Build a Seagrass Community & Build a Seagrass Food Chain/Web Instructions & Who am I? Clues for Grades 5-8

1. Build a Seagrass Community & Build a Seagrass Food Chain/WebInstructions & Who am I? Clues for Grades 5-8 Level 2

2. A Note to the Educator This presentation contains the Instructions for conducting the Build a Seagrass Community and Build a Seagrass Food Chain/Web for grades 5 through 8, designated here as Level 2. The components for this activity are found in the Components folder in two batches: Batch1.ppt and Batch2.ppt. The components are the same for Levels 1 and 2. The Background Information for the Seagrass Activity Kit presentation (also found on this CD) offers information about the organisms and habitats used in the educational activities found in the Seagrass Activity Kit. It is intended to refresh the educator with information relating to the activities. A glossary of terms is provided at the end of the presentation for reference purposes. We acknowledge the artists, M. Gill and D. Peebles, who created some of the artwork contained in this educational package. The Seagrass Activity Kit was developed for educators and their students by Nancy Diersing and Joy Tatgenhorst, Education Specialists from the Florida Keys National Marine Sanctuary. For more information or to provide input, please contact: Mary Tagliareni, Education Coordinator, Florida Keys National Marine Sanctuary, (305) 852-7717 x 30 or Mary.Tagliareni@noaa.gov or Nancy Diersing, (305) 852-7717 x 26 or Nancy.Diersing@noaa.gov.

3. An Overview of the Seagrass Activity Kit

4. Title:Build a Seagrass Community & Build a Seagrass Food Chain/Web--Level 2 Audience : Grades 5-8 National Science Education Standards: The two activities described in this presentation are designed to meet the Life Science, Content Standard C. Build a Seagrass Community and Build a Seagrass Food Chain/Web enable students to better understand an important concepts of this standard: Populations and Ecosystems (described below in an excerpt from National Science Education Standards (1996). Populations and Ecosystems: A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers;they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

5. Build a Seagrass Community & Build a Seagrass Food Chain/Web--Level 2 • Suggested Time: 45-60 minutes for each activity • Materials: • Printed copy of each page in this presentation, containing the nonliving and living components of the seagrass community (Arrows are for the Food chain/web activity). • Printed copy of “Who am I?” Clues for Level 2 and of “Who am I in the Food Web?” (Level 2) (for food chain/web activity) • Felt board, poster board or wall in classroom (approximately 3 to 4 ft. by 2-4 ft. in size) • Clear tape for sticking components to poster board or wall OR Velcro for sticking animals to felt board • Scissors for students to use when cutting out animals • Note: The students may be enlisted to cut out the components to be used in building the community. This can be a separate activity prior to initiating the activity described below. If the components are to be used again, it may be good to laminate them.

6. How to Read the Hints in the Who am I? Clue Cards In the Who am I ? Clues, you will find the words, benthic, nektonic, or planktonic to describe where the piece is to be placed on the board. Benthic refers to bottom-dwelling organisms; some benthic animals are free-moving such as the sea star and others are sessile or live attached to a hard surface, such as the sponge. Swimming animals are described as nektonic and organisms that float or drift in the ocean currents (no matter how large or small) are planktonic (see glossary for more about planktonic organisms). You will also find descriptions to convey the feeding habits of the organism--producer/consumer/decomposer. Within the consumer category, the description herbivore is given to plant-eating animals such as grassbed urchins, queen conchs. Carnivore is used to describe those animals that feed on other animals. Omnivores consume both plant and animals for food. Terms such as predator and grazer are also used to describe the lifestyles of certain organisms. These clues to feeding habits may also be used in the food chain/web activity. Build a Seagrass Community Activity--Level 2 Students receive two to four nonliving and living components. 2. Under the teacher’s guidance and using the “Who am I?” Clues, students create a seagrass community on the back board, beginning with the nonliving components, then moving to the plants, and then to animals (The consumers are not necessarily in any order). To initiate the building part of the activity, the teacher reads the clues one at a time in numerical order. After each clue is read, those students holding the component (plant, or animal or nonliving) described by the “Who am I?” clue, places his/her piece on the board in the appropriate location. This activity begins with the Sun and then moves to seawater (you can point out the air and sand/seafloor, too). Next, the seagrass clues are read and students place the seagrass patches along the seafloor on the board. Then, animals are described and placed in their appropriate locations. Together the animals, plants, and decomposers living in an area form a biological community that is adapted to its environment. (see fig. 1)

