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Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-4
Creating Food Chains & Webs Summary Students are introduced to wetlands by organizing living things that are found in wetlands into food webs and food chains; classifying them according to their role within the chain and web.
Materials
Print and cut out cards (recommend laminating for reuse)
Print or project image of wetland animal & plant scene
Print activity sheet for students (one page per student OR one per pair, copy double-sided, one side with activity sheet, the other side showing the wetland scene with reference numbers)
Chalk, White or Smart board
Writing utensils
Procedure
Warm Up
Begin by asking students to brainstorm what the word ‘food chain’ means when used in the context of nature and living things. Then ask students what they think ‘food web’ means in the same context. Explain that a food chain is… (see note below). Show accompanying example of a food chain (which showcases living things found within a wetland setting). Have a brief discussion of what is shown in the example, and accompanying definition. Then ask students if only a muskrat could eat a cattail, or if a coyote only eats muskrats. Living things within a community have far more complex relationships then just one animal eating only one producer, etc.
Specific Learning Outcomes 4-1-01: Use appropriate vocabulary related to their investigations of habitats and communities. 4-1-02: Recognize that each plant and animal depends on a specific habitat to meet its needs. 4-1-09: Recognize that plant and animal populations interact within a community. 4-1-10: Recognize that the food chain is a system in which some of the energy from the Sun is transferred eventually to animals. 4-1-11: Construct food chains and food webs, and classify organisms according to their roles.
General Learning Outcomes 4-0-1a: Ask questions that lead to investigations of living things, objects, and events in the local environment. 4-0-4e: Identify problems as they arise, and work with others to find solutions. 4-0-4g: Communicate questions, ideas and intentions, and listen effectively to others during classroom-learning experiences. 4-0-6d: Sort and classify according to an established classification system. 4-0-7b: Identify new questions that arise from what was learned.
Vocabulary wetland, habitat, food web, food chain, producer, consumer, energy, predator, prey
Pre-Visit Activity — Grade Four
Ima
ge
fro
m im
ga
rca
de.
com
.
A food chain is a means to show how energy is transferred from one living thing to the next. Food chains always begin with a producer, which will always be some form of plant. Plants convert the sun’s energy into consumable energy. When a plant is consumed, the plant’s energy is given to the animal who ate it, called the primary consumer. The consumer who eats the primary consumer is called the secondary consumer, and the chain continues from there.
A food web is a means to demonstrate the predator-prey and consumer-producer relationships within a habitat, and is made up of a network of food chains. A food web will always include producers (plants who convert the sun’s energy to consumable energy) and consumers (those who eat living things). Food webs are able to show the more complex and interconnected nature of living things within a particular habitat or community.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-5
Show accompanying example of a food web (which showcases living things found within a wetland setting), and have a brief discussion of what is shown in the example, and accompanying definition.
Activity Explain that students will be organizing living things that are found in wetland habitats into food chains and webs, classifying them according to their role within the chain and web. A wetland is... (see note below). Wetlands cover almost half of Manitoba (41%), and are home to many different kinds of plant and animal communities. Show or project image of the animal and plant wetland scene (first without the reference numbers), asking students if they recognize any animals. Then show or project the image of the wetland scene with the reference numbers, identifying all the living things within the scene. Hand out the food chain activity sheet and a card to each student. Explain that students will use their cards (that each show one of the living things included in the wetland scene) to create three different food chains. Students are encouraged to reference the cards to help them figure out what eats what in order to help them build food chains. Students will then write in their answers on the activity sheet. Wrap Up
Once students have finished filling in their food chains, explain that the class will create a food web using the food chains they all just created. As students offer their answers, draw the developing food web on a board, asking students how the different food chains connect with one another. Conclude by explaining that as a class you will be visiting a wetland (like the one shown in the picture) called Oak Hammock Marsh where students will be exposed to the many different living things that are found in a wetland, including some of those used to create the food chains and food webs.
