Teaching food chains and webs? These handy organizers explain how energy in animals’ food comes from the Sun. When kids learn about producers, consumers, and decomposers, they begin to understand ecosystems.
Mr. Grow Teaches Food Chains and Webs
Our favorite fifth grade teacher sat in the teachers’ lounge with his team. “Okay,” he said, “time to hit another Next Generation Science Standard. Actually, this standard is both a physical science activity and a life science activity. It’s integrated.” He read it aloud.
NGSS 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
“Now that sounds like food chains to me,” said Mrs. Washington. “Fortunately, our kids already know about photosynthesis. They learned it in their fourth grade plants unit. So this should be a piece of cake.”
She clicked around on her laptop. “Here,” she said. “I knew I had this somewhere. We can use these food chains projects to help kids understand the concept of an ecosystem.”
Building Models of Food Chains
Mrs. Washington turned her laptop so the others could see. “First,” she continued, “they can build food chains. As you can see, it’s a simple cut and paste activity. Kids position the pictures to show the flow of energy from the Sun to producers to consumers and finally to decomposers.”
The others nodded their heads. “Looks good,” said Mr. Grow.
“This resource offers two options. If we want kids to color, we can use the black and white version. On the other hand, if we want something quick, there’s a color version.”
Sorting Elements of Food Chains
Mrs. Washington scrolled down. “Second,” she said, “kids can sort producers, consumers, and decomposers. In my mind, this gets them thinking. Initially, they must consider if the organism photosynthesizes. Then, they ponder whether the organism actually breaks down other organisms in the food chains.”
“Another simple activity to drive the concept home,” said Ms. Columbo.
Exploring Food Webs
“Finally,” Mrs. Washington continued, “kids consider move from food chains to entire ecosystems. After learning about the organisms shown in the picture, they draw arrows. These represent who eats whom.”
“A food web!” Mr. Grow exclaimed.
“Exactly. In the end, the activities culminate with a more thorough exploration of ecosystems.”
“You know what I like?” Ms. Columbo asked. “This set of hands-on activities simplifies the concepts. These easy projects will be a breath of fresh air.”
All the teachers smiled. Sometimes, kids – and their teachers – needed something a little easier.
