in turn, on population growth and size -- these interactions
may have negative, neutral or even positive influences on interacting
populations.

Some interactions among organisms are easier to determine than
others, and some effects can easily be observed. Study the photographs
that follow.

Figure 5 shows fern plants
growing on a trunk of a Narra tree.
What kind of relationship do you think
do these two organisms have?

Figure 5. Fern plants growing on a
trunk of a Narra tree.

Interactions

Epiphytes are plants that depend on other plants for support.
Usually, epiphytes grow on trunks and branches of trees. Figure 5 shows
an epiphytic fern that attached itself on a trunk of a Narra tree without
harming the tree. The Narra tree is a host that provides a place for the fern
to live. When it rains, the ferns get nutrients from rotting leaves and other
organic materials that collect at the root base of the fern plant. This
relationship is called commensalism -- one organism benefits from the host
organism, while the host organism is neither positively nor negatively
affected.

Q25. What other examples can you give that are
similar to this relationship?

Figure 6 shows an insect larva and a leaf
of a plant. What kind of relationship do you think
do these two organisms have?

Figure 6. A larva of an insect lives on the leaves of
the plant and causes damage by eating the leaves.

The insect larva (the parasite) gets its nutrients by eating the leaves –
thereby, damaging the plant (the host). This relationship is called
parasitism. A parasite gets its nutrients from a living host harmed by the
interaction. Another example of parasitism is the flea that thrives on a dog.
The dog is harmed by the flea that feeds on its blood.

Q26. What other examples of parasitism do you know?

Activity 3
Which Eats What?
Objectives


1. identify the predators and prey animals in the environment,
2. describe how the predators capture the prey animals for food, and
3. describe how predators and prey animals interact with each other in
the environment.

Interactions

Materials Needed

 worksheet
 pencil
 hand lens

Procedure

1. Observe each organism in the picture carefully. Fill in the appropriate
box to each of the organism.

Q27. Q28. Q29.
What Which is the Which part of
Organisms organisms are eater? the body does
involved? Which is eaten? the eater use
to get its
food?

Interactions

2. You may visit a school ground or garden to make more observations.

3. If you have observed other organisms that are not in the list, you may
also add such observations to your worksheet. No need to put pictures;
just write the common name of the organisms on the appropriate box.

Q30 Q31 Q32
Which Which is the How does the
Organisms organisms are eater? Which is eater get its
involved? eaten? food?

Animals kill and eat other animals. This interaction is called
predation. An animal that kills and eat other animals is called a predator.
An animal that is killed and eaten by its predator is called a prey. Prey
animals are usually smaller and less powerful than the predator that eats
them.

In a given community, predators compete with other predators for
prey animals. In the wild, a predator’s prey may be another prey’s predator.

Interactions

This means that while an animal hunts and feeds upon another animal, it
can also become prey to a larger and stronger predator.

Energy Transfer in the Ecosystems

Why does an organism eat another organism?

Plants, animals, and microorganisms eat food to get energy that
enable them to move, grow, repair damaged body parts, and reproduce.

Plants are capable of converting energy from the Sun into chemical
energy in the form of glucose (food). The process is called photosynthesis;
it uses water, carbon dioxide, and sunlight. Most plants make much more
food each day than they need. Excess glucose is converted into starch by
the plants and is stored either in the roots, stem, leaves, tubers, seeds, or in
fruits, as shown in Figure 7.

Q33. Why are plants considered producers?

Q34. Are plants the only organisms in an ecosystem that can produce their
own food?

rice grains corn grains “kamote” potato cassava

“petchay” banana coconut mango sugar cane
Photos: Courtesy of Rodolfo S. Treyes

Figure 7. Different plant parts that store chemical energy in the form of starch
or sugar. Sugar cane is an example of plant with high sugar content.

Interactions

There are also microorganisms that can photosynthesize; examples of
which are shown in Figure 8.

Spirogyra (algae) Cyanobacteria (anabaena) Euglena Diatoms

Figure 8. These photosynthetic microorganisms are present in ponds, in rice
paddies, or any fresh water ecosystem.

