Food Chains and Food Webs

Anticipated Time for Lesson: 95 minutes over two days

Grade Level: 3rd Grade

Targeted Learning Goals:

1) Understand how energy moves through food chain

2) Identify roles of different organisms in a food web

Content GLCE

• L.EC.04.11 Identify organisms as part of a food chain or food web.

Process GLCE

• S.RS.04.11 Demonstrate similarities and differences of plants and animal requirements and their relationships through
various illustrations, performances or activities.

Materials Needed:

Large Pieces of Construction Paper (enough for each group) Lined Paper

White Construction Paper Colored Note Cards: 1 green, 1 pink, 1 yellow, 1 blue

Scotch Tape Note Card Boxes

Blank 3x5 Note Cards (70) Science: A Closer Look; 3rd Grade Teacher's
E d i ti o n . U n i te d S t a t e s : M a c M i l l a n / M c G r a w - H i l l ,
2008. Print.

Construction paper. Have each part of the European Rabbit Yarn/string

labeled on a piece of paper with yarn tied on to make a necklace.
Also include the sun and three decomposers.

Boxes for each continent that will be used. In each box organisms
from a food web will be listed individually on the note card. On
the back of the note card will explain how the organism obtains
its energy. Ex: 1. (front) grass, (back) uses energy from the sun to
make its own food. 2. (front) European Rabbit, (back) The
European Rabbit eats herbs, clover, and grass.

Instructional Procedures:

Academic, physical, Connecting to

Activity & What the Teacher What the Students
social & linguistic students’ resources
Time Does and Says Do and Say
needs for learning
15 min • So The Big Zoo • Students are • Use microphone • The activity is an
Scavenger Lesson has taught us sitting at desk, that is available in extension of the
Hunt a lot about our listening classroom to assure students’ experience
animals. Today we the all students here at the week long Big
Experience are going to look at directions and Zoo Lesson. They will
our animals and how explanations of be able to draw from
Students the relate to other lesson. their experiences
will create animals in their • Students will be there to help them
food chains natural habitat. We required to actively with the activity.
with small are going to learn listen to directions in
groups for make a chart that order to complete the
their shows what our activity.
animal of animals eat, what • Students must
study those animals eat, listen to directions in
and some predators order to complete
of your animal. We activity
are going to do a
scavenger hunt to
find this information.
You will work with
your peers who have
the same animal as
you. If you are in the
river otter or meerkat
group, work with the
same group that you
do for creating tour
exhibit. To do this,
you must research
other organisms in
your animals natural
habitat. Around the
room are boxes of
note cards that will
help you find the
information you need
to make your chart
for your animal. Each
box is for animals of
a specific continent.
For example, I am
going to look at the
European Rabbit.
First I will write
European Rabbit on a
note card (model).
What do you think
the Rabbit
consumes? (allow
time for students to
respond) Next I will
look in the box for the
card labeled
European Rabbit. On
the back of the card
it tells me that the
rabbit eats grass. Ok,
so I can write grass
down on a note card
and place it next to
European rabbit.
What about the
grass, where does
the grass get its
food? (allow time for
students to respond)
Now I will look for
grass in the box. On
the back it tells me
that grass uses
energy from the sun
to make food. So I
can write sun on a
note card and put it
next to grass. So now
I have sun, grass, and
European rabbit. Do
you think that the
European rabbit has
any predators>
(allow time for
students to respond)
So I can look in the
box and find an
animal that eats the
European rabbit. So
the first card I found
was deer, the back of
the card says that • Students must be
deer consume grass aware of their
and shrubs, but museum groups to
nothing about the complete activity
rabbit. So I will put • Have a set of
this card away and information on a
look for another one. PowerPoint for
This card is for the students with poor
Imperial Eagle, the fine motor skills to
back says it eats have access. Thus
European rabbit and the student will not
pigeons. So now I can have to worry about
write Imperial Eagle the note cards. Have
on the note card and the entire group work
place it next to the at this station, in
rabbit. order to maintain
• Now you are group learning.
going to work with
your group to do the
same thing for your
animal. Look through
the note cards to find
the information you
need to make a chart
for your animal. Your
group will have note
cards to make the
chart just like we did
for the rabbit. You will • Student will move
tape your cards to a about room to find
piece of construction study station
paper in the correct
order. When you
have made your
chart, copy what you
have done onto a
piece of lined paper
and answer the
following question
with your group.
“How can we show
the connection from
one animal to
another?” Your chart
should include one
type of plant and the
sun. (Make a note of
this on the white
board.)
• Now it is time to
find your group and
find the continent for
your animal. Some of
the boxes will be • Students will find
divided into sections their group by the • Students will draw
for animals. For continent box. They on prior knowledge of
example, the will look through the animal and its natural
meerkat and lion are note cards and find habitat (BZL).
both from the same information to create • Some students
continent. The note their charts. They will have experience with
cards for the animals discuss why they food chains/webs.
will have a divider. choose the order and Their experience will
You can take the note what animals they aid their group in
cards out and look at are using. • Students will have completing the
them with your to practice group activity.
group. Listen to skills they have been
where the boxes are using the past few
and meet your group weeks.
there when I say go. • Students will
If your animal is from
 Asia, your box is at include everyone in
the front of the room. their group.
If your animal is from • Students will
Africa, it will be by converse to make
the windows near the decisions for their
bibles. If your animal food web.
is from North • For ESL students,
America, it will be on allow for them to
the back table. If your draw the information
animal is from South on the note cards to
America, it will be by create food chain,
the chalk board near order of food chain is
the pencil sharpener. most important.
And if it from Europe, • Two students
it will be from the have a particularly
overhead. Be sure hard time staying on
work with you group task. Be sure to
members to do this. check in with these
Listen to their ideas students to
and come up with encourage their
your chart together. participation in
Alright, go. group. Also, work
with group to make
sure they are
including these
students and not
excluding them.
• Ring bell to get • One student from • Students will
class’ attention. It is each group will bring move back to their
time to come back to up their chart on the seats. They will have
our seats quietly. paper. The class will to try to avoid
Have one person return to their desks, conversation and
Transition from your group bring and get there books distraction during this
2 min up your big chart. out. time.
(Display on board).
You will need to have
your papers out and
your science book.

