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Forest Ecosystem Exploration

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Forest Ecosystem Exploration

Explore a fictional New Zealand ngahere (forest). Read the field notes, study the food web, then solve the ranger team's challenges. Use evidence from the notes in your answers.

Field notes: Te Rimu Track

A ngahere is a community of living things interacting with each other and with non-living parts of the environment. At Te Rimu Track, tall tōtara and rimu trees form a canopy. Ferns grow in the shady understorey, and damp leaf litter covers the forest floor. Rainwater collects in a small stream. Kererū eat fruit and spread seeds in their droppings. Wētā feed on leaves and decaying plant material, and kiwi probe the leaf litter for invertebrates such as wētā. Fungi break down dead leaves and fallen branches, returning nutrients to the soil. Sunlight, water, air, rocks and soil are non-living parts of this ecosystem. A new pest predator has reduced the number of kiwi. The ranger team is investigating how changes in one population may affect others.

The food-web evidence

Arrows show the direction that energy moves: from the food to the organism that eats it. Fungi and other decomposers break down dead material.

Sunlight → ferns

Sunlight → tōtara tree

Ferns → wētā

Tōtara fruit → kererū

Wētā → kiwi

Dead leaves and branches → fungi → soil nutrients

Ranger team's challenges

Answer using the field notes and food web. Give reasons where asked.

1.Which statement best explains what makes Te Rimu Track an ecosystem?
  • It contains only native animals.
  • Living things interact with one another and with non-living parts of their environment.
  • It is a place with many tall trees, but no other important parts.
2.Name one producer in the food web and explain why it is called a producer.
3.Which organism gets energy directly from eating wētā?
  • Kiwi
  • Kererū
  • Fungi
4.The pest predator reduces the kiwi population. Predict one possible effect on the wētā population and explain your reasoning.
5.In the food web, what role do fungi play when they break down dead leaves and branches?
6.Classify each item as living (biotic) or non-living (abiotic): stream water, a fern, soil, and a wētā.
  • Stream water
  • Fern
  • Soil
  • Wētā
  • Living (biotic)
  • Non-living (abiotic)
  • Living (biotic)
  • Non-living (abiotic)
7.Kererū eat fruit and spread seeds in their droppings. Describe one way kererū can help forest plants.
8.Choose two non-living parts of the forest from the field notes and explain how one of them can affect a plant's growth.
9.A visitor wants to protect the ngahere. Choose the best action and explain how it helps.
  • Stay on marked tracks to reduce damage to plants and habitats.
  • Take fallen branches home as souvenirs.
  • Feed wild birds so they stay near the track.
10.Write one question the ranger team could investigate to learn more about this ecosystem. Make it something they could test or observe.

3 printable pages

  • Field notes describing a New Zealand ngahere ecosystem.

    Page 1

  • A food web showing energy flow among forest plants, animals and decomposers.

    Page 2

  • Ranger team's ecology challenges about habitats, food webs and protecting forests.

    Page 3

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