Q35. How do animals and humans obtain energy to keep them alive?

Humans and other animals are not capable of making their own food.
They are dependent on the organic matter made by photosynthetic
organisms. These organisms that include the plants and some
microorganisms are considered as producers.

Animals and humans must eat either plants or other animals to
obtain energy. Organisms that feed on other organisms are called
consumers. Those that get their energy by eating plants only are called
first order consumers.

Q36. In figure 9, which organisms are being eaten?
Q37. Which organisms are the consumers?
Q38. In your community, what other organisms do you know eat plants
only?

Goat eating grass Cows eating grass Caterpillar eating a leaf Mouse eating corn

Figure 9. The first-order consumers are the animals that eat plants.

Some energy in the first-order consumer is not used by the consumer
itself. This energy is made available to another consumer. A consumer that
eats the plant-eaters for energy is called a second-order consumer,
examples of which are shown in figure 10.

Interactions

Snake eats corn-eating mouse Chicken eats caterpillar

Figure 10. The second-order consumers are the animals that eat
the plant-eaters.

Q39. In figure 10, which organisms provide energy to the snake and
chicken?

A second-order consumer gets only a fraction of energy from the first-
order consumer that it fed upon. A part of this energy is stored and another
part is passed on to another consumer. A consumer that eats a second-
order consumer is called a third-order consumer, examples of which are
shown in figure 11. Human beings are third-order consumers.

Figure 11. Third-order
consumers are organisms
that eat the second-order
consumers. (A) A hawk eats a
chicken; and (B) a crocodile
eats a chicken, too.

A B
Source: http://guysagi.wordpress.com/2011/02/28/mean-bird/
Source: http://roryheadmav.multiply.com/journal

Q40. Refer to figure 11 above. How does energy from the Sun reach the
third-order consumers? Trace the flow of energy among organisms by
filling up the boxes below. The arrow ( ) pointing to the next box
means “eaten by”.

Figure 12. Tracing the flow of energy from the Sun to different organisms.

Interactions

The transfer of energy can be sequenced. The sequence of energy
transfer among organisms to obtain energy and nutrients is called a food
chain (see figure 13). A food chain starts with the energy source, the Sun.
The next link in the chain is the group of organisms that make their own
food – the photosynthetic organisms (producers). Next in the sequence
are the organisms that eat the producers; they are the first-order
consumers. The next link in the chain is the group of animals that eat the
first-order consumers; they are the second-order consumers. These
organisms, in turn, are eaten by larger animals – the predators; they are
also called, third-order consumers. Each food chain ends with a top
predator – an animal with no natural enemies.

Photos: Courtesy of Grace Reyes
and Rodolfo S. Treyes

Figure 13. A transfer of energy shown in a food chain. The “gabi” plant produces its own
food through photosynthesis. Grasshopper eats the leaves of “gabi” plant to get its energy
and nutrients. The chicken eats the grasshopper. Then the chicken is eaten by humans.

Q41. List down the organisms found in your community. Classify them
according to the following categories:

Organism Producer First-Order Second-Order Third-Order
Consumer Consumer Consumer

Q42. Construct a food chain using the organisms listed on the table above.

Interactions

When plants and animals die, the energy in their bodies can be
transferred to another group of organisms. Consumers that look for and eat
dead animals or plants are considered scavengers.
House flies, cockroaches, maggots and ants are scavengers (see figure
14). Earthworms feed on dead grass and leaves if they are above ground.
They also feed on fruits, berries, and vegetables. If they are under the soil,
earthworms may feed on algae, fungi, and bacteria.


Figure 14. Common scavengers: housefly, earthworm,
ants, and cockroach.

Once the scavengers are done with eating a dead organism, the
decomposers (microorganisms) take over and consume whatever was left by
the scavengers. Decomposers consume any dead plants and animals.
There are different kinds of decomposers
performing different functions in the ecosystem.
Some groups of bacteria prefer breaking down
meat or waste from the consumers that eat meat.

Figure 15. A group of bacteria.

