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Worksheets7th Grade Ecology (Parts One and Two) S7L4abc
Total questions: 131
Worksheet time: 3hrs 33mins
Arjun, Priya, and Noah are in science class, and their teacher asks: What provides the energy needed for photosynthesis?
proteins
sunlight
chlorophyll
carbohydrates
Harper, Ethan, and Charlotte are exploring the beach and discover some black skimmer eggs nestled in the sand. Which of these best describes what the black skimmer's eggs are?
a biotic factor
a niche
a producer
an abiotic factor
Imagine Grace and Benjamin are exploring a forest and discover fungi and algae working together. The fungi provide vital protection and moisture to the algae, while the algae nourish the fungi with photosynthetic nutrients that keep them alive. What type of organism interaction are Grace and Benjamin observing?
commensalism
parasitism
mutualism
Michael, Emma, and Ava are exploring a food chain in science class. True or False: The arrows in a food chain and food web will always point towards the organism that is doing the eating.
True
False
Michael, Daniel, and Grace are exploring a magical food chain adventure! They watch as energy zooms from the grass to the grasshopper, then slithers to the snake, and finally soars to the hawk. When the hawk's journey ends, fungi step in to break it down and return energy to the grass. Where does the energy that starts this exciting chain come from?
Fungi
Grass
Grasshopper
Sun
Imagine Mason and Grace are exploring the energy pyramid shown above. Your teacher hands Mason a clump of grass and gives Grace a rabbit. They need your help to place their items on the correct level of the pyramid! On which levels should Mason put the grass and Grace put the rabbit?
Grass on level B, Rabbit on level A
Grass on level D, rabbit on level E
Grass on level E, rabbit on level D
Grass on level A, rabbit on level B
Scarlett, Michael, and Maya are exploring the ecological/energy pyramid together! If organism A is at the very top of the pyramid, can you guess what type of organism it represents?
carnivore
decomposer
herbivore
producer
Imagine David, Sophia, and Noah are exploring a forest and want to discover how energy flows in a food chain. Starting with the producer, which of the following shows the correct order in a typical food chain?
mountain lion-fox-rabbit-grass
grass-fox-rabbit-mountain lion
grass-rabbit-fox-mountain lion
rabbit-fox-mountain lion-grass
Mason and Scarlett are exploring a food pyramid in science class. They notice that only about 10 percent of the __________ available within one trophic level is transferred to organisms at the next level. What are they discovering?
energy
heat
mass
matter
Samuel, Michael, and Avery are exploring the energy pyramid in science class! Can you help them figure out which group of organisms is the primary consumer based on the pyramid seen here?
predator fish
birds and mammals
insects and zooplankton
phytoplankton and bacteria
Maya, Ava, and Elijah are exploring a coral reef and spot a clownfish darting in and out of a sea anemone. Maya wonders how the clownfish avoids getting stung, while Ava notices the sea anemone seems to protect the clownfish from bigger fish. Elijah points out that the clownfish’s bright colors attract other fish to the anemone.
What is the name of the symbiotic relationship between clownfish and sea anemones?
commensalism
mutualism
parasitism
competition
Grace, Arjun, and Daniel are exploring the ocean when they spot a remora fish hitching a ride on a shark, just like in the picture! The remora uses its front dorsal fin as a suction cup to stick to whales, sharks, or rays and munch on the leftovers from its host. What type of relationship is this? Defend your choice and imagine what Grace, Arjun, or Daniel might say about it!
It is a mutualistic relationship because both animals benefit; neither animal is harmed.
It is a symbiotic relationship because the remora benefits by eating the larger animals' scraps.
It is an example of commensalism because the remora benefits from the food scraps while the shark, in this case, is neither helped or harmed.
The key word is host. The shark is the host; the remora is a parasite. This is a parasitic relationship.