7. Figure 1. The completed board shows the diversity of the seagrass habitat and some abiotic factors. Note: The diversity of organisms that inhabit or forage in the seagrass is evident by looking at the completed board. Some of the ecological roles (niches) that the organisms play are described in the “Who am I?” clues. Some questions that may be posed to initiate a discussion with the students are: “What would happen to the animals that depend upon seagrass if the seagrass disappeared?” or “What might happen to populations of animals if a certain group of animals were eliminated from the food chain ?” This helps to emphasize the interdependent nature of organisms in a biological community. The herbivores (primary consumers), carnivores (secondary and tertiary consumers) and predator-prey relationships may be identified and discussed. (see fig. 1)

8. Build a Seagrass Food Chain/Web--Level 2 • Print out and cut out the components needed for this exercise. Adjust your printing to fit your class size. You will only need one sun, two to three seawater components, and several seagrass patches (that can be overlapped on the board due to space constraints.) For the food chain animal components, print out several shrimp and conch, but fewer spiny lobsters, sea turtles, snappers and bonefish. This will better reflect the populations in nature where many shrimp are needed to feed one snapper and many queen conch are needed to feed one adult lobster,etc. Having more herbivores than carnivores reflects what occurs in nature since it takes many herbivores to support one carnivore and lots of seagrass to support one herbivore. The transfer of energy between organisms in the food chain is far less than 100% efficient; energy is lost at each level as heat. (see fig. 2) • Pass out the components to the students so that each student has at least one piece. • Read the “Who am I in the food chain?” clues in the order that they are given. There is one set of clues for each of the food chains listed below. When their animal or component is described by the clue being read aloud, the student will place the animals where they live in the seagrass community. • For each food chain, use theyellow arrows to show the transfer of energy from the sun to the seagrass and the green arrows to show the transfer from plants to animals and so on. (see fig. 3) • Food Chain1-- seagrass (and the living organisms growing on its leaves) queen conch  loggerhead turtles • Food Chain 2-- seagrass  young queen conch  spiny lobster nurse shark • Food Chain 3-- seagrass  queen conch tulip snail octopus

9. Note: Now that three food chains have been placed on the board, ask the students to indicate where these food chains overlap with one another using the green arrows. Essentially, the food chains will become a food web when the connections between food chains are indicated using the energy arrows. See figure 4 to show the structure of the food web that can be created with these three food chains. • Ask the students to describe how humans fit into the seagrass food web. Do humans feed on gray snapper? Spiny lobster? Queen conch? Even though humans do not eat the seagrass, they do sometimes eat the animals that depend upon seagrass. • Conduct the same activity using the food chains given below. Chains 1 and 2 are based on decaying seagrass that is consumed by shrimp. Chain 3 begins with phytoplankton. Phytoplankton and zooplantkon are food sources for many filter-feeders, including bay scallops, sponges, and marine worms such as fan worms. (see fig. 5) • Food Chain1-- seagrass (dies) bacteria (decomposes seagrass to form detritus) shrimp gray snapper • Food Chain 2-- seagrass (dies) bacteria (decomposes seagrass to form detritus) shrimp bonefish • Food Chain 3-- phytoplankton zooplankton bay scallops spiny lobster Note: Initiate a discussion about the differences between these food chains and those provided in the previous examples. Two important concepts can be stated. Seagrass is important not only when it is alive, but also when it is dead. If time permits, construct all food chains on a board, showing the interconnectedness of marine organisms within the seagrass community.