Pre-Visit Activity — Grade Four
A wetland is an area of land that holds shallow water, with a maximum depth of two metres. The water makes the soil very moist, so plants who need moist soils will grow in and around the water; this is why a wetland can not be deeper then two metres, because otherwise these kinds of plants drown and do not receive enough sunlight. The water moves slowly because there are so many plants that slow the water down, absorbing some of the water like a sponge and filtering it as it moves through.
Naturalist ’s Note:
When organizing animals into food chains and food webs, or when classifying animals as either herbivore, omnivore, or carnivore, it should be noted that these classifications are not as straight forward as ‘this animal only eats this, and this animals only eats that.’ In nature, animals behave in a far more complex manner. For example, a white-tailed deer is classified as a herbivore (only eating vegetation), but they in fact do eat mice or even baby birds if the opportunity arises, for the nutrients in that food source is far too valuable to pass up. You may ask ‘why are white-tailed deer classified as herbivores then if they also eat meat?’ White-tailed deer are classified as herbivores because they only seek out vegetation, eating meat only if the opportunity presents itself, where as an omnivore seeks out both vegetation and meat. Additionally, herbivores teeth are shaped differently then those of omnivores and carnivores, which them best for eating vegetation. All animals are opportunistic to some extent, and will usually not pass up valuable nutrients when they are presented with some.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-18
A f
oo
d c
ha
in is
a m
ean
s to
sh
ow
ho
w e
ner
gy
is t
ran
sfer
red
fro
m o
ne
livin
g t
hin
g t
o t
he
nex
t. F
oo
d c
ha
ins
alw
ays
beg
in w
ith
a p
rod
uce
r, w
hic
h w
ill a
lwa
ys b
e so
me
form
of
pla
nt.
Pla
nts
co
nver
t th
e Su
n’s
en
erg
y in
to c
on
sum
ab
le
ener
gy,
so
wh
en a
pla
nt
is c
on
sum
ed, t
he
pla
nt’
s en
erg
y is
giv
en t
o t
he
an
ima
l wh
o a
te it
, an
d is
ref
erre
d t
o a
s th
e
pri
ma
ry c
on
sum
er. T
he
con
sum
er w
ho
ea
ts t
he
pri
ma
ry c
on
sum
er is
ca
lled
th
e se
con
da
ry (
seco
nd
) co
nsu
mer
, an
d t
he
cha
in g
oes
on
an
d o
n f
rom
th
ere.
Foo
d C
hai
n
Ca
tta
il (P
rod
uce
r)
Mu
skra
t (P
rim
ary
Co
nsu
mer
) C
oyo
te
(Sec
on
da
ry C
on
sum
er)
Cattail image from clipground.com. Muskrat image from naturalunseenhazards.wordpress.com. Coyote image from yedraw.com.
Ener
gy
Mo
vem
ent
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-19
A f
oo
d w
eb is
a m
ean
s to
dem
on
stra
te t
he
pre
da
tor-
pre
y a
nd
co
nsu
mer
-pro
du
cer
rela
tio
nsh
ips
wit
hin
a h
ab
ita
t, a
nd
is m
ad
e u
p o
f a
net
wo
rk o
f fo
od
ch
ain
s. A
fo
od
web
will
alw
ays
incl
ud
e p
rod
uce
rs (
pla
nts
wh
o c
on
vert
th
e Su
n’s
en
erg
y to
co
nsu
ma
ble
en
erg
y) a
nd
con
sum
ers
(th
ose
wh
o e
at
livin
g t
hin
gs)
. U
nlik
e a
fo
od
ch
ain
, fo
od
web
s a
re a
ble
to
sh
ow
th
e m
ore
co
mp
lex
an
d in
terc
on
nec
ted
na
ture
of
livin
g t
hin
gs
wit
hin
a p
arti
cula
r h
ab
ita
t o
r co
mm
un
ity.
