Food Chains and Food Webs (Lesson 4) SNC1D

Unit: Sustainable Ecosystems

BIG IDEAS
● Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining their
ecological balance.
● People have the responsibility to regulate their impact on the sustainability of ecosystems in order to
preserve them for future generations.
MINISTRY EXPECTATIONS

B2.2 interpret qualitative and quantitative data from undisturbed and disturbed ecosystems (terrestrial and/or
aquatic), communicate the results graphically, and, extrapolating from the data, explain the importance of
biodiversity for all sustainable ecosystems [PR, AI, C]

B3.3 describe the limiting factors of ecosystems (e.g., nutrients, space, water, energy, predators), and explain how
these factors affect the carrying capacity of an ecosystem (e.g., the effect of an increase in the moose population on
the wolf population in the same ecosystem)

LESSON AGENDA STUDENT LEARNING GOALS

1. Minds-on -students will learn how the equilibrium in food
2. Gizmo Food Chain Activity chains is disturbed when only one population
3. Consolidation of a species is affected, and they will learn the
pattern of the change.
-Students will learn to analyze the data of the
different species populations at different
conditions

ELL-Specific Plan
Knowledge Structure: Description, Choice, Sequence, and Principles
Content Objectives:
● Explore the structure of a basic food chain in pyramid form
● Understand how the different levels of the food pyramid are interconnected and how they affect each other
● Specifically, observe and understand how the increase or decrease in the population of one species affects the
population of another species in a food chain
● Review the Ecology vocabulary presented in this and previous lessons

Language Objectives:
a) Vocabulary: animal names, habitat names, keywords from previous activities (SCAFFOLDING), Competition,
Predation, Mutualism/Symbiosis, Parasitism, species, organisms, population, autotroph, heterotroph, consumer,
producer, energy pyramid, equilibrium, organic matter, equilibrium, community, hunts, eats, catches, work together,
benefit, harm, run away, defenses, fight, compete,

b) Language Skills/Language Features:

● Spell, Pronounce, Translate, Define, and Understand the vocabulary words
● In response to questions, use phrases that show understanding of changing amounts AND understanding of
 “event and consequence”
E.g. If the _______ population decreases/increases, then the __________ population will also decrease/increase
E.g. When the rabbit population ____________, the snake population will ________________
● In response to questions, use phrases that show understanding of “likelihood”
Eg. The event that most likely caused this change is/was ___________________
● In response to questions, write opinion-based responses and predictions
Eg. I think that the rabbit population will___________________
I predict that the snake population will________________
( templates of these phrases will be given to students)
● Use terms that show “consecutiveness” E.g. First, Second, Before, After, etc.
● Use terms that show pace Eg. quickly, slowly, gradually,
● Say or write the correct type of event that was shown or described in the GIZMO
● Construct short sentences to identify and briefly explain why they think their answer is correct (use unit
vocabulary to help)
● Use phrases involving the “would” condition
Eg. The hawk population would increase if the snakes population increased
● Use past and present tense

Multimodal supports (graphic organizers):

● Students can choose to fill in a Table for the vocabulary words that they may find difficult during the
Gizmo Activity
● Detailed picture of food web and its components within the online Gizmo Activity
● Bar Chart and Line Graph within the online Gizmo activity
● An instructions manual with screenshots to direct students through the activity
● A worksheet with questions as well as directions and hints as to the answers
● Pre-made charts for sketching the graphs
● Charts for prediction and results

Accommodations for ELL Students:

● Scaffolding through collaboration with classmates. Working in small groups will give ELLs language
support, and practice using vocabulary required for an academic level science course. (This will be
especially important for Luke and Ahmed who must develop their subject-specific vocabulary)
● The use of visuals (especially those in the GIZMO) will target ELL students who have difficulties
with reading, and to target ELL students who are visual learners
● Using charts to make information more accessible and easier to follow
PRIOR KNOWLEDGE
-Know the definition of biome and biosphere, and be able to identify the four different spheres.
-Know the definitions of ecosystem, population
-Can distinguish between, and define the biotic and abiotic factors in the environment
-Know the flow of energy within trophic levels and the ecosystem
-Know the cycling of matter within ecosystems (water and carbon cycle)

MATERIALS (by activity)

1. Handouts and computer lab
2. computer and projector
3. computer lab, and Gizmo Instructions Worksheet, and Gizmo Activity Worksheet
4. Gizmo activity worksheets
# Teaching and Learning Strategies Assessment / Checking for
min Understanding
A. MINDS-ON: Learning Vocabulary - Observation of student
~10 engagement, and the
Adapted From:"Food Chain Gizmo : ExploreLearning." ExploreLearning : Get hands- answers they give.
on, minds-on in math and science. N.p., n.d. Web. 17 June 2017.
<https://www.explorelearning.com/index.cfm?method=cResource.dspView&Resourc
eID=381>.