10. Figure 2. A food chain that illustrates the concept that energy is lost at each level of the food chain.

11. Sun Energy Loggerhead Sea Turtle-feeds on spiny lobster and conch Spiny Lobster-feeds on young conch called “rollers” Seagrass Plants--make food using Sun’s energy Queen Conch-feeds on algae living on turtle grass and rocks Figure 3. A simple food chain.

12. Nurse Shark Octopus Loggerhead sea turtle Spiny lobster Tulip snail Queen Conch Seagrass Figure 4. The pathway of energy through simple food chains based on seagrass are shown using the green arrows. Overlapping food chains make up a food web. The connections between the food chains are shown using orange arrows.

13. Sun Energy Barracuda-feeds on snapper and other fish Gray Snapper-feeds on shrimp and other smaller items Shrimp-feeds on grass and decaying grass Seagrass Plants--make food using Sun’s energy Figure 5. A simple food chain.

14. Who Am I? Level 2 Clues for Building the Seagrass Commmunity Note: To use the technical names or terms instead of the descriptions given, substitute the underlined phrase in parentheses for the italicized text. 1. Sun I am the source of all energy for producers on Earth. I am a star that emits light. (Abiotic factor) 2. Seawater I contain 3.5% salt plus other minerals. I am in a liquid form. (Abiotic factor) 3. Seagrass I am a primary producer (or plant) that has leaves, roots, and runners. My rhizomes (or runners) grow across the seafloor, helping to keep the bottom sand and sediments in place. Many animals depend upon me for shelter and food. I reproduce by growing new rhizomes (runners) along the seafloor or by producing flowers. (primary producer, benthic) 4. Red Mangrove Tree I am primary producer (or plant) that grows in salt water along the shoreline. I use my drop and prop roots to anchor into the sandy or muddy sea bottom. Large forests of me protect the upland areas from wave action associated with storms and hurricanes. My seedling can float for miles in the water currents. (primary producer, benthic) (primary producer, benthic) 5. Phytoplankton I am the name given to all of the drifting plants (substitute autotrophs) that are carried by the currents in the ocean. In most cases, I am microscopic. The many different species of these driftin plants are important in the ocean’s food chain. (primary producer, planktonic) 6. ZooplanktonI am the name given to all of the drifting animals (heterotrophs)that are carried by the currents in the ocean. Many times, I am microscopic and can be a food source for many other marine animals. (zooplankton are a mixture of marine invertebrates in both larval and adult forms, includes fish larvae, planktonic)

15. 7. Vase Sponge I am a marine invertebrate that grows attached to the seafloor. I am covered with tiny pores that draw in food and oxygen from the seawater (substitute Poriferan). I am light brown in color and my body is shaped like a cup with a large opening. (marine invertebrate, benthic--sessile, filter-feeds on plankton and bacteria; Phylum Porifera) 8. Tube Sponge I am a marine invertebrate that grows attached to the seafloor. I am covered with tiny pores that draw in food and oxygen from the seawater (substitute Poriferan). My body is shaped like a series of hollow tubes. (marine invertebrate, benthic--sessile, filter-feeds on plankton and bacteria; Phylum Porifera) 9. Pink-tipped Anemone I am a marine invertebrate with stinging tentacles surrounding my mouth. I have only a mouth and a simploe gut. (substitute Cnidarian). I have pink tipped tentacles and a body that is able to move along the seafloor. I do not grow a skeleton around my base. (marine invertebrate, benthic—free-living, uses stinging tentacles to capture prey; Phylum Cnidaria) 10. Rose Coral I am a marine invertebrate with stinging tentacles surrounding my mouth. I have only a mouth and a hollow gut (substitute Cnidarian). I grow a golden-colored rose-shaped skeleton around my body for protection. My hard outer skeleton is pointed at its base. (marine invertebrate, benthic --sessile, uses stinging tentacles to capture prey; Phylum Cnidaria) 11. Bay Scallop I am a soft-bodied invertebrate with a footused in locomotion (substitute Mollusk) I grow two shells that are hinged together at the base. I filter the water for oxygen and plankton and am able to propel through the water using a water-current. (marine invertebrate, mostly benthic—free-living, can propel themselves through the water for short distances, filter-feeds on plankton; Phylum Mollusca)