Foo
d W
eb
Mu
skra
t (P
rey,
Co
nsu
mer
)
Co
yote
(P
red
ato
r, C
on
sum
er)
Sno
wy
Ow
l (P
red
ato
r, C
on
sum
er)
Ma
llard
(P
rey,
Co
nsu
mer
)
Ca
na
da
Go
ose
(P
rey,
Co
nsu
mer
)
Po
nd
Sn
ail
(Pre
y, C
on
sum
er)
Co
tto
nta
il (P
rey,
Co
nsu
mer
)
Ca
tta
ils
(Pro
du
cer)
Cattail image from clipground.com. Muskrat image from naturalunseenhazards.wordpress.com. Coyote image from yedraw.com. Pond snail image from memrise.com. Cottontail image from kidssearch.com. Canada goose image from pngimg.com. Snowy owl image from birdwatchersgeneralstore.com. Mallard image from hbw.com. Grass image from supagro.fr
Gra
ss
(Pro
du
cer)
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-20
Ima
ge c
ou
rtes
y o
f D
uck
s U
nlim
ited
, Pu
dd
ler
Spri
ng
201
6 Is
sue.
Co
yote
ima
ge
fro
m y
edra
w.c
om
.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-21
1. Painted Turtle
2. Duckweed
3. Pond Snail
4. Coontail
5. Fresh Water Shrimp
6. Northern Pyke
7. Clam
8. Mallard
9. Crayfish
10. Arum-leaved Arrowhead
21. Midge
22. Northern Harrier
23. Canada Goose
24. Red-Winged Blackbird
25. Coyote
26. Muskrat
27. Narrow-leaved Cattail
28. White-tailed Deer
29. Human
11. Northern Leopard Frog
12. Grass
13. Dragonfly
14. Minnow
15. Raccoon
16. Killdeer
17. Great Blue Heron
18. Yellow Spotted Salamander
19. Marsh Wren
20. Bulrush
Ima
ge c
ou
rtes
y o
f D
uck
s U
nlim
ited
, Pu
dd
ler
Spri
ng
201
6 Is
sue.
Hu
ma
n im
age
ret
riev
ed f
rom
Pin
tere
st. C
oyo
te im
ag
e fr
om
yed
raw
.com
.
1
2
4 3
5
6
7
8 9
11
10
13
15
14
16
20 19
21
17
22 23
25
24
26
28
27
29
12
18
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-22
Co
on
tail
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Po
nd
Sn
ail
Mal
lard
Pai
nte
d T
urt
le
Mu
skra
t
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Mu
skra
t
Hu
man
s
Po
nd
Sn
ail
Mal
lard
Pai
nte
d T
urt
le
Nar
row
-le
ave
d
Catt
ail
Aru
m-l
eav
ed
A
rro
wh
ea
d
Bu
lru
sh
Gra
ss
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Mu
skra
t
Co
yote
Can
ada
Go
ose
Pai
nte
d T
urt
le
Red
-win
ged
B
lack
bir
d
Wh
ite-
taile
d
Dee
r
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Po
nd
Sn
ail
Mal
lard
Pai
nte
d T
urt
le
Mu
skra
t
Can
ada
Go
ose
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Po
nd
Sn
ail
Mu
skra
t
Mal
lard
Pai
nte
d T
urt
le
Can
ada
Go
ose
v
Du
ckw
ee
d
Eats
: Tu
rns
sun
ligh
t in
to e
ner
gy
Eate
n B
y:
Mal
lard
Pai
nte
d T
urt
le
Can
ada
Go
ose
Po
nd
Sn
ail
Fre
sh W
ate
r Sh
rim
p
Eats
: N
arro
w-
leav
ed C
attai
l
Co
on
tail
Aru
m-l
eave
d
Arr
ow
hea
d
Bu
lru
sh
Eate
n B
y:
Mu
skra
t
Pai
nte
d T
urt
le
No
rth
ern
Pyk
e
Cra
yfish
Mal
lard
Can
ada
Go
ose
Rac
coo
n
Min
no
w
Yello
w S
po
tted
Sa
lam
and
er
Kill
dee
r
Eats
:
Dea
d t
hin
gs
(th
ey a
re
sca
ven
ger
s so
they
eat
ever
yth
ing
that
has
die
d in
th
e
wa
ter)
Eate
n B
y:
Mal
lard
Min
no
w
No
rth
ern
Pyk
e
No
rth
ern
Le
op
ard
Fro
g
Yello
w S
po
tted
Sa
lam
and
er
Pai
nte
d T
urt
le
Kill
dee
r
Mar
sh W
ren
Red
-win
ged
B
lack
bir
d
Plant
Plant
Plant
Plant Plant
Plant
Invertebrate
Invertebrate
Ca
tta
il, A
rro
wh
ead
, Bu
lru
sh, &
Gra
ss im
ag
es f
rom
su
pa
gro
.fr.