Discussion • Does someone • Student will • Students will have

from the ____ group explain group's work. to share with the
 Patterns want to share what The class will listen to class their group’s
And you came up with? their peer. Student’s thinking in a clear,
Explanation (have student show answers may include: concise way
chart and explain) The sun goes to the
20 min cattail and then to
the muskrat, and
Class will then to the river
analyze otter, and then to the .
food chains • Does someone coyotes. • Students will have
of different from the ____ group to share with the
animals. (different group) want • Student will class their group’s
They will to share what you explain group's work. thinking in a clear,
see that came up with? (have The class will listen to concise way
there are student show chart their peer. Student’s
similarities and explain) answer may include:
and The sun gives energy • Student C and D
differences to grass. Big horn will be able to draw
amongst • After looking at sheep eat the grass • Students will have on their prior
them. these (charts), does and golden eagles at to interpret what they knowledge of the flow
Terms will anyone have an idea the big horn sheep see, and use words to of energy to help
be what we created? • Student answers describe it class understand
introduced may include: a
to explain diagram, a chart, a
and label • What we have food web, a food
parts of started making here chain • Students will have
food chain. is a food chain. Has to analyze term and
Students anyone heard of a draw meaning from it
will be able food chain before? based on prior
to apply What do you think of knowledge. They
these new when you hear that • Student answers must listen to their
concepts to term? may include: a classmates share
their food diagram, a picture of ideas
chains. what animals eat • Students will have
• What information to interpret what they
does the food chain see and combine it • Students studied
tell us here? with prior knowledge plants in second
• Student answers • Students will have grade. Several
may include: what to verbalize their remember it fondly.
• These food chains animals eat, thoughts of the suns The studies will help
shown here start with predators of animals role understand sun’s role
the sun. Why do you and producers
think that is? • Student answers
may include: because
it is an organism, it
gives energy to
• (after students plants
discuss, place yellow
note card with
“energy from the • Students must
sun” written on it on verbally share ideas,
white board) listen to classmates
• And how does the ideas, and think of
sun allow for plants ways to add to what
to grow? • Student answers has been said
may include: it gives
them energy, it gives
them good, it gives
• The sun provides them energy to make • Students will have
plants energy to food. to interpret visual • The students
allow them to create data and verbalize studied plants in
food. what they see. second grade.
• Looking at the • Students will have Several students
food chains, what • Student answers to actively listen drew from these
kind of organisms may include: plants, studies when asked
come after the sun? animals, predators, of prior knowledge
• In a food chain, organisms and experiences.
there is scientific
word we use for
plants. The scientific
word is producer. It
is a word that
scientists use to
describe plants in a • Students will draw
food chain that use on prior knowledge
energy from the sun • Students must studying plants
to produce their own verbalize their ideas
food. (have word
written on green note
card with plants in
parenthesis and place • Student answers
on white board to the may include: fruit,
right of yellow note vegetables, grass, • Students must • Students will draw
card) Can anyone shrubs, analyze the food on knowledge from
think of an example phytoplankton chain and think about BZL for terms of
of a producer? the organisms and predator and
words to describe consumer
them
• Ok, so we know • Student answers • Students must
that plants are may include: animals, see if there is a
producers in a food predators, European pattern seen among
chain. rabbit, meerkat food chains and
• Looking at our • Student answers verbally describe
food chains, what may include: no; the
kind of organisms tell us what eats
come after the what, the order that
producers? animals are eaten