16. 12. Queen Conch I am a soft-bodied invertebrate with a footused in locomotion (substitute Mollusk). I grow a large singl heavy shell that flares out as I grow into adulthood. The inside of my shell’s lip is pink. I can be found in large herds in shallow water, grazing on algae growing on the seagrass leaves and rocky seafloor. (marine invertebrate, benthic —free-living, feeds on seagrass and the algae growing on its leaves; Phylum Mollusca) 13. Tulip Snail I am a soft-bodied invertebrate with a footused in locomotion (substitute Mollusk). I grow a single, spiral shell around my body. I am a predator that pries open clams and other mollusks for food. (marine invertebrate, benthic, carnivorous on clams and other bivalves; Phylum Mollusca) 14. Common Octopus I am a soft-bodied invertebrate that does not have a hard outer shell (substitute Mollusk). For protection, I occupy a hole in the seafloor. I have a well-developed head with two large eyes that can see color. I prey on crabs, clams, and other invertebrates using my 8 tentacles, which are covered with suction cups. (marine invertebrate, benthic—free-living, deposit feeder on detritus (decaying organic matter; Phylum Mollusca) 15. Medusa Worm I am an invertebrate with a soft body that is divided into repeating sections called segments (substitute Annelid). I burrow my long narrow body into the soft sand on the seafloor while my sticky soft tentacles stick out at the and spread across the seafloor. When feeding, I trap food matter with my spaghetti-like sticky tentacles. When disturbed, I pull the tentacles back into my tube. (marine invertebrate, benthic—free-living, deposit feeder on detritus (decaying organic matter; Phylum Annelida) 16. Horseshoe Crab I am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I growlarger (substitute an Arthropod). I am a very ancient animal who is related to spiders and scorpions. I have many legs and two small pinchers underneath my body. I have a long pointed “tail” called a telson for balance. (marine invertebrate, benthic—free-living, carnivore that feeds on marine worms and clam; Phylum Arthropoda)

17. 17. Hermit Crab I am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I growlarger (substitute an Arthropod). I occupy an old snail’s shell that I carried on my back for protection. My legs and pinchers can poke out of or be pulled in from the shell. When I become too large for this shell, I must find a new shell to occupy. (marine invertebrate, benthic—free-living, Omnivore that feeds on both plants and animals; Phylum Arthropoda) 18. Pink Shrimp I am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I grow larger (substitute an Arthropod). I have ten tiny legs and my head is pointed. When young, I live in the seagrass beds, but as an adult I move into deeper water and hide in the sandy bottom. I consume decaying seagrass and am an important food for many marine animals. (marine invertebrate, benthic—free-living, feeds on decaying and living seagrass and smaller animals; Phylum Arthropoda) 19. Blue Crab I am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I grow larger (substitute an Arthropod). I have ten legs. One pair of legs is really a pair of pinching claws used for getting food and defending myself. Another pair of legs is a set of paddles used for swimming and burying myself in the sand. (marine invertebrate, benthic—free-living, carnivorous on smaller crustaceans, fish, and mollusks; Phylum Arthropoda) 20. Spiny LobsterI am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I grow larger (substitute an Arthropod). I have ten legs, a tail, and two sets of antennae on my head used to sense the environment. I have two large eyes protected by horns. I back myself into holes in the reef, but can also swim fast backwards using my tail. (marine invertebrate, benthic—free-living, carnivore that feeds on young queen conch, scallops, and other benthic animals; Phylum Arthropoda)

