Classroom Food Web (Lesson 5) SNC1D1

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

3.1 demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of

interactions between living organisms and their environment

3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
(e.g., Plants are producers in ponds. They take energy from the sun and produce food, oxygen, and shelter
for the other pond life. Black bears are consumers in forests. They eat fruits, berries, and other consumers.
By eating other consumers, they help to keep a balance in the forest community. Bacteria and fungi are
decomposers. They help to maintain healthy soil by breaking down organic materials such as manure, bone,
spider silk, and bark. Earthworms then ingest the decaying matter, take needed nutrients from it, and return
those nutrients to the soil through their castings.)

3.4 describe the transfer of energy in a food chain and explain the effects of the elimination of any part of
the chain
NOTE: The ministry expectations listed above, correspond to those of the grade 7 curriculum. This
assignment is used to review food chains and how energy flows from one trophic level to the other. This
will create the basis for building on the new material that students will learn from the grade 9 curriculum,
where they will learn to make intricate food webs, understand that many food chains make up a single food
web, and study the trophic levels and the energy transfer between them more in depth.

LESSON AGENDA STUDENT LEARNING GOALS

-Students will learn about the different categories of
1. Minds-On animals (herbivore, omnivore, carnivore)
2. PowerPoint Review -Students will learn the interaction between the
3. Research Organism animals in the food web
4. Consolidation -Students will learn that the food web is made of
multiple food chains
-Students will get a chance to learn about the
significance of different animals/plants in different
cultures

ELL Specific Plan

Knowledge Structure: Description, Choice, Sequence, and Principles
Content Objectives:
● To be able to define and distinguish Herbivores, Carnivores, and Omnivores
 ● To understand the sequence of a food chain and be able to explain in written form the sequence of
consumption (animal #1 consumes or is consumed by animal #2)
● To understand and interpret a food web or pyramid image
● To be able to create a properly structured and labeled food web by hand or with use of technology
● To choose and conduct research on a specific animal (and possibly relate its significance to one’s
home country and/or culture)
● To share, in written and verbal form, the research on the animal of choice
Language Objectives:

a) Vocabulary: herbivore, carnivore, omnivore, food web, food chain, consumer, producer, decomposer,
ecosystem, biome, biosphere, population, trophic level
b) Language Skills/Language Features:
● Spell, Pronounce, Translate, Define, and Understand the Review Vocabulary words
● In response to questions about a chosen organism, provide Physical Characteristics (use words
describing size, shape, colouring, surface, habits, and behaviour)
● Construct short sentences to identify and briefly explain significance of chosen animal
Eg. The animal I have chosen is_____________. It has significance in my country/culture because________
● Conduct research in Language 1 → students may use any translation device to assist them
(dictionaries, online translator, etc.)
● Sort out important information about animal based on the questions provided on
worksheet/template
● present findings about chosen animal verbally

Multimodal supports (graphic organizers):

● Youtube video as a Minds On visual aid
● PowerPoint presentation as a review tool and visual aid
● Detailed visual examples of food chains, food webs, food pyramids
● Worksheet/Template with specific Research Questions to answer for the Cultural Food Web activity
(provides space to answer each question)

Accommodations for ELLs:

● 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.
● giving students the choice to take control of their learning accommodates ELL students because it
focuses on their strengths rather than their weakness, and it draws on the prior knowledge that the
students already possess.
PRIOR KNOWLEDGE
-Definition of ecosystem, biosphere, food chain, herbivore, omnivore, carnivore, autotroph, heterotroph,
population, trophic level
-Draw a food chain and list the organisms in the right order
MATERIALS (by activity)
1. Computer lab, chalk, and blackboard
2. Computer and projector
3.Computer lab and Cultural Class Food Web Activity Worksheet
4.In-class board, or bristol paper/poster (glue/tape, and markers)
# Teaching and Learning Strategies Assessment / Checking for
min Understanding
A. MINDS-ON: Pacman Food Chain -Observe student
~7 engagement
Show Youtube Video (5:00 to 7:00 frame) -Walk around and note the
https://www.youtube.com/watch?v=jpcky4LnBI8 questions that keep
recurring due to confusion/
-Students will work with their table group to create a pacman food misunderstanding
chain

-Students will draw their food chains on the board

~10 B. ACTION 1: PowerPoint Review -Observe students’ answers

to the questions asked
-The teacher will review some of the important terms and concepts during the lesson, and
that students need to know in order to work on this activity clarify any confusion
-Students will participate by answering questions that the teacher
asks during the lesson, and by asking questions for clarification -Assess student
understanding from
Appendix B.1) PowerPoint questions students ask
during the lesson
https://docs.google.com/presentation/d/1XKYIFo2xDibNj-
hoQuYROc40CTq_pTVM8uhayc7j7lA/edit?usp=sharing

ACTION 1: Researching Animals -Observe student

~45 Adapted from: http://nationalgeographic.org/activity/marine-food- engagement during the
-50 webs/ activity

-students will work with a partner to research an animal, and answer -Look out for questions that
the questions on the handout they will be given might indicate
misunderstanding or
-Students will be assigned one of the organisms found in boreal confusion.
forests, or they an choose the animal they are interested in from the
list (Appendix B.1.A)

-Students can choose an animal/plant that is significant in their

culture, but it has to be within their assigned category

- Students will then research the animal that they choose and answer
the questions on the handout (Appendix B.1.B).