• So we see that
there are different • Students will raise
animals. Are they in a hands to answer and
particular order? verbalize their
thoughts
• So we can see • Student answers • Students will
that the food chain may include: actively listen and
provides us with predators, consumers have eyes on board
information about and teacher
what each animal
eats or consumes.
Scientists also have a
term for these
animals. Does anyone
think they know what
that word is?
• (allow students to
share, if a student
gives correct answer,
move on to
discussing what it
means if not…) The
scientific word for
these animals in food
chain is consumers.
Consumers are the
animals that
consume or eat other
organisms in a food
web. (place pink note
with “consumer” • Students must
written on it card to apply new knowledge
the right of green to verbally explain
note card on white • Student answers the role of organisms
board). may include: it is a
• So now that we producer because it
have these scientific is a plant, it is a
words, producer and consumer because it
consumer, can you eats other things; it is
label your food chain a consumer because
that you made with it is a predator.
producers and • Students will label
consumers. Let’s look their food chains by
at the European writing the labels
rabbit. What would • Students will label with pencil ( if they
the grass be, a the organisms in their are unable to write,
producer or food chains allow for them to
consumer? (call on individually, asking record explanation or • Students may
student to share). their neighbors for verbally share with mistake the action of
Can you explain why? help when necessary. teacher or aide. humans when
What about the • Students will work thinking of dead
European rabbit? Is it on there papers alone animals (as did a
a producer or and ask help from a student while
consumer, neighbor when collecting prior
__(name)__? Why? necessary knowledge). This
And what about the prior knowledge is
Imperial Eagle not beneficial in
__(name)__? Why? • Students must terms of food
actively listen in webs/chains
order to understand
question • Students will draw
on the concept of the
• So now I want you role of decomposers,
to look at your food which they have
chain on your lined discussed in class
piece of paper. Label with out a label for
the organisms as the term.
producer or • Student answers
consumer. (walk may include: they • Students must
around as they do so) break down, other apply new knowledge
animals eat them, to verbally explain
they are covered with the role of organisms
dirt and leaves.
• Student will
• So when the practice active
producers and listening skills
consumers in the
food chain die, what
do you think happens
to the remains of the
dead plants and
animals? I know we
might think of things
that we as humans
would do, like clean
up the remains. But I
am thinking about
what happens
naturally. What
happens in nature to • Student answers
these remains? may include: • Student will raise
bacteria, germs, hand and provide • Students will
mushrooms verbal answer when reference plant cycle
called upon. from second grade.
• So the nutrients in Student C may
the soil are used by reference parents’
the producers to help garden.
them grow. The • Student answers
scientific word is for may include: • Student will raise
the organisms that nutrients help plants hand and provide
break down the dead grow verbal answer when
plants and animal is called upon.
decomposer (place • Student answers
purple note with may include: they • Student will raise
“decomposer” and break down, the eat hand and provide
“organisms that the dead animals verbal answer when
break down dead called upon.
plant and animal
material” written on • Students will • Students familiar
it card below the practice active with food chains may
previous three note listening skills offer insight based on
cards on white experience with them
board). Decomposers • Students think in
include bacteria and order of consumption
fungus. Does anyone and often have
think of a type of • Student answers arrows pointing to
fungus? may include: lines what is consumed,
• In food chains, the connecting them, • Students will instead of
decomposers break arrows connecting recall discussion and representing flow of
down dead and plant them. summarize ideas energy.