- Students will review the terms they learned in the previous lessons.

-During the activity, students will walk around the classroom and quiz each
other on the terms on this worksheet. Every student is allowed to quiz each of
their classmates only once.

Appendix A. 1): Vocabulary Worksheet

(APPENDIX CONTAINS ALL WORKSHEET EXAMPLES)

B. ACTION 1: Food Chains Gizmo -Observe student

~50 Adapted from: "Food Chain Gizmo : ExploreLearning." ExploreLearning : Get hands- engagement with the
on, minds-on in math and science. N.p., n.d. Web. 17 June 2017. activity and the material
<https://www.explorelearning.com/index.cfm?method=cResource.dspView&Resourc
eID=381>. -Look out for recurring
questions and confusion,
-Students can choose to work in groups 2-3 and clarify the
-Students will work in the computer lab to explore how the food chain is misunderstandings to the
effected with the change of populations due to different factors. whole class
-Students will complete the worksheet, and interpret and analyze the graphs
and data that they collect from the gizmo activity. -Assess the types of
-Students are required to hand in their work at the end of the period. questions students ask
during the activity to get a
sense of how much the
Appendix B. 2 A): Gizmo Instructions Worksheet student understands the
Appendix B.2 B): Gizmo Activity Worksheets material, and how in-depth
their knowledge is
~10 C. CONSOLIDATION: Take Up -Assess the worksheets

-Students will mark each other’s Part 4 (assessment) worksheet

-After peers mark each other’s worksheets, students are required to hand in
all the worksheet to the teacher
Appendix C. 1)
NEXT STEPS
-Students will be introduced to food webs -
Appendix A.2): Vocabulary Worksheet

Vocabulary Worksheet

On this worksheet define the following terms. You are also encouraged to write the translation of
each term in your own language. (Font in blue is example of student work)

Word Translation Definition

Diseased больной (russian) When someone or

)Arabic( ‫ مريضة‬something feels sick or
unwell

Population )Arabic( ‫ جماعة من الحيوان‬the number of people or

Население animals living in a specific
area

Organism
‫ كائن ي‬an individual animal, plant, or
)Arabic( ‫ح‬
организм single-celled form of life

Species ‫ صنف‬a group of organisms made

вид up of individuals that can
interbreed (produce babies)

Prey ‫ فريسة‬An animal that is eaten by

добыча another for food and energy

Predator ‫ر‬
‫المفتس‬ An animal that preys on
хищник others (eats other animals)

Autotroph/Producer

Heterotroph/Consumer

Equilibrium

Ecosystem

Energy Pyramid

Organic Matter
Appendix B. 2) Gizmo Instructions Worksheets
Name: _______________________

Food Chain Gizmo - Activity Instructions

1. Go to the following website: https://www.explorelearning.com/
2. Login by clicking on the Login/Enroll button in the right-hand corner. Enroll in this class by entering the
following class code: _teacher will create enrollment key_(e.g. 24JK88FG)

3. Click “Find Gizmos” at the top of the page and enter the title “FOOD CHAIN” - Choose the FIRST
OPTION that is offered

4. You will arrive at a Gizmo called “Food Chain.” The full link to this Gizmo is:
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=381
5. Click “Launch Gizmo” or right onto the big picture that is on the left-hand side of the page. This will
take you into the Gizmo program.

6. Click EITHER “Bar Chart” OR “Graph” from the options at the top of the right-hand side of the page
to get a visual representation of the population changes.
6. Your page will now look like this (if you chose the Bar Chart). Also, under the bar chart you can see
the time in Months displayed.
7. This is an example of a Food Chain. You can use the “+” or “-” buttons to add or remove Hawks (the
highest on the chain), Snakes (below Hawks), Rabbits (below Snakes), and Grass (at the very bottom).
As you press the buttons, the NUMBER (which indicates the population of each organism) on the
pyramid will change. You can also choose if the animal OR plant is “Healthy” or “Diseased” (Sick).

8. Try different combinations. Have some fun. When you are ready to see what happens to all the
population with the NUMBERS YOU CHOSE and the HEALTH THAT YOU CHOSE, press the “PLAY”
button ( ). Pay attention to how the BARS ON THE BAR GRAPH go UP or DOWN. If you want to stop
or pause the game, press the “PAUSE” button ( II ). To go back to the original settings, you can press
the “Reset” button (↶).

Example:
9. Follow the instruction on the Activity Worksheet to complete the questions ( you can work in
groups of 2-3 people if you want OR individually). The Worksheet will be given to you at the
beginning of the activity. Good Luck!
Appendix B.2 B): Gizmo Activity Worksheet

Food Chain Gizmo Activity Worksheet

Part 1: Predator-Prey Relationships

--> before you start, select the "Bar Chart" tab.