Noah, Mason, and Arjun are exploring a forest ecosystem together. They notice that the ecosystem has both living and non-living parts. What is a single living thing called in this ecosystem?
organism
community
ecosystem
population
Ava, Emma, and Liam are exploring the wonders of nature! Can you help them figure out the correct order of ecological organization from smallest to largest?
organism, community, population, ecosystem, biosphere, biome
organism, population, community, ecosystem, biome, biosphere
biosphere, biome, ecosystem, population, community, organism
community, organism, ecosystem, population, biosphere, biome
Olivia, Anika, and Abigail are discussing different types of relationships in nature. Which term includes the other three: symbiosis, mutualism, parasitism, or commensalism?
symbiosis
mutualism
parasitism
commensalism
Priya and Sophia are observing two different species of insect-eating birds in an evergreen tree. They notice that each bird feeds and nests at different levels of the tree. What are the birds avoiding by doing this?
predators
parasites
succession
competition
Imagine William, Jackson, and Abigail are exploring a vibrant forest community. What is the term for the unique role each organism plays within this community?
niche
habitat
biome
succession
Imagine Benjamin and Abigail are learning about biology. Benjamin asks, "What kind of relationship is shown when a tapeworm lives in the intestine of a human?"
commensalism
predator-prey
mutualism
parasite-host
Sophia, Benjamin, and Elijah are exploring the wild! Which factor would make them compete with each other, just like organisms do in an ecosystem?
cycling of minerals
limited resources
decomposition of matter
the presence of saprophytes
Benjamin, Evelyn, and Samuel are exploring a pond for science class. Which is an example of an abiotic factor in their pond environment?
the water
a frog
a grasshopper
a snake
Imagine Grace, Elijah, Scarlett, and all their classmates sitting together in the classroom. What would this group represent?
a community
a population
a biome
sunlight
Ethan, Anika, and Emma are having a chicken nugget eating contest at lunch! What was the original source of the energy in their chicken nuggets?
air
water
sunlight
soil
Priya, Noah, and Kai are exploring a garden and wondering: Which characteristics do most plants share in common?
they are unicellular
they are prokayotic
they are autotrophic
Imagine Priya, James, and Michael are exploring a magical forest and want to start a food chain. Which type of organism will kick off their adventure in the food web?
carnivore
heterotroph
autotroph
Daniel and Arjun are exploring their school garden and notice that an ecosystem consists of both ____ and _____ factors. Can you help them fill in the blanks?
biotic and abiotic
animals and plants
Anika and Avery are gardening and wonder: Which organisms help return nutrients to the soil?
producers
decomposers
scavengers
Arjun, Abigail, and Isla are exploring a magical forest. They want to find out which group of organisms belongs to the autotrophic level. Can you help them choose the right group?
mice, rats, algae
grass, trees, algae
Grace, Michael, and Elijah are exploring nature! They notice air, sunlight, soil, and temperature around them. What are these examples of?
biotic factors
abiotic factors
living
levels
Mia, Hannah, and Samuel are on a nature hike when they spot a wolf chasing a deer. What type of relationship is happening between the wolf and the deer?
predation
parasitism
mutualism
commensalism
Abigail, Isla, and Michael are exploring a mysterious ecosystem. They notice that many food chains are connected together. What is this network of interrelated food chains called?
web
food web
chain
Imagine Mason and Priya are exploring a sunny garden. What do the plants use the sun's energy to make?
sugars
create more energy
create carbon
Mason, Aria, and Benjamin are exploring a grassy field. Who do you think has the greatest amount of energy: the grass, the rabbit munching on it, or the snake slithering nearby?
grass
rabbit
snake
Mia, Anika, and Priya are exploring an energy pyramid in science class. Can you help them figure out: Is there more or less energy at the top of an energy pyramid?
less
more
Imagine Noah, Aria, and Scarlett are on a science adventure! Which group of organisms can whip up their own energy, just like a chef making a meal from scratch?
autotrophs
consumer
decomposer
Grace, Mia, and Priya are discussing how much energy gets passed on in a food chain. Only _____ of energy moves up to the next trophic level. Can you help them figure it out?