18. 21. Sea Cucumber I am a spiny-skinned invertebrate with water-filled tube feet that stick onto hard surfaces (or substitute an Echinoderm).) I have no obvious spines, an elongated body, and a complete digestive system. I am able to regenerate body parts when needed. When disturbed, I regurgitate my “guts” and grow them back at a later time.(marine invertebrate, benthic—free-living, eats sand from seafloor and consumes the detritus in the sand; Phylum Echinodermata) 22. Grassbed Urchin I am a spiny-skinned invertebrate with tube feet that stick onto hard surfaces (or substitute an Echinoderm). I have many sharp pointed spines that are used for locomotion or for protection. My mouth is on the underside of my oval-shaped body and has five “teeth” used in grazing on plant material. (marine invertebrate, benthic—free-living, feeds on seagrass and the algae growing on its leavesPhylum Echinodermata) 23. Cushion Sea Star I am a spiny-skinned invertebrate with tube feet that stick onto hard surfaces (or substitute an Echinoderm). I inhabit the seagrass beds and feed on the living organisms found growing on seagrass leaves. I have five wide arms. I am a protected species because I have been over-collected. (marine invertebrate, benthic—free-living, feeds on seagrass and the algae growing on its leavesPhylum Echinodermata) 24. Southern Stingray I am a vertebrate with scales and gills (substitute belong to the Chondrichthyes). I have a skeleton made of cartilage. My mouth is underneath my flattened shaped body and my gill slits are on top. I have a long tail with a large barb near the tip used in defense. I can either bury myself in the sand or swim through the water. (marine vertebrate, cartilaginous fish, nektonic, carnivorous on mollusks and crustaceans; Phylum Chordata, Subphylum Vertebrata, Class Chondryichthyes) 25. Nurse Shark I am a vertebrate with scales and gills. I have a skeleton made of cartilage. (substitute belong to the Chondrichthyes). I have six gill slits on the each side of my head and two dorsal (back) fins. I spend a lot of time on the seafloor feeding on marine invertebrates. (marine vertebrate, cartilaginous fish, nektonic, carnivorous on mollusks and crustaceans; Phylum Chordata, Subphylum Vertebrata, Class Chondryichthyes)

19. 26. Gray Snapper I am a vertebrate with scales and gills (substitute belong to the Osteichthyes). I hide between the roots of the red mangroves along the shore and feed on shrimp and other crustaceans in the grassbeds. I have a stripe across each eye to mask them from predators. (marine vertebrate, bony fish, nektonic, carnivorous on smaller fish and crustaceans, predator; Phylum Chordata, Subphylum Vertebrata, Class Osteichthyes) 27. Sea Horse I am a vertebrate with scales and gills and a bony skeleton (substitute belong to the Osteichthyes). I can wrap my tail around corals and seaweeds. I have a long narrow snout with a small mouth used in feeding on plankton. I can use my tail to wrap onto corals and seaweeds. (marine vertebrate, bony fish, nektonic, carnivorous on small crustaceans in the water columnPhylum Chordata, Subphylum Vertebrata, Class Osteichthyes) 28. PinfishI am a vertebrate with scales and gills and a bony skeleton (substitute belong to the Osteichthyes). I swim in schools over the shallow waters over the grassbeds, feeding on clams and other shellfish that I crush with my strong jaws. I have a yellow body with stripes and a spot near each of my eyes. People like to use me as bait for larger fish. (marine vertebrate, bony fish, nektonic, omnivorous on crustaceans in the seagrass and algae and seagrassPhylum Chordata, Subphylum Vertebrata, Class Osteichthyes) 29. Barracuda I am a vertebrate with scales and gills and a bony skeleton (substitute belong to the Osteichthyes). I can swim forward very quickly to prey on smaller fish. I have a long silvery body, large jaws, and sharp teeth. People are sometimes afraid of me. (marine vertebrate, bony fish, nektonic, carnivorous mainly on smaller fish; Phylum Chordata, Subphylum Vertebrata, Class Osteichthyes) 30. Bonefish I am a vertebrate with scales and gillsand a bony skeleton (substitute belong to the Osteichthyes). I swim in the shallow waters near shore feeding on shrimp and other small animals on the bottom. I am a popular fish for anglers to catch. I have a forked tail fin. (marine vertebrate, bony fish, nektonic, carnivorous on shrimp and other crustaceans; Phylum Chordata, Subphylum Vertebrata, Class Osteichthyes)