Co
on
tail
ima
ge
fro
m c
ayu
ga
cou
nty
.us.
Sn
ail
ima
ge
fro
m m
emri
se.c
om
.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-23
Eats
: M
icro
sco
pic
o
rgan
ism
s
(Cla
ms
are
filt
er f
eed
ers,
p
ulli
ng
foo
d
ou
t o
f th
e w
ater
)
Eate
n B
y:
Mal
lard
Can
ada
Go
ose
Rac
coo
n
Cla
m
Cra
yfish
D
rago
nfl
y
Min
no
w
No
rth
ern
Pyk
e
Yello
w S
po
tte
d
Sala
man
de
r P
ain
ted
Tu
rtle
Eats
: M
inn
ow
No
rth
ern
Le
op
ard
Fro
g
Po
nd
Sn
ail
Eate
n B
y:
Rac
coo
n
Pai
nte
d T
urt
le
Gre
at B
lue
Her
on
Yello
w S
po
tted
Sa
lam
and
er
Kill
dee
r
No
rth
ern
Le
op
ard
Fr
og
Eats
: M
idge
Ea
ten
By:
M
arsh
Wre
n
Red
-win
ged
B
lack
bir
d
Kill
dee
r
No
rth
ern
Le
op
ard
Fro
g
Eats
: P
on
d S
nai
l
Fres
h W
ater
Sh
rim
p
Min
no
w
No
rth
ern
Le
op
ard
Fro
g
Mal
lard
d
uck
lings
Eate
n B
y:
Rac
coo
n
Gre
at B
lue
Her
on
Co
yote
Hu
man
Eats
: M
idge
Dra
gon
fly
Fres
h W
ater
Sh
rim
p
Eats
: M
inn
ow
Cra
yfish
Po
nd
Sn
ail
Fres
h W
ater
Sh
rim
p
Eate
n B
y:
Rac
coo
n
Gre
at B
lue
Her
on
Mu
skra
t
Co
yote
Eats
: P
on
d S
nai
l
Cra
yfish
Fres
h W
ater
Sh
rim
p
No
rth
ern
Le
op
ard
Fro
g
All
Pla
nts
(i
ncl
ud
ed in
th
e ga
me)
Eate
n B
y:
Co
yote
Rac
coo
n
Eats
: Fr
esh
Wat
er
Shri
mp
Po
nd
Sn
ail
Min
no
w
Eate
n B
y:
No
rth
ern
Pyk
e
Rac
coo
n
Gre
at B
lue
Her
on
Mu
skra
t
Cra
yfish
Min
no
w
Yello
w S
po
tted
Sa
lam
and
er
Invertebrate
Invertebrate
Invertebrate
Fish
Fish
Amphibian
Amphibian
Reptile
Eate
n B
y:
Cra
yfish
Rac
coo
n
Gre
at B
lue
Her
on
No
rth
ern
Pyk
e
Mu
skra
t
Co
yote
Hu
man
s
Pai
nte
d T
urt
le
No
rth
ern
Har
rier
No
rth
ern
Leo
par
d
Fro
g
Wh
ite-
taile
d D
eer
Cra
yfish
ima
ge
fro
m s
eafo
od
sou
rce.
