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Food Chains

Food Chains

TEKS Objective

The student is expected to identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field.

Essential Understanding

The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments.

Science Background

Energy, Ecosystems and the Atmosphere: BioEd Online (video) - Dr. Nancy Moreno introduces concepts related to ecosystems, energy flow through ecosystems and concepts related to producers and consumers.

Energy, Ecosystems and the Atmosphere
BioEd Online, www.bioedonline.org

Another Link in the Food Chain: Geography4Kids (website) - Quick review of the major components of food chains, along with an explanation of producers, consumers and decomposers, and their interactions.

Another Link in the Food Chain
Geography4Kids, http://www.geography4kids.com/

Energy Flow in Ecosystems: Wisconsin KEEP (website) – Overview of food chains and energy in ecosystems.

Energy Flow in Ecosystems
Wisconsin KEEP, http://www4.uwsp.edu/cnr/wcee/keep/

Signature Lesson

Food Chains: My Science Box (website) – Using a simple card sorting activity, students explore the concepts of food chains and the roles of producers, consumers and other organisms. Download separate documents including the food chain cards, lesson plan and a food pyramid overhead.

Food Chains
My Science Box, http://www.mysciencebox.org/

Supporting Lessons

Ecology, Habitats and Food Chains: Core Knowledge (PDF) - Multiple activities in which students explore ecology, habitats and food chains, and create their own habitats.

Ecology, Habitats and Food Chains
Core Knowledge, http://www.coreknowledge.org/

Elaboration Lessons and Extensions

Pond Water Web, Lesson Plan: Science Spot (PDF) - Students become familiar with common pond organisms, and then discover the role of these organisms in maintaining a balanced aquatic habitat by creating food webs. Includes student pages and assessment.

Pond Water Web, Lesson Plan
Science Spot, http://sciencespot.net/

The Antarctic Food Chain: National Geographic (website) - Students draw pictures, learn about the diet of various Antarctic animals, and create a classroom collage of a natural food chain in Antarctica, which illustrates the importance of krill to the Antarctic ecosystem.

The Antarctic Food Chain
National Geographic, http://www.nationalgeographic.com/expeditions/

Assessment Ideas

Identify the Food Chains: Penn State University (website) - Print this web page, provide a copy to each student, and have students answer the questions to assess their understanding of the flow of energy in a food chain.

Identify the Food Chains
Penn State University, http://www.cas.psu.edu/

Literature Connections

Food Chains. Rau Meachen, Dana (ISBN-13: 978-0761440956)

Who Eats What? Food Chains and Food Webs. Lauber, P. and Keller, H. (ISBN-13: 978-0064451307)

What are Food Chains and Webs? Kalman, Bobbie (ISBN-13: 978-0778776376)

An Antarctic Habitat. Alonian, Molly. (ISBN-13: 978-0778729846)

Arctic and Antarctic. Mack, Lorrie (ISBN-13: 978-0756619800)

Related Science TEKS

(3.1A) Science Safety
The student is expected to demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat.

(3.2C) Graphs, Tables, Charts
The student is expected to construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data.

(3.3A) Analyze, Evaluate and Critique Explanations
The student is expected to analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

(3.3D) Science Careers, Contributions and History
The student is expected to connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(3.4A) Tools for Collecting and Analyzing Information
The student is expected to collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

(3.4B) Safety Equipment
The student is expected to use safety equipment as appropriate, including safety goggles and gloves.

Related Math TEKS

3.13A The student is expected to collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data.

3.13C The student is expected to use data to describe events as more likely than, less likely than, or equally likely as.

3.14D The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

3.15A The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

Additional Resources

Chain Reaction: EcoKids (website): Online, interactive game that allows students to build a basic food chain, and learn about omnivores, predators and herbivores.

Chain Reaction
EcoKids, http://www.ecokids.ca/

Antarctica, The Play: The Open Door Website (website) - Play created by students to illustrate the natural circle of life in Antarctica and how living organisms depend on each other and the environment for survival.

Antarctica, The Play
The Open Door Website, http://www.saburchill.com/

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