20. 31. Loggerhead Sea Turtle I am a vertebrate with scaly skin who breathes air and lays air-breathing eggs on land (substitute belong to the Reptilia) I have a large shell on my back and four flippers used in swimming. I live my life at sea, but lay eggs on the beach. I use my strong jaws to crush small conch and lobsters for food. (marine vertebrate, reptile, nektonic, carnivorous on mollusks and crustaceans; Phylum Chordata, Subphylum Vertebrata, Class Reptilia) 32. Brown Pelican I am a warm-blooded, two-legged animal that has feathers and hollow bones (substitute belong to the Aves). I dive from the air to catch fish in my large beak and nest in the mangroves along the coast. (marine vertebrate, bird, carnivorous on small fish such as minnows and pilchards; Phylum Chordata, Subphylum Vertebrata, Class Aves) 33. Bottlenose Dolphin I am an air-breathing vertebrate that feeds milk to its young (substitute belong to the Mammalia). I feed primarily fish that are tracked down using sound waves or echolocation. I live in pods with others of my kind and take care of my young. (marine vertebrate, nektonic, mammal, carnivorous on fish; Phylum Chordata, Subphylum Vertebrata, Class Mammalia) 34. Bacteria I am made of very primitive cells that do not contain nuclei. (Substitute Prokaryotic). I am microscopic. I am a decomposer, growing on dead plants or animals, breaking them down and releasing nutrients back into the environment where they can be used by other organisms. (decomposer, encrusts dead organisms and causes decay)

21. Who am I in the food chain? Clues Food Chain 1-- seagrass (and the living organisms growing on its leaves) queen conch  loggerhead turtles 1. Sun I am the source of all energy for producers on Earth. I am a star that emits light. (Abiotic factor) 2. Seawater I contain 3.5% salt plus other minerals. I am in a liquid form. (Abiotic factor) 3. Seagrass I am a primary producer (or plant) that has leaves, roots, and runners. My rhizomes (or runners) grow across the seafloor, helping to keep the bottom sand and sediments in place. Many animals depend upon me for shelter and food. I reproduce by growing new rhizomes (runners) along the seafloor or by producing flowers. (primary producer, benthic) 4. Queen Conch I am a soft-bodied invertebrate with a footused in locomotion (substitute Mollusk). I grow a single large heavy shell that flares out as I grow into adulthood. The inside of my shell’s lip is pink. I can be found in large herds in shallow water, grazing on algae growing on the seagrass leaves and rocky seafloor. (marine invertebrate, benthic —free-living, feeds on seagrass and the algae growing on its leaves) 5.Loggerhead Sea Turtle I am a vertebrate with scaly skin who breathes air and lays air-breathing eggs on land (substitute belong to the Reptilia) I have a large shell on my back and four flippers used in swimming. I live my life at sea, but lay my clutch of eggs on the beach. I use my strong jaws to crush small conch and lobsters for food. (marine vertebrate, reptile, nektonic, carnivorous on mollusks and crustaceans)

22. Who am I in the food chain? CluesFood Chain 2-- seagrass  young queen conch  spiny lobsters 1. Sun I am the source of all energy for producers on Earth. I am a star that emits light. (Abiotic factor) 2. Seawater I contain 3.5% salt plus other minerals. I am in a liquid form. (Abiotic factor) 3. Seagrass I am a primary producer (or plant) that has leaves, roots, and runners. My rhizomes (or runners) grow across the seafloor, helping to keep the bottom sand and sediments in place. Many animals depend upon me for shelter and food. I reproduce by growing new rhizomes (runners) along the seafloor or by producing flowers. (primary producer, benthic) 4. young Queen Conch I am a soft-bodied invertebrate with a footused in locomotion (substitute Mollusk). I grow a single large heavy shell that flares out as I grow into adulthood. I can be found in large herds in shallow water, grazing on algae growing on the seagrass leaves and rocky seafloor. (marine invertebrate, benthic —free-living, feeds on seagrass and the algae growing on its leaves) 5. Spiny Lobster I am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I grow larger (substitute an Arthropod). I have ten legs, a tail, and two sets of antennae on my head used to sense the environment. I have two large eyes protected by horns. I back myself into holes in the reef, but can also swim fast backwards using my tail. (marine invertebrate, benthic—free-living, carnivore that feeds on young queen conch, scallops, and other benthic animals)

