Food Webs and Food Chains

Period: 53 minutes

Objectives:
TSW examine the different energy pathways found in ecosystems by interpreting food chains and
creating a food web. (3b DOK 2).
Materials:
PowerPoint, Dry Erase Markers, Food Web Cards, String
Bell Work (7 minutes):
The following directions will be written on the white board:
o Using the question on the Promethean board, explain why all three of the incorrect choices
are wrong, and explain why the correct answer is right.
The following state test style question will be displayed on the Promethean board:
o Mongooses are small mammals found in southern Eurasia and mainland Africa. They are easily
recognizable by their long faces and bodies, and they are equipped with non-retractile claws
that are primarily used for digging. Mongooses mostly eat insects, snakes, chickens, and
rodents. Based on their diet, which of the following best describes the mongoose?
a. autotroph
b. decomposer
c. carnivore
d. herbivore
Set (5 minutes):
Students will be give a series of questions to copy down into their notes, and then they will be shown a
video that describes the movement of energy in an ecosystem while exploring the idea of food chains in
the Everglades. While students are watching, they will be answering their questions based on the
information contained in the video. After the video, the questions will be gone over as a class.
https://www.youtube.com/watch?v=0ZOvqYypOuo
Procedures (38 minutes):
1. 12 minutes. The definitions for food chain and food web will be provided, and the teacher will show
examples of each. The students will be asked questions to determine how relationships are shown in a
food chain or food web. The teacher will then provide the definition for trophic levels, and again, a food
chain will be used to illustrate the concept of trophic levels.
2. 12 minutes. The students will receive the food web cards and read the clues to create a class food web
of the savanna biome.
3. 8 minutes. Students will work on a series of review questions that assess their understanding of energy
pathways found within an ecosystem.
4. 4 minutes. With the remaining time, the answers to the questions will be gone over as a class.
Closure (3 minutes):
Orally question the students on energy pathways, including the use of food chains, food webs, and
energy pyramids.
Tomorrow we are going to take a look at ecological relationships found within ecosystems.
Assessment/Evaluation:
Objective: TSW identify the different types of producers and consumers (3b DOK 1).
Informal: Questioning will be done throughout the lesson, students will construct a food web, and
students will complete a series of review questions (M) that assesses their ability to examine energy
pathways in ecosystems using food chains, food webs, and energy pyramids (C).
Formal: Students will take a written exam (M) at a later date that assesses their ability to examine
energy pathways in ecosystems using food chains, food webs, and energy pyramids (C), and the grade
will be recorded in a grade book (D).