What do you see on bread or rice that had been kept for some time?
They have molds! Sometimes, you see a trunk of a tree with mushrooms
growing on it (refer to figure 16). These are fungi and they are decomposers;
they prefer to grow on starchy food, fruits, vegetables, and dead plants.


Figure 16. Fungi growing on left-over rice and bread, fruit, and dead trunk of a tree.

Interactions

Microorganisms that include bacteria and fungi break down proteins,
starches, and other complex organic substances that were once part of living
things. During the process of decomposition, decomposers release nutrients
from the organic material back into the soil, making the soil available to
plants and other producers.

Activity 4
What To Do with Food Wastes

At the end of this activity you will decide on the best way to deal with
food wastes in your home or school. You will record your observations and
draw inferences. You will construct food chains starting with the food
wastes, which are actually dead organisms, and the living organisms found
in the compost pots. You will supplement your observations and inferences
with information found from the internet or in the library.

Materials Needed

 Two small, clear jars with covers (and with holes all over)
 At least three large clay flower pots,
 Soil
 Rubber gloves
 Trowel
 Microscope
 Slides and cover slips
 Magnifying lens
 Pole for aerating composting materials
 Wire covers for the clay pots

Procedure

1. Set up the composting pots and jars in advance. In one covered jar, put
some food wastes. In the other covered jar, put a layer of soil at the
bottom, followed by a layer of food wastes covered with a layer of soil.
Repeat until the jar is full. Do the same for the clay pots, filling one first
before moving to the second pot, until the third (or last pot) is full. Water
the jar and pots with soil if the soil dries up.

2. Do not water the jar of food wastes without soil. Observe the food
wastes and living organisms that you find in the jar daily. Record your
observations on a table like the one below:

Interactions

Day/Date Observations about food wastes and living organisms

Note: Write your answers in your notebook. Add rows as needed.

3. Do the same for the jar with soil and the clay pots as soon as they are
full. Include observations about the soil.

4. After a week, and every week thereafter, mix the contents of a clay pot
to provide air to the organisms underneath the surface the soil.

5. Continue your observations until the food wastes can no longer be seen
and everything looks like soil. This means that decomposition of the
food wastes is complete or nearly so. You have made compost.

Q43. What organisms did you find in the compost jar or pot from Day 1?
List them down in the order of appearance. You may draw those you
cannot identify. (Write your answers in your notebook.)

Use the magnifying lens and microscope to examine very small and
microscopic organisms. On Day 1, get small samples of the soil and make
wet mounts to examine it under the microscope. Repeat this after a week
and every week thereafter until the observations are concluded.

Q44. Draw the microscopic organisms you observe and try to identify them
with the help of reference books.

Q45. Construct at least one food chain and one food web based on your
observations.

Q46. What is the benefit of composting food wastes?

Q47. What other methods would you recommend to dispose of food wastes?

Energy transfer in an ecosystem follows a process. The ultimate
source of energy for all living things is the Sun. The producers of the
ecosystem take energy from sunlight and convert it into chemical energy.
This energy is passed on to consumers and then to decomposers. The
energy flows only in one direction and is not cycled back.

Interactions

Materials in the form of nutrients needed by living things are cycled
between organisms and the environment. These materials are used up by
the producers to make other forms of materials that are cycled among the
consumers and finally returned to the environment by the decomposers.
Energy flows and materials are cycled in the ecosystem. Indeed, we live in a
dynamic world.

Reading Materials/Links/Websites

About Our Earth, Panda. (2008). Ecological Interactions. Teacher Resources,
Web Fieldtrips. Retrieved February 7, 2012 from
http://wwf.panda.org/

Global Change, University of Michigan. (2008). Ecological Communities:
Networks of Interacting Species. Global Change Lectures. Retrieved
January 16, 2012 from http://www.globalchange.umich.edu/

Nature, International Weekly Journal of Science. (2010). Ecological
Interactions. Nature Journal. Retrieved January 16, 2012 from
http://www.nature.com/nature/index.html

Interactions

Qtr 2 module 5 interactions

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