23. Who am I in the food chain? CluesFood Chain 3—seagrass (dies)  bacteria) shrimp  pinfish  gray snapper 1. Sun I am the source of all energy for producers on Earth. I am a star that emits light. (Abiotic factor) 2. Seawater I contain 3.5% salt plus other minerals. I am in a liquid form. (Abiotic factor) 3. Seagrass I am a primary producer (or plant) that has leaves, roots, and runners. My rhizomes (or runners) grow across the seafloor, helping to keep the bottom sand and sediments in place. Many animals depend upon me for shelter and food. I reproduce by growing new rhizomes (runners) along the seafloor or by producing flowers. (primary producer, benthic) 4.Bacteria I am made of very primitive cells that do not contain nuclei. (Substitute Prokaryotic). I am microscopic. I am a decomposer, growing on dead plants or animals, breaking them down and releasing nutrients back into the environment where they can be used by other organisms.(decomposer, encrusts dead organisms and causes decay) 5. Pink ShrimpI am a jointed-legged animal with two main body parts and a hard outer shell that is molted each time I grow larger (substitute an Arthropod). I have ten tiny legs and my head is pointed. When young, I live in the seagrass beds, but as an adult I move into deeper water and hide in the sandy bottom. I consume decaying seagrass and am an important food for many marine animals. (marine invertebrate, benthic—free-living, feeds on decaying and living seagrass and smaller animals) 6.Gray Snapper I am a vertebrate with scales and gills and a bony skeleton (substitute a belong to the Osteichthyes). I hide between the roots of the red mangroves along the shore and feed on shrimp and other crustaceans in the grassbeds. I have a stripe across each eye to mask them from predators. (marine vertebrate, bony fish, nektonic, carnivorous on smaller fish and crustaceans, predator)

24. Who am I in the food chain? Clues Food Chain 4—seagrass (dies)  bacteria)  shrimp  bonefish 1. Sun I am the source of all energy for producers on Earth. I am a star that emits light. (Abiotic factor) 2. Seawater I contain 3.5% salt plus other minerals. I am in a liquid form. (Abiotic factor) 3. Seagrass I am a primary producer that has leaves, roots, and runners. My rhizomes grow across the seafloor, helping to stabilize the bottom sediments. Many animals depend upon me for shelter and/or food. I reproduce by growing new rhizomes or by producing flowers. (primary producer, benthic) 4. Bacteria I am made of very primitive cells that do not contain nuclei. (Substitute Prokaryotic). I am microscopic. I am a decomposer, growing on dead plants or animals, breaking them down and releasing nutrients back into the environment where they can be used by other organisms.(Decomposer, encrusts dead organisms and causes decay) 5. Pink Shrimp I am a jointed-legged animal with two main body parts (substitute Arthropod). I have ten legs. As a juvenile, I inhabit the seagrass beds, but as an adult I move out to deeper water and hide in the sandy bottom. I consume decaying seagrass. I am very important in the food chain since many marine animals feed on me. (marine invertebrate, benthic—free-living, feeds on decaying and living seagrass and smaller animals) 6. Bonefish I am a vertebrate with scales and gills and a bony skeleton (substitute belong to the Osteichthyes). I swim in the shallow waters near shore feeding on shrimp and other small animals on the bottom. I am a popular fish for anglers to catch. I have a forked tail fin. (marine vertebrate, bony fish, nektonic, carnivorous on shrimp and other crustaceans)