10%
25%
100%
Abigail, Kai, and Liam are exploring the wild and spot a clever fox munching on beetles, eggs, berries, fish, and mice. What kind of consumer is this fox?
carnivore
herbivore
omnivore
decomposer
Imagine Harper, Sophia, and Noah are exploring a food chain in their science class. Which of the following is most likely to occupy the second trophic level?
a potato
a worm that eats the potato
a bird that eats the worm
a fox that eats the bird
Liam, Aiden, and Jackson are watching a bee buzzing around a flower. What do you call an insect like a bee that feeds on a plant?
decomposer
omnivore
herbivore
Imagine Isla and James are exploring a forest and want to know what you call the total mass of all living plants, animals, fungi, and bacteria in a given area. What is this called?
biomass
energy
ecological mass
Imagine Elijah, Sophia, and Arjun are exploring a field of wheat on a sunny day. In the food chain, what role does this field of wheat play?
decomposer
consumer
herbivore
producer
Ava, Aria, and Abigail are exploring the garden and spot some interesting creatures! Which one is the best example of a detrivore from the list below?
earthworm
green algae
grasshopper
spotted frog
Olivia and Mason are discussing how energy moves in nature. Can you help them figure out: Energy flows in ______direction(s).
one
both
cross
Imagine Isla, Charlotte, and Benjamin are exploring a vibrant ecosystem for their science project. Their teacher challenges them to create a cool diagram showing how different creatures are connected through feeding relationships. Which type of model should they use to best illustrate these connections?
food chain
food web
Michael, Zoe, and Emma are exploring a mysterious ecosystem! They stumble upon something that isn’t alive but still affects the environment. What is an abiotic factor?
An environmental factor associated with living organisms
An environmental factor not associated with living organisms
A factor that results from the activities of living organisms
A factor that is always beneficial to organisms
Aiden, Jackson, and Anika are exploring the wild! They spot an animal hunting for its next meal. Which of the following best describes a predator?
An organism that is killed and eaten by another organism
An organism that makes its own food
An organism that kills and eats all or part of another organism
An organism that decomposes dead material
Priya and Henry are exploring the forest and notice two animals helping each other out. What is this type of relationship called?
A relationship where one species benefits and the other is harmed
A relationship where both species benefit
A relationship where one species benefits and the other is unaffected
A relationship where both species are harmed
Aria, Daniel, and Luna are exploring a forest together. They notice a group of deer living in the same area. What term describes this group of deer, all belonging to the same species, living in a specific geographical area?
Community
Ecosystem
Population
Biome
Noah, Evelyn, and Abigail are exploring the wild and spot lots of animals interacting. They wonder: what is a food web?
A single pathway of energy transfer through a series of organisms
A diagram showing the feeding relationships between organisms in an ecosystem
An organism that makes its own food
A group of organisms that are closely related
Imagine Grace, Oliver, and Abigail are exploring a forest. Who among them would be a primary consumer if they only ate plants?
An organism that makes its own food
An organism that consumes producers for energy and nutrients
An organism that feeds on secondary consumers
An organism that decomposes dead material
Imagine Mason, Samuel, and Abigail are exploring a wild forest. They wonder: What is the carrying capacity?
The smallest population that an environment can support
The largest population that an environment can support at any given time
The average population size over a year
The number of species in a community
Noah, James, and Benjamin are exploring a mysterious forest. They spot an organism that helps recycle nutrients by breaking down dead or decaying things. Which of the following is a decomposer?
An organism that eats only plants
An organism that eats only other animals
An organism that breaks down dead or decaying organisms
An organism that makes its own food
Imagine Luna and James are exploring a mysterious forest. They notice that some animals can't grow in number as much as they'd like. What do you think is stopping them? What is a limiting factor?
A factor that allows a population to grow indefinitely
An environmental factor that prevents a population from reaching its full potential
A factor that increases the carrying capacity of an environment
A factor that has no effect on population size
Isla, Henry, and Sophia are discussing different types of relationships between organisms. Which of the following best describes commensalism?
A relationship where both organisms benefit
A relationship where one organism benefits and the other is harmed
A relationship where one organism benefits and the other is unaffected
A relationship where both organisms are harmed
Aiden, Noah, and Abigail are exploring a food chain in their science class. Who among the following is playing the role of a secondary consumer?