material and return • Student answers when called upon
their nutrients from may include: to show
them to the soil. If what the animal ate.
we think about
nutrients in the soil,
and plants, how are
they related? • Students will turn
• So if we look at to the appropriate
the food chain of the page in their books • Students will
rabbit, how do • Student answers analyze picture,
decomposers, like may include: they verbalize thoughts,
bacteria and fungus have pictures, they raise hand, and share
fit in? have yellow arrows. with class when
• So the called upon
decomposers break • Students’ answers
down the grass and may include: how the
rabbit and eagle organisms are
when they die puts related, how energy
nutrients back into goes from one
the soil. Plants, like organism to the next.
grass, use these • Student answers
nutrients to help may include: no; yes,
them grow. they are pointing the • Students will
• Let’s look at the same way for both analyze picture,
question you food chains in the verbalize thoughts,
discussed with your book. raise hand, and share
groups: “How can we with class when
show the connection called upon
from one animal to
another?” What were
some ideas you had?
• (If students say
arrows ask which way
they would point and • Student answers
what information that may include: from the
tells us) grass to the rabbit,
• Let’s look at a from the rabbit to the • Students will
food chain in or eagle, from the eagle analyze picture,
science books. Turn to the rabbit verbalize thoughts,
to page 110. Here we • Student will come raise hand, and share
see two food chains. up to white board and with class when
What do you notice draw in arrows for called upon
about these food food chain
chains that are . • Selected student
different from ours? • Student answers will come to the
• Looking at the may include: it shows board and draw in
picture, I see that the direction the the arrows
there are yellow energy moves; it
arrows. What do shows the right order. • Students will
these arrows tell us? verbalize their
• Students answers thought process with
• Do you think it may vary. class when drawing
matters which way arrow.
the arrows are • Student answers
pointing? may include: I don’t
know, the rabbit
doesn’t eat the eagle • Class will answer
• Ok, so the • Student answers question, showing
direction of the may include: it shows thumbs up or thumbs
arrows does matter. the direction energy down
They the organism be moves
consumed, to its
consumer. They show
us the direction the
energy move moves
from one organism to
the next.
• If we look at • Students will draw
European rabbit food the arrows onto their
chain, which direction food chains, asking
should we draw our for help from
arrows? (call on neighbors if
students to respond) necessary.
• Can someone • Students will
come up here and apply knowledge and
draw the arrow for demonstrate • Students draw on
us? (allow for student understanding of prior knowledge of
to draw arrows) • Students will take energy flow on their cycle (butterfly) and
• (Student’s name), time to respond to paper experience recycling
why did you draw the question on their • Students will to answer question.
arrows that way? paper. apply knowledge
learned in class to
• Student answers their own food chain
may include: they and create
• Class, thumbs up show how energy explanation.
if you agree with moves from one
(student’s name), organism to another,
thumbs down if you they show how
disagree. Call on animals are related
students with thumbs • Student answers • Students will raise
down and have them may include: cycle, hands to verbalize
explain their diagram, energy what they have
thoughts. Do same recycled learned based on the
for a student with lesson.
thumbs up. If
student was correct
with arrows, reiterate
why it was correct, “it
shows that energy
flows from this
organism to the next
one.” If student was
incorrect, have them
try again after
hearing peer
feedback.
• On your food
chains on your paper
I want you to add the
arrows to show how
energy flows from
 one organism to the
next.
• There is one more
question you will
need to answer for
today. What is the
role of decomposers
in your animals’ food
chain? Write your
answers on your
paper. (allow time to
answer)
• So what have we
learned about food
chains today?