co. M
inn
ow
ima
ge
fro
m e
art
hg
uid
e.u
csd
.ed
u/fi
shes
. Pyk
e &
Tu
rtle
ima
ge
fro
m W
ikim
edia
Co
mm
on
s. S
ala
ma
nd
er im
ag
e fo
rm e
xplo
rin
gn
atu
re.o
rg.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-24
Mal
lard
K
illd
ee
r M
arsh
Wre
n
Re
d-w
inge
d
Bla
ckb
ird
No
rth
ern
Har
rie
r C
anad
a G
oo
se
Rac
coo
n
Gre
at B
lue
He
ron
Eats
: N
arro
w-l
eave
d
Catt
ails
Aru
m-L
eave
d
Arr
ow
hea
d
Bu
lru
sh
Du
ckw
eed
Co
on
tail
Po
nd
Sn
ail
Fres
h W
ater
Sh
rim
p
Cla
m
Eate
n B
y:
No
rth
ern
Har
rier
Co
yote
Hu
man
s
No
rth
ern
Pyk
e
(du
cklin
gs)
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: M
idge
Po
nd
Sn
ail
Fres
h w
ater
Sh
rim
p
Cra
yfish
Eate
n B
y:
No
rth
ern
H
arri
er
Co
yote
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: D
rago
nfl
y
Mid
ge
Fres
h W
ater
Sh
rim
p
Eate
n B
y:
No
rth
ern
H
arri
er
Co
yote
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: D
rago
nfl
y
Mid
ge
Fres
h W
ater
Sh
rim
p
Seed
s fr
om
G
rass
es
Eate
n B
y:
No
rth
ern
H
arri
er
Co
yote
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: Ye
llow
Sp
ott
ed
Sala
man
der
s
Min
no
w
Cra
yfish
No
rth
ern
Le
op
ard
Fro
g
No
rth
ern
Pyk
e
Eate
n B
y:
Co
yote
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: M
alla
rd
Kill
dee
r
Mar
sh W
ren
Red
-win
ged
B
lack
bir
d
No
rth
ern
Le
op
ard
Fro
g
Mu
skra
t
Eate
n B
y:
Co
yote
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: G
rass
Aru
m-l
eave
d
Arr
ow
hea
d
Bu
lru
sh
Du
ckw
eed
Dra
gon
fly
Mid
ge
Po
nd
Sn
ail
Cla
m
Eate
n B
y:
Co
yote
Hu
man
Wh
ite-
taile
d
Dee
r (e
ggs)
Eats
: P
on
d S
nai
l
No
rth
ern
Le
op
ard
Fro
g
Cra
yfish
No
rth
ern
Pyk
e
Min
no
w
Cla
m
Yello
w s
po
tted
Sa
lam
and
er
Pai
nte
d T
urt
le
Eate
n B
y:
Co
yote
Hu
man
s
Bird
Bird
Bird
Bird Bird
Bird
Bird
Mammal
Ma
llard
ima
ge
fro
m h
bw
.co
m. K
illd
eer,
Wre
n, B
lack
bir
d, H
ero
n, H
arr
ier,
an
d G
oo
se im
ag
es f
rom
au
do
bo
n.o
rg.