An organism that makes its own food
An organism that feeds on primary consumers
An organism that feeds on producers
An organism that decomposes dead material
Imagine Isla, Priya, and Grace are exploring a forest. They spot a plant and wonder about its role in the ecosystem. What is the job of a producer like this plant?
To consume other plants or animals
To make its own food
To decompose dead material
To eat only other animals
Nora, Samuel, and Mason are exploring a park together. Which of the following best describes the community they might discover?
A group of organisms of the same species
All of the populations of species that live in the same habitat and interact with each other
A large region characterized by a specific type of climate
A single organism's habitat
Charlotte and Luna are exploring the wild and come across a strange relationship between two species. One species benefits, but the other is harmed. What is this type of relationship called?
A relationship where both species benefit
A relationship where one species benefits and the other is harmed
A relationship where one species benefits and the other is unaffected
A relationship where both species are harmed
Lily, Henry, and Aiden are exploring a pond and discover this food chain: grass → grasshoppers → toads → snakes. They wonder how energy moves between these living things. Which of the following is correct about the energy passed between the living things in this pond food chain?
Some of the energy is lost as heat.
The snakes give energy to the frogs.
The frogs get more energy from the grasshoppers than the grasshoppers get from the grass.
Energy starts with the grass and is passed to all of the other living things in this environment
Maya, Luna, and Zoe are exploring the marsh in the picture above. They notice the bright sunlight shining down. Which statement best describes the role of sunlight in this marsh environment?
a living factor that warms the water of the marsh.
a living factor that increases the growth of algae in the water.
a living factor that is absorbed by the migratory bird to make food.
a nonliving factor that gives energy to the trees and low grasses
Priya, Nora, and Ethan are exploring a mysterious food chain! Can you help them figure out what is missing?
Sun → green plants → [?] → carnivore
DECOMPOSER
HERBIVORE
PRODUCER
PARASITE
Imagine Oliver and Benjamin are exploring the energy pyramid. What happens when Oliver (the consumer) munches on Benjamin's salad (the producer)?
Energy transfers from the producer to the consumer.
Energy transfers from the consumer to the producer
Energy transfers from the producer to the predator.
Energy transfers from the consumer to the predator.
Isla, Arjun, and Jackson are exploring the wild and stumble upon a mysterious diagram showing how animals and plants get their energy. Which best describes what they found—a food web?
a less complex food chain that shows how producers gain their energy from the Sun
a more complex food chain that shows how organisms are able to digest their nutrients
a combination of food chains that show how organisms interact to get their required energy and matter
a single food chain that shows how organisms interact to get their required energy and matter
Mia, James, and Aiden are exploring a forest ecosystem. Which best describes what happens to the matter as it moves through the food web?
The matter is recycled as it moves through the food web
The matter is created by organisms as it travels up the food web.
The matter is consumed by organisms as it travels down the food web
The matter is destroyed after it is eaten by the organisms in the food web.
Jackson, Ava, and David are exploring the food web in the picture above. Which best describes the only part of the food web that is not living and provides the main source of energy?
the Sun
the mushroom
the seed
the grasses
Imagine Michael, Luna, and Arjun are exploring the wild and spot a food chain in action! Which best describes what a food chain shows you?
Energy flow through an ecosystem
Food flowing through an ecosystem
Consumers going into other consumers
Who eats who
Aria, Sophia, and Isla are exploring a sunny meadow and spot lots of green plants. In a food chain, what special name do these plants have?
Producers
Consumers
Decomposers
Scavengers
Isla, Aria, and Liam are watching a fox chase a rabbit in the wild! In a food chain, what are animals like the fox and rabbit called?
Producers
Consumers
Decomposers
Plants
Luna and Benjamin found a log covered in mushrooms during their nature walk. They wondered, "Who are the amazing organisms that break down dead stuff like this log?"
Producers
Consumers
Decomposers
Organisms
Ava and Aiden are exploring a food chain adventure! If the snake is slithering through the food chain, which of these organisms would get energy from the snake?