• How can we
describe what a food
chain is?
Day 2

Build Food • Use microphone

Web that is available in
classroom to assure
Experience the all students here
directions and
15 explanations of
• Pass back papers lesson.
from previous week • Paper passer will
and have food chains pass out papers.
displayed on white • Student answers
board. may include: they
• Alright class, show how energy • Students think
thinking back to last moves from one back to previous
week, what did we organism to another, lesson and use food
learn about food they show how chain papers to help
chains? (if energy is animals are related. remember the lesson
not addressed, be There are line to and what they
sure to add: And what represent energy, learned.
about energy in the there are arrows to
food chains, how is represent energy
energy represented?)
• So we know that
food chains show us
how energy is
transferred from one
organism to the next.
The arrows show us • Student answers
how the energy is may include: we
transferred. could add more lines,
• What could we do like more things that
to expand the food the meerkat eats.
chain to include more We could list more
producers and producers • Students practice
consumers? active listening skills
in order to
• So we can add understand directions
more arrows in and complete
different directions activity.
and more organisms
• We are going to
do an activity where
we build a food web.
A food web is like a
food chain, but it tells
us more information
and includes more
producers, • Students might be • Allow for students
consumers, and eager to participate: with poor motor skills
decomposers. jumping in there pair with a partner to
• I am going to pass seats or waiving their aide with the activity.
out cards to 12 hands
people. Not everyone • Students may
will get one right play with the cards.
now. If you do not Students might share
have one, pair up information on card
with someone who with neighbors
does. On the paper • Students might
there is the name of begin to chatter.
the animal and • Students without • Students that
information on the cards may become have card will move
back. Read your card distracted to the back of the
and then put the class room and stand
string around your in a circle.
neck. • Class will practice
active listening
• Everyone that has
a card, please come
to the back of the
room and stand in a
circle. If you do not
have a card, turn
your chairs to face
the back of the room.
• Alright, so I have
a ball of yarn here.
When the ball is
passed to you, you
will hold onto the
string and toss the
ball so it unravels. So
there will be a string
connecting you and
the person you • Sun will raise
passed it to. This hand
person will pass the
ball, while holding • Student answers
onto the string too, may include:
so we will make web. producers, the sun. • Sun will pass yarn
When you receive the • Student who is ball to producer, as
ball, you can pass it sun will raise hand instructed on card
to an organism listed • Student may not • Students must be
on your card. hold onto string and actively thinking the
• Let’s begin. just toss ball. (if this organisms which they
• What is the happens, model are connected to in
starting point of all correct way) order to complete
food chains? • Student’s answer web.
• Ok, so who is the may include: Because • Students must
sun? I give energy to physically, gently
plants to grow past the yarn.
• You will start, hold • Students may
onto the end of the pass to wrong
string and pass it to organisms. If the
someone on your explanation does not
card. Why did you make sense have
pass it to that plant? them choose a
different choice from
their card. • Students will
• Plant will pass it • Students might analyze web,
to consumer, get excited, and verbalize thoughts,
consumer to throw ball to hard raise hand, and share
consumer, until with class when
reaches top called upon
consumer and then
will go to decay and
back to plants. Ask • Student answers
students to explain may include: Its like a • Students will draw
why they made the spider web • Sun will sit down, on prior knowledge of
choice and how • Student answers still holding onto endangered and
energy is transferred. may include: its like a string extinct species from
Stop once everyone web, everything is the BZL
in the food web has connected
received the ball at • Students in web
least one time. will all sit down. They • Rest of web will
• Ok, so what do we may be confused continue to sit down
see here? while this is
occurring.
• So how can you
describe a food web?

