FOOD CHAIN
WHAT GOES AROUND. . .COMES AROUND
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Lesson Topic: Food chains, ecology, interdependent nature of life Grade Level: K-2, 3-5 In this lesson set, elementary students explore relationships between living things within the context of Mammals in Texas through discussion, song, games, crafts and writing.
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Objectives:
- Given group discussion, students will demonstrate understanding of the basic interdependent nature of living things.
- Given group discussion, small group activity, and computer activity, students will apply basic information about food chains to specific habitats and species in Texas.
Materials:
Choose one of the follow sets of materials:
- Classroom whiteboard and markers
- Large pad of paper and markers
- Overhead, blank sheets, and markers
- Computers (choose one):
- One for each child or partners
- One for the entire class with an interface and TV for viewing as a group
- Art supplies & Writing materials:
- Scissors, glue, paper, crayons
- Paper & pencils
Procedure:
NOTE: Before offering this set of activities, visit the Mammals of Texas alphabetical listing page to select a group of pictures to use as props during the discussion portion. To print the pictures, you have two choices: First, right click and save the picture in your online picture gallery, then print from there. Second, highlight the title, description, and picture of the chosen animal and print the selection as a whole (this option is most useful as an easy reference later).
Note: Please visit Instant Biology to clarify basic ecology points as needed.
(K-2) - Teacher initiates discussion about how living things all possess the same basic needs (focus on food, water, shelter). Compare how wild animals meet those needs to how people meet those needs. Show different animal pictures on overhead while talking. Ask kids to explain how each one gets what they need. Emphasize the interdependent nature of living things. Teacher constructs a modified food chain on the board with general features such as sun & rain, plant, plant-eater, meat-eater. Replace labels with specific Texas species. Emphasize realistic models.
(3-6) -- As students explain what they know, replace common-place names with the proper name. For example say, “Yes, the mountain lion is a meat-eater…scientists call them carnivores.”
(3-6) -- Teacher builds a modified food chain on the board including habitat, plant, herbivore, primary consumer, secondary consumer, decomposer. Use these terms and explain with examples. Give students opportunity to build their own food chains on paper. Emphasize realistic models…polar bears cannot eat prairie dogs.
(K-2) - As a group, do the activities using real Texas habitats and mammals.
Click here to learn and sing the “Food Chain Song” (“Farmer in the Dell” tune):
Nature's food chain
Nature's food chain
Living things get energy
Through Nature's food chainPlants need the sun
Mouse eats the plants
Plants need the sun
Living things get energy
Through Nature's food chain
Mouse eats the plants
Living things get energy
Through Nature's food chainCoyote eats the mouse
Coyote eats the mouse
animals get energy
Through Nature's food chain
Make paper food chain
Make stacking cups food chains
Explore link buttons for K-2 (habitats in Texas and mammals that live there; specific species)
(3-6) - Access NSRL Food Chain web page for this grade level. In small groups, explore the page using real Texas habitats and mammals:
Select a Texas habitat link button. Use the basic food chain model discussed to fill in the name of the habitat and one species from each level of a possible food chain for that habitat. Select the Mammal database button and look up each one to confirm position in food chain.
Make a paper food chain for the habitat you selected.
Repeat, as time allows, until you have all the Texas habitats.
Explore link buttons for 3-6 (food sources, predator/prey, shelter, biome, species)
Evaluation:
Teacher checks for accuracy on the crafted food chains. Teacher will informally assess students’ understanding during discussion.
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