Plant
Rabbit
Mouse
Hawk
Avery, Mason, and Daniel are watching a cute squirrel munching on some peanuts in the park. They wonder, "Which type of consumer is always a first consumer?" Can you help them figure it out?
Herbivore
Omnivore
Carnivore
Producer
True/False
Benjamin, Rohan, and Anika are exploring the wild! They discover that food webs show everything an animal eats, while food chains show just one thing. Is this true?
True
False
Kai, David, and Isla are exploring nature and come across this fascinating diagram! Can you help them figure out what this diagram is showing?
What is a fitting description for this diagram?
A Food Chain
An Ecosystem
A Food Web
Biotic and Abiotic Factors
William, Ethan, and Grace are exploring the food web pyramid together! They notice that the secondary consumers only get about 1 percent of the energy that the plants have stored. Is this statement True or False?
What do you think?
True
False
Maya, Ava, and Noah are exploring a food web pyramid in science class. They wonder: About how much percent of energy is passed on from one organism to the next in a food web pyramid?
100 percent of all energy gets passed
45 percent of all energy gets passed
10 percent of all energy gets passed
0 percent of all energy gets passed
Ava, Olivia, and Avery are exploring a park. They notice all the living things and nonliving things around them. What is the term for everything in a given area, just like what they see?
Ecosystem
Community
Population
Consumer
Rohan, Aiden, and Anika are exploring a forest! Can you help them figure out the difference between biotic and abiotic factors?
Biotic factors are living things and abiotic factors are nonliving things.
Biotic factors are nonliving things and abiotic factors are living things.
Mia, Abigail, and Grace are exploring a food web! Can you help them figure out: The shrew provides energy for the _______?
cricket
grasshopper
frog
snake
Scarlett, Abigail, and Oliver are exploring a food web in science class! They spot a cricket, a frog, a hawk, and a shrew. Which one do you think is a herbivore?
cricket
frog
hawk
shrew
Liam, Abigail, and Mason are exploring the wonders of an ecosystem. They notice that just like a spider’s web, the things in an ecosystem are all ___!
separate
connected
scattered
unrelated
Which of the following would be the most likely effect if there was a sudden increase in the cricket population?
There would be a decrease in the small bird population.
There would be a decrease in the grass/flowers population.
There would be a decrease in the mice population.
There would be an increase in the grass/flowers population.
At what biological level are abiotic factors introduced?
A relationship between two organisms where both organisms benefit ...
parasitism
commensalism
Symbiotic relationship in which both organisms benefit
mutualism
commensalism
parasitism
Predator and prey: a fox and a rabbit
yes
no
Predator and prey: a bear and a fish
yes
no
Noah and Ava are exploring the garden. They spot a honeybee buzzing around a flower. Is this an example of a predator and prey relationship?
yes
no
Imagine Anika, Daniel, and Isla are exploring a forest together. They notice a group of rabbits living in one area. What is this group called?
A group of one species in one area
Multiple species that live in one area
All of the living and nonliving things in an area
None of these
Imagine Henry, Elijah, and Mia are observing a growing population of animals in their favorite nature park. As the number of animals increases within the territory, which of the following do the students notice also increases?
Immigration
Food supply
Carrying capacity
Competition
Luna, Zoe, and Scarlett are discussing which population is most likely to go extinct. Who do you think is right?
Which of the following populations is most likely to go extinct?
a very small population in an unstable environment
a moderate-sized population of r strategists
a large population with lots of genetic variability
all would be equally likely to go extinct
Imagine Lily, David, and Olivia are tracking the population of a town. If the death rate becomes higher than the birth rate, what do you think will happen to the town's population?
grow
shrink
stay the same
None of these
Mia, Aiden, and Abigail are studying population growth in science class. They come across the graph below and wonder: What is the carrying capacity shown in this graph? Can you help them figure it out?