1. In the table below predict (guess) what happens to the populations of the grass, hawk, and snakes,
if the rabbit population was changed. Write increase or decrease beside each "prediction in the
table".

Change to Rabbit
Grass Snakes Hawks
Population
Rabbit population doubles Predict: Predict: Predict:

Result: Result: Result:

Rabbit population halved Predict: Predict: Predict:

(decreases by one half)
Result: Result: Result:

2. Now, double the rabbit population (increase the rabbit population by 2 times), from 2566 to 5132
(close to 200% balance on the bar graph). Click the play button, and then pause after about 1
MONTH. Look at the bar graph, and write in the table above "increase" or "decrease", beside the
"result", for each organism.

Click the reset button, and half the rabbit population (decrease rabbit population by one half), from
2566 to 1283 (close to 50% of balance on the bar graph). Click the play button, and then pause after
about 1 MONTH. Look at the bar graph, and write in the table above "increase" or "decrease", beside
the "result", for each organism.

a) How did doubling the rabbit population b) How did halving the rabbit population
initially (at first) affect the hawk, snake, and initially (at first) affect the hawk, snake, and
grass populations ? grass populations ?
4. Repeat the instruction in questions 2 and 3, for the snake and hawk populations. Record your
predictions and results in the table below.

Change to Snake
Grass Rabbits Hawks
Population
Snake population doubles Predict: Predict: Predict:

Result: Result: Result:

Snake population halved Predict: Predict: Predict:

(decreases by one half)
Result: Result: Result:

Change to Hawk
Grass Rabbits Snakes
Population
Hawk population doubles Predict: Predict: Predict:

Result: Result: Result:

Hawk population halved Predict: Predict: Predict:

(decreases by one half)
Result: Result: Result:

a) How did increasing the snake affect the grass?___________________________________________

Why?______________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
b) How did increasing the hawks affect the rabbits?
___________________________________________
Why?______________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Generally Speaking...

5. What happens to predators when prey are removed?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

6. What happens to prey when predators are removed?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Part 2: Long-Term Changes

--> Before you start select the "Graph" tab.

1. Kill most of the hawks, such that there is less than half of the hawk population (change hawk
population from 46 to less than 23). Click play, and pause after about 2 months. Draw the Bar Chart,
and the Graph in the space provided.

Click play, until you reach about 12 months. Draw the bar chart and the graph in the space provided.

What happened to the organisms' population after 12 months?_______________________________

Why?______________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
---> Bar Graph (After 2 months) ---> Line Graph (After 2 months)

---> Bar Graph (After 12 months) ---> Line Graph (After 12 months)
Part 3: Lab Assessment-Check Your Understanding (Assessment)

Complete the following assessment questions by looking at the food chain in the GIZMO. Use the
“Instructions” if needed. Use a dictionary or translator tool if needed.

1. If a disease happens in the snake population in this food chain, what will be the FIRST effect on the
populations of hawks and rabbits? (Instructions: Change the “Snake” category in the Gizmo from “Healthy”
to “Diseased” and look at the bar chart or graph to see what happens)

A. The populations of hawks and rabbits will decrease.

B. The populations of hawks and rabbits will increase.
C. The population of hawks will increase. The population of rabbits will decrease.
D. The population of hawks will decrease. The population of rabbits will increase.

2. In the food chain, what will happen FIRST if you suddenly double the population of rabbits?
(Instructions: Change the starting number of rabbits from 2566 to 5068 and look at the bar chart or graph to
see what happens. You can PAUSE the graph to make it easier) Eg.
A. The populations of the other three species would also increase.
B. The populations of the other three species would decrease.
C. The grass population would decrease. The snake population and hawk population would increase.
D. The grass population and hawk population would decrease. The snake population would increase.

3. What event within the food chain MIGHT lead to the graph shown below?

A. A disease in the population of rabbits.

B. A disease in the population of snakes.
C. A disease in the population of hawks.
D. It is impossible to tell which of the above occurred.

4. What most likely (probably) caused the rabbit population to decrease over the first time unit
(between 0 and 1 on the bottom timeline) shown in the following graph?
 A. A disease in the population of rabbits.
B. A decreasing population of grasses.
C. An increasing population of hawks.
D. A higher than normal population of snakes.

5. Hunters have killed a lot of rabbits in this ecosystem (food chain), this is shown in the bar graph
below. What will happen to the other organisms?

A. The snake population will decrease quickly and the grass population will increase quickly.
B. The hawk population will increase quickly and the rabbit population will decrease quickly.
C. The grass population will decrease quickly and the snake population will increase quickly.
D. The grass, rabbit, snake, and hawk populations will all decrease quickly.