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By Andrew Bell, Cyrus R. Edmonds

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C Observe the celery for a half hour. Record your observations. Use your observations to describe how water moves through a plant. Apply It C Now observe how water travels through other plants. Repeat the investigation using a white flower, such as a carnation. Record your observations so you can share them with classmates. 35 EXTEND Lesson 2 Food Chains Animals need energy to live and grow. Where do you think this energy comes from? Where do you get the energy you need to live and grow? a. Students know plants are the primary source of matter and energy entering most food chains.

What happens when one environment has many producers and consumers? Write a hypothesis in the form, “If different producers and consumers can be found in an environment, then . ” Test Your Hypothesis Make a Model Write “Sun,” “grass,” “mouse,” and “coyote” each on an index card. Use tape to connect the cards in the order of a food chain. research tools scissors markers 48 EXTEND Use books and the Internet to research another grassland food chain. Find a new producer, herbivore, and carnivore that can be linked together in a food chain.

5. Make a data table like the one below. Fill in for each banana the number of ants after one hour; after two hours; and after three hours. CXX_XW9eh\g FgTegbYXkcXe\`Xag ;bhe$ ;bhe% ;bhe& HacXX_XW9eh\g # $( %( &# 6. Repeat the experiment on another day. 7. Did your results match your prediction? 8. Compare your results with other students’ results to confirm your findings. f. Follow a set of written instructions for a scientific investigation. # ' , $( Analyzing Data To communicate your results, set up your data clearly.

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