Ra
cco
on
ima
ge
fro
m y
edra
w.c
a.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-25
Mu
skra
t W
hit
e-t
aile
d D
ee
r C
oyo
te
Hu
man
Min
no
w
No
rth
ern
Pyk
e
Yello
w
Spo
tted
Sa
lam
and
er
Gra
ss
Eate
n B
y:
No
rth
ern
H
arri
er
Co
yote
Hu
man
s
Eats
: G
rass
No
rth
ern
Le
op
ard
Fro
g
All
Bir
d E
ggs
(in
clu
ded
in
the
gam
e)
Eate
n B
y:
Co
yote
Hu
man
Eats
: G
rass
No
rth
ern
Pyk
e
No
rth
er
Leo
par
d F
rog
Yello
w S
po
tted
Sa
lam
and
er
Pai
nte
d T
urt
le
All
Bir
ds
(in
clu
de
in t
he
gam
e)
Rac
oo
n
Mu
skra
t
Wh
ite-
taile
d
Dee
r Ea
ten
By:
H
um
ans
Eats
: N
arro
w-l
eave
d
Catt
ail
Mal
lard
Can
ada
Go
ose
No
rth
ern
Pyk
e
Mu
skra
t
Rac
coo
n
Wh
ite-
taile
d
Dee
r
No
rth
ern
Le
op
ard
Fro
g
Co
yote
Eate
n B
y:
No
ne
Eats
: N
arro
w-l
eave
d
Catt
ail
Bu
lru
sh
Co
on
tail
Aru
m-l
eave
d
Arr
ow
hea
d
Po
nd
Sn
ail
Fres
h W
ater
Sh
rim
p
No
rth
ern
Le
op
ard
Fro
g
Eats
:
Larv
ae a
re
scav
enge
rs
(eati
ng
dea
d
thin
gs)
bu
t ad
ult
s e
at
no
thin
g.
Eate
n B
y:
Dra
gon
fly
No
rth
ern
Le
op
ard
Fro
g
Kill
dee
r
Mar
sh W
ren
Red
-win
ged
B
lack
bir
d
Can
ada
Go
ose
Mid
ge
Invertebrate
Mammal
Mammal
Mammal
Mammal
Mu
skra
t im
ag
e fr
om
na
tura
lun
seen
ha
zard
s.w
ord
pre
ss.c
om
. Dee
r im
ag
e fr
om
mo
ziru
.co
m. C
oyo
te im
ag
e fr
om
yed
raw
.co
m.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-26
Cre
ate
a F
oo
d C
hai
n N
ame
: __
____
___
___
____
____
___
____
_
Pro
du
cer
Pro
du
cer
Pro
du
cer
1st
Co
nsu
me
r 2
nd
Co
nsu
me
r
1st
Co
nsu
mer
1st
Co
nsu
me
r
2n
d C
on
sum
er
2n
d C
on
sum
er
3rd
Co
nsu
me
r
3rd
Co
nsu
mer
4
th C
on
sum
er
Ene
rgy
Mo
vem
en
t
Ener
gy
is p
ass
ed f
rom
th
e su
n t
o o
ne
livin
g t
hin
g t
o a
no
ther
th
rou
gh
a f
oo
d c
ha
in, e
ach
livi
ng
th
ing
ad
din
g a
no
ther
lin
k to
th
e
cha
in. C
rea
te y
ou
r o
wn
th
ree
foo
d c
ha
ins
by
filli
ng
in t
he
spa
ces
pro
vid
ed.
Oak Hammock Marsh Interpretive Centre Pre & Post Visit Activity Guide 4-27
Exa
mp
le
Cre
ate
a F
oo
d C
hai
n
Produce
r
Narrow
-le
aved
Cattail
Prim
ary
Consu
mer
Musk
rat
Secondary
Consu
mer
Nort
hern
Harrie
r
Produce
r
Coonta
il
Prim
ary
Consu
mer
Fre
sh W
ate
r
Shrim
p
Secondary
Consu
mer
Nort
hern
Leopard F
rog
Tert
iary
Consu
mer
Racc
oon
Produce
r
Arum
-le
aved
Arrow
head
Prim
ary
Consu
mer
Pond S
nail
Secondary
Consu
mer
Crayfish
Tert
iary
Consu
mer
Nort
hern
Pyke
Quate
rnary
Consu
mer
Hum
an
Nam
e: _
___
___
___
____
____
____
___
Ener
gy
is p
ass
ed f
rom
th
e su
n t
o o
ne
livin
g t
hin
g t
o a
no
ther
th
rou
gh
a f
oo
d c
ha
in, e
ach
livi
ng
th
ing
ad
din
g a
no
ther
link
to t
he
cha
in. C
rea
te y
ou
r o
wn
th
ree
foo
d c
ha
ins
by
filli
ng
in t
he
spa
ces
pro
vid
ed.
