Beacon Lesson Plan Library

Who's on Top? Building a Food Chain

Donna Moody

Description

After discussing food chains and how living things depend upon one another for survival, students participate in building a living food chain from the smallest animal to the largest.

Objectives

The student understands that living things are part of a food chain.

Materials

-Flannel board
-Flannel board animals (cut animals out of flannel or buy pre-cut)
-Poster of animal food chain (obtain from school supply store)
-Duplicates of animals and their food sources (one copy per group and one copy per student) (See Associated File)
-Glue
-Crayons
-Scissors
-White construction paper

Preparations

1. Set up flannel board.
2. Collect flannel board animals (cut out of flannel or buy pre-cut animals).
3. Hang an animal food chain poster in room to spark interest in activities that are to come.
4. Run off handouts that will be used in both group and individual work. (See Associated File.)
5. Gather crayons, scissors, and glue.
6. Obtain white construction paper.

Procedures

**This activity will be addressing the animalís food chain and not living things.

1. Begin the activity by asking students what they had for dinner and focus on the type of meat they ate. Students respond and then discuss how we, as well as animals, rely on each other for our survival.

2. Next, use flannel animals to build a food chain starting from the smallest animal up to the largest.

3. After giving examples of different animals and what they eat, place students in active learning groups of four or five in number. The groups work cooperatively by coloring and gluing animals in the correct order to form a group animal food chain, starting from the smallest animal to the largest.
(See Associated File for handout.)

4. The class will then come back together for a whole group discussion to make sure students understand their food chain. Guide students in discussion and give feedback on the groupís food chain, along with checking the group food chain which they have constructed. (Use handout from above activity. See Associated File.)

5. Students will then be given an individual cut and paste of animals, in which they will build a food chain. Check for accuracy in animal order and give feedback to the students. (See Associated File. Use in both step #2 and #4.)

Assessments

1. Group assessments: Oversee students as they work in groups to fill out an animal food chain on animals, starting with the smallest to the largest animal.

2. Groups come together as a whole class to discuss and to share findings on the animal food chain they construct. Give response to group presentations and give appropriate feedback to groups.

3. Students independently color, cut, and paste in order to build an animal food chain using the same handout from activity #2.

4. Assess individual cut and paste projects to determine student's comprehension of food chain order and knowledge that living things are a part of a food chain.

Attached Files

Attached file.†††††File Extension: pdf

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