-This activity will give students an opportunity to learn about the

different animals found in the boreal forest and their habitat.

Note: to further accommodate ELLs the teachers can assign each pair
 of students one of the four categories: herbivore, omnivore,
carnivore, and autotroph (plants). Students can then choose a
culturally significant organism, within their assigned category to
research. At the end the class can put together the “Cultural Class
Foodweb”. (Check Appendix F)

Appendix B. 1. A) Boreal Forest Organism List

Appendix B. 1. B) Classroom Boreal Forest Food Web Worksheet
Appendix F) Classroom Cultural Food Web
-This is an alternative to the activity described here

~15 C. CONSOLIDATION : Putting Together the Class Food Web -Assess the handout
Adapted from: http://nationalgeographic.org/activity/marine-food-
webs/ -Observe student
understanding and
-Each pair of students will very briefly present their finding about engagement during
their chosen animal presentation
-Students will then place their animal in the classroom’s Boreal Forest
Food Web, making sure that their animal is in the right spot in the
food web. Students will connect their organisms to the other
organisms that it preys on, or organisms that prey on it.

NEXT STEPS
-students will learn about the human impact on different ecosystems
-students will research and create a poster presentation about an
ecosystem in their own country that was affected by human activity.

Appendix Below:
Appendix B.1) PowerPoint

Appendix B.1.A): Boreal Forest Organism List

-bog birch -grouse -Canadian lynx

-grey willow -wolf -white spruce
-red squirrel -great horned owl -aquatic grass
-ground squirrel -red fox
-snowshoe hare -red tailed hawk
-moose -coyote

Appendix B.1 A): Classroom Boreal Forest Food Web

Boreal Forest Food Chains and Food Webs Activity

For this activity you will learn about food chains and food webs, and how to construct them.
You and a partner, will be assigned an organism that lives in the boreal forest. Working with
your partner, you will research the organism that you are assigned by filling out this worksheet.
The whole class will then come together to create a classroom food web.

An organism is a plant or an animal.

When you finish the worksheet, print a picture of the organism and place it on the board (show
the teacher the picture before printing it). Pay attention to where your organism fits in the
food web, and make sure to connect it to any other organisms that it feeds on, and the organisms
that feed on it. Remember to write the organism's name under the picture.

Each group member is expected to hand in the complete worksheet at the end of the activity.

1. Assigned Organism:
___________________________________________________________________________

2. Is the animal a carnivore, herbivore or omnivore?

__________________________________________________________________________

3. Which trophic level is your organism found in?

___________________________________________________________________________

4. Describe the organism's habitat:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________

5. Physical characteristics of the organism:

__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________________

6. List the organisms that your organism preys on (eats), if any:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________

7. List the organisms that prey on (eat) your organism, if any:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________

8. Fun facts about the organism:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________

9. Create a food chain in which your organism is involved:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________

Appendix F: Classroom Cultural Food Web Worksheet

Classroom Cultural Food Web Activity

For this activity you will learn about food chains and food webs, and how to construct them.
You and a partner, will be assigned one of the categories herbivore, carnivore, omnivore,
autotrophs (plants).

Working with your partner, you will choose a culturally relevant organism (an animal/plant this
important in your culture) within the category that you are assigned.
The whole class will then come together to create a cultural class food web.

An organism is a plant or an animal.

When you finish the worksheet, print a picture of the organism and place it on the board (show
the teacher the picture before printing it).Pay attention to where your organism fits in the food
web, and make sure to connect it to any other organisms that it feeds on, and the organisms that
feed on it. Remember to write the organism's name under the picture. Each pair of students will
then briefly present their animal to the whole class.

You can use online dictionaries and translators to help you with your research. You can also
create a list of vocabulary list for words that are new to you.

Each group member is expected to hand in the completed worksheet at the end of the activity.

1. Assigned Organism:
______________________________________________________________________________
______________________________________________________________________________

2. Is the organism a carnivore, herbivore, omnivore, or autotroph?

______________________________________________________________________________
______________________________________________________________________________

3. Which trophic level is your organism found in?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Describe the organism's habitat (environment in which your organism lives):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Physical characteristics of the organism:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. List the organisms that your organism preys on, if any (What does your organism eat?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. List the organisms that prey on your organism (What organisms eat your organism?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

8. Fun facts about the organism:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

9. Describe one human activity that has affected your organism? In what way did it affect
your organism?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

10. What is the cultural significance of your organism (Why is your organism important in
your culture?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

11. Create a food chain in which your organism is involved:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________