1000
8000
800
600
Michael, Zoe, and Mason are curious about how scientists measure the number of deaths in a given period of time. Can you help them figure out what this term is called?
birth rate
death rate
life expectancy
Avery, Arjun, and Oliver are visiting the zoo and spot a baby giraffe! They start wondering: What do you call the number of births occurring in a given period of time?
birth rate
death rate
life expectancy
Imagine Luna and Mason are welcoming new friends into their classroom. Is this similar to immigration, where individuals are added to a population?
true
false
Imagine Zoe is packing her bags to leave her hometown and move to another country. Is Zoe emigrating? Emigration means to "move out".
true
false
Imagine Emma and Noah are tracking their school’s animal club population. The club gets smaller by____________
immigration and death
immigration and birth
emigration and birth
emigration and death
Imagine Abigail, Aiden, and Rohan are watching a population of rabbits in a field. The population increases when_________________
individuals die
individuals are born
individuals emigrate
Imagine Zoe, Ethan, and Harper are studying ecosystems. They wonder: The _________________ is the maximum number of individuals of one species that the environment can support.
emigration
limiting factor
carrying capacity
immigration
Imagine Evelyn, Michael, and Aria are exploring a mysterious forest. They notice that something in the environment is preventing the animal population from growing to its full potential. What is this part of the environment called?
cooperation
limiting factor
competition
carrying capacity
Elijah and Luna are exploring a forest and discussing limiting factors. Can these factors be biotic or abiotic?
true
false
Imagine David, Abigail, and William all want to grab the last slice of pizza at lunch! When two or more individuals or populations try to use the same limited resource (e.g. food, water, shelter, sunlight), it is called_________________
cooperation
symbiosis
competition
limiting factor
Imagine Ava, Ethan, and Rohan are all trying to grab the last slice of pizza at lunch! What causes competition to occur in an environment?
Good conditions make resources plentiful.
Organisms struggle for a limited resource.
Members of a population have different roles.
A population falls below the environment’s carrying capacity.
Isla, Henry, and Mia are studying population growth in science class. Without any other changes to a population, which scenario will make the population grow larger?
The birth rate equals the death rate.
The birth rate is less than the death rate.
The birth rate is greater than the death rate.
The birth rate and the death rate both equal 0.
Abigail, Benjamin, and Charlotte are exploring a mysterious ecosystem! They notice that some factors affect how many creatures can live there. Which of the following is an example of an abiotic limiting factor on population size?
water availability
Availability of food
disease
predation
Abigail, Benjamin, and Aiden are exploring the desert biome food web! If Abigail notices that the population of grasshoppers starts to decrease, what do you think will happen to the population of lizards? Will Benjamin and Aiden be surprised by the change?
Increase
Stay the same
Decrease
Unable to determine
Elijah, Benjamin, and Isla are exploring the Population Growth Model graph together! They want to know: Which point on the graph best represents the carrying capacity? Help them solve this science mystery!
Letter A
Letter C
Letter E
Letter D
Grace, Liam, and Daniel are observing a forest food web. They notice that owls and snakes both love to snack on mice! If the owl population suddenly decreased, what do you think would happen to the mice population?
The population would decrease, as the loss of owls as part of their diet is a limiting factor.
The population would decrease, as shelters created by owl nests is a limiting factor.
The population would increase, as competition for food is a limiting factor.
The population would increase, as predation by owls is a limiting factor.
Imagine Ethan and Aria are observing a forest. When predator numbers decrease, prey numbers ____________ because fewer of them are being consumed.
decrease
increase
stay the same
divide in half
Zoe and Luna are exploring a food chain! Can you help them figure out: Who does the grasshopper get energy from?
Grass
Grasshopper
Mouse
Ow
Mia, Ava, and Luna are exploring a pond ecosystem! They spot a mayfly and wonder which three creatures love to snack on mayflies. Use the diagram to help them figure it out.
The Mayfly is a food source for which 3 organisms?
Frog, Dragon Fly and snake
Frog, trout and dragon fly
Frog, salamander and trout
Frog and phytoplankton
Mason, Arjun, and Benjamin are exploring a forest ecosystem. They notice fallen leaves and dead logs on the ground. What important job do decomposers have in this ecosystem?
Decomposers produce energy for primary consumers.
Decomposers break down dead organic matter, returning nutrients to the soil.
Decomposers are primary producers in the ecosystem.
Decomposers compete with primary consumers for food.