• Alright, now we
have to put our
thinking caps on. • Students will
• If we took out the analyze picture,
sun, how would effect • Student answers verbalize thoughts,
the rest of the food may include: without raise hand, and share
chain (have sun sit the sun, everything with class when
down)? (allow class dies. called upon
time to predict).
• If you are
connected to the sun,
 sit down. If the
person you receive • Student answers
energy from sits may include: its
down, you must also predators would have
sit down). (Entire less food, there would
food chain will drop). be more of the plants
• What can we say that the rabbit eats
about the sun’s role?

• Alright, food web

members stand up.
Let’s think about
what would happen if
one animal were to
become extinct. What
would happen if the
European rabbit
became extinct? How
would the rest of the
food chain be
affected?
• So the Iberian
lynx, red fox, and
Spanish Imperial
Eagles would a
smaller food source.
• If you in the food • Students who get • Students will pass
web, drop your yarn. the card will be card to those that did
Find someone who is excited. not participate in web
sitting down and pass • Class may begin and have a seat at
your card to them. Do to chatter. their desk
so quickly and
Transition
quietly. Those who
1 minute
receive the card, read
the information on
the back. (teacher
will pick up yarn ball
and wind up during
transition)
Discussion • So, how can we • Students will • Students will use
10 minutes draw the food web practice active knowledge of food
Patterns we just created? listening and chains from previous
participation in lesson to create food
discussion web.
• Let’s start with
the European Rabbit • Student answers • Rabbit will raise
(write on white may include: shrubs, hand and read what it
board). Who was the clover, grass consumes based off
rabbit? What does it • Student answers the card
consume? may include: use
• (write clover and arrows from the
grass on board). How plants to the rabbit
can I show the flow of
energy from the
plants to the rabbit?
• I can draw arrows
from the producer to • Student answers
the rabbit. (draw in may include: red fox
arrows) or deer • Deer and fox will
• Do any other raise hands and
animals consume share with class
clover or grass? • Student answers
• So the red fox may include: seeds
consumes grass and rabbit • Fox will raise hand
• Does it consume and read what it
anything else? consumes based off
the card
• So it consumes
the European rabbit
(draw line) and seeds
too. (write seeds on • Student answers
board and draw line may include: deer
to fox). • Deer or fox will
• What about raise hands and
clover, do any other share what it
organisms consume consumes with class
clover. Look at the based of card
cards and raise your
hand if your organism
consumes clover. • Student answers
• Ok, so deer also may include: shrubs
consume clover (add
deer to board and • Deer will raise
draw arrow from hand and read what it
clover to deer). • Student answers consumes based off
• Does the deer may include: energy the card
consume any other going from the shrub
type of organism? to the deer
• Students will draw
• So we know that it from recent material
also eat shrubs. Let’s learned in class to
add shrubs and draw verbalize their ideas
the arrow to the deer. • Student answers when called upon
What does this arrow may include: the
represent? Iberian Lynx
• So we can say the
arrow shows us how • Deer will raise
the energy moves hand and read what it
from the shrub to the consumes based off
deer. the card
• Does the deer • Student answers
have any predators? may include: the
Look at your cards. rabbit
• So the Iberian
Lynx preys on the
deer (write Iberian
Lynx on board and
draw line from deer • Student answers
tolynx) may include: pigeons
• .Does it consume
any other animals? • Pigeon will raise
• So we know the hand and read what
lynx is also a consumes it based off
predator of the the card
rabbit. (draw line
from rabbit to lynx).
• Let’s go back to • Student answers
seeds. Do any other may include: the
organisms besides eagle
the red fox consume
seeds? Check your • Pigeon will read
cards. what consumes it
• You said pigeons
consume seeds also. • Student answers
Let’s add pigeons to may include: yes, the
our board (draw line rabbit
from seeds to • Eagle will raise
pigeons). hand and read what it
• Do pigeons have consumes based off
any predators in our the card
food web? • Student answers
• So the Spanish may include: the sun,
Imperial Eagle decomposers
consumes pigeons • Student answers • Students will
(draw line from may include: They apply ideas from day
pigeons to eagle. feed on dead and one of lesson to
• Does the eagle plant material and identify what is
prey on any other cycle nutrients back missing
organisms? into the soil • Students verbalize
• It also eats the thoughts and share
rabbit? Let’s add it to • Student answers the role of
our food web (draw may include: the sun decomposers in the
line from rabbit to supplies energy to food web
eagle) plants to allow them
• Is there anything to make food
in our food chain that
we are missing?
• So we also have
decomposers. What • The sun will raise
can you say about hand. Use day one
the decomposers knowledge and note
_(student with card to verbalize role
decomposer card__) in food web
• Anything else?
• Let’s put a note at • Student answers
the bottom because it may include: what
acts on all parts of different animals eat,
our food web. how animals are
• We also have to related.
think about the sun. • Student answers • Students will
What is its role? may include: it is analyze the food web
bigger, is has more and describe what it
• So the sun
organisms, it shows shows verbally.
provides energy for
the plants to grow. more than one
 (make note a top of relationship • Students must
food web). contrast food webs
• **(note order of and food chains and
discussion my vary verbalize differences.
due to student They will raise hands
responses) and answer when
• What can we see called upon.
looking at the food
web?

• How is it different
from the food chain?
• Now we are going
Transition to think about
1 minute building our own food
webs
Assessment • You are going to • The students will • Have a set of
20 build a food web for be practicing active information on a
your BZL animal. The listening skills, eyes PowerPoint for
note card boxes from and body forward, students with poor
last week will have and listening fine motor skills to
cards similar to the carefully have access. Thus
ones we used when the student will not
we built our food have to worry about
web. The cards will the note cards. Have
have the name of the the entire group work
animal on the front, at this station, in
and the relationships order to maintain
it has with the rest of group learning.
its food chain. Just
like we did on the
board, you will create
your food web based
on the information.
Make sure to show
how energy moves in
your food chain.
Based on the
information you
gather from the note • Students will have
cards, you will dray a to share cards with
food web based on those in their group.
your animal (Write • Students must
following on board write animals name,
and vocalize).. 1. draw arrows, and
Your food web should identify organisms as
include 8 organisms producers and
2) each organism consumers.
have the name of the • Students will draw
organism written. You a web with 8
may choose to add organisms
drawings. 3) Label • Students will
each organism as a identify decomposers
producer or role in food chain and
consumer on the food describe in a
web. 4) On the sentence
bottom of your paper,
write the role of the
decomposer in your
food web.
• The note cards
are sorted by the
continent of your • Students may
animal. They are in begin to chatter and
the same places as be excited as they
last week. You will move around the
need to share the room
cards with your group • Students might
mates. There are two move around room
sets for river otters and talk to peers
and meerkats so you instead of going to
can work in your work station.
museum groups.
• When you receive
your piece of
construction paper,
you may go to your
work station.
• Teacher will move
about classroom as
students work on
 their food webs.
Asking questions
such as, “How do
these animals relate
to each other?”
“Does this represent
how the energy
moves?” and to
answer questions
students may have.

• If students finish
early, they may read
for reading workshop
or work on unfinished
assignments.
• When time is up,
ring bell. Have
students return to
desks quietly. Walk
around room and
collect finished food
webs. Assign as
homework for
students that did not
complete them.

Assessment:

Content GLCE: L.EC.04.11 Identify organisms as part of a food chain or food web.

Students will be able to: demonstrate the relationships between organisms in a food web and identify the roles of the organisms
within the food web.
Task: Based on the information you have gathered, you will draw a food web based on your animal. Your food web should include
8 organisms. Each organism should have the name of the organism written. You may choose to add pictures. Label each
organism as a producer or consumer in the food web. On the bottom of you paper, write the role of the decomposer in your food
web.

Desired Response Features: 10 organisms that are related to each other (ie, polar bear and meerkat will not appear on same food
web), organisms labeled as producers and consumers, sun represented in food chain in terms of connection to producers, arrows
show the flow of energy and go the correct way, decomposer is described as organisms that break down dead plant and animal
material and puts nutrients in the soil to help plant grow.