food chains teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Josh Hummel Graphics: Fred Thodal

Transcription

1 Union Street, Brandon, VT 0733 food chains teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Josh Hummel Graphics: Fred Thodal

2 a message from our company viewing clearances use and copyright a message from our company... Visual Learning is a Vermont-based, family owned company specializing in the creation of science programs. As former classroom science teachers, we have designed our programs to meet the needs and interests of both students and teachers. Our mission is to help educators and students meet educational goals while experiencing the thrill of science! viewing clearances The video and accompanying teacher s guide are for instructional use only. In showing these programs, no admission charges are to be incurred. The programs are to be utilized in face-to-face classroom instructional settings, library settings, or similar instructional settings. Duplication rights are available, but must be negotiated with visual learning systems. Television, cable, or satellite rights are also available, but must be negotiated with visual learning systems. Closed circuit rights are available, and are defined as the use of the program beyond a single classroom but within a single campus. Institutions wishing to utilize the program in multiple campuses must purchase the multiple campus version of the program, available at a slightly higher fee. Video streaming rights are available and must be negotiated with visual learning systems. Discounts may be granted to institutions interested in purchasing programs in large quantities. These discounts may be negotiated with visual learning systems. use and copyright The purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher s guide and the black line master handouts for the purpose of teaching in conjunction with this video, food chains. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is prohibited. The video and this teacher s guide are the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 01 and 06). food Copyright 01 ISBN chains

3 Index teacher s guide a message from our company viewing clearances use and copyright student learning objectives assessment introducing the program program viewing suggestions literature connections key vocabulary video script answer key to student assessments answer key to student activities student activities what do you know now? what have you learned? vdeo review video quiz food chains make a food chain food webs food chains 3

4 student learning objectives assessment student learning objectives Upon viewing the video and completing the enclosed student activities, students will be able to do the following: 1 Understand that all living things need energy to live. Explain that some living things such as plants make their own energy. They are called producers. 3 Know that some living things eat other things for energy. They are called consumers. 4 Understand that some living things decompose other once-living things. They are called decomposers. Show how energy is passed from one living thing to another in a food chain. 6 Identify producers and consumers in a food chain. 7 Understand that a food web is a more detailed way to illustrate relationships between producers, consumers, and decomposers. assessment what do you know now? (p. 10): This preliminary assessment is an assessment tool designed to gain an understanding of students preexisting knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages. what have you learned? (p. 11): This post assessment can be utilized as an assessment tool following student completion of the program and student activities. The results of this assessment can be compared against the results of the preliminary assessment to assess student progress. video review (p. 1): The video review can be used as an assessment tool or as a student activity. There are two sections. The first part contains questions displayed during the program. The second part consists of a five-question video quiz to be answered at the end of the video. 4 food chains

5 introducing the program Before showing the video to students ask them what they had for breakfast this morning. List their breakfast foods on the board. Explain to students that we need to eat food to get the energy our bodies need. Also, tell students that all living things need energy to live. Some living things make their own food. Others need to eat other things for food. Next, ask students where the foods they ate for breakfast came from. For example, if they had toast, the bread was made from a plant called wheat. If they had orange juice, it was from oranges of an orange tree. If they had bacon, it came from a pig, that in turn ate plants for food. Explain that it s possible to make a diagram that shows the transfer of energy between living things. Tell students to pay close attention to the video to learn more about the transfer of energy between living things. program viewing suggestions The student master video review is provided (p. 1) for distribution to students. You may choose to have your students complete this master while viewing the program or do so upon its conclusion. The program is approximately 10 to 1 minutes in length and includes a five-question video quiz. Answers are not provided to the video quiz in the video, but are included in this guide on page 9. You may choose to grade student quizzes as an assessment tool or to review the answers in class. introducing the program program viewing suggestions literature connections The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts. literature connections Kalman, Bobbie. Food Chains and You. New York: Crabtree Publishing, 004. Kapchinske, Pam. Hey Diddle Diddle: A Food Chain Tale. South Carolina: Sylvan Dell Publishing, 011. Lauber, Patricia. Who Eats What? Food Chains and Food Webs. New York: Collins, Zoehfeld, Kathleen Weidner. Secrets of the Garden: Food Chains and the Food Web. New York: Knopf Books for Young Readers, 01. food chains

6 key vocabulary video script key vocabulary video script energy light energy photosynthesis producers consumers decomposers food chain food web Introduction 0 What did you have for breakfast this morning? 03 Cereal, milk, 04 or, perhaps you had toast with jam, 0 or, maybe you had scrambled eggs. 06 We eat food because we need energy. We need energy to live. 07 All living things need energy. 08 What are some of the ways living things get the energy they need? 09 How does energy move between living things? 10 And how are living things connected to one another? 11 During the next few minutes we re going to answer these questions and others as we explore food chains. 1 Living Things 13 This beautiful place in south Florida is a type of wetland called a swamp. 14 These trees and plants are covered by shallow water for most of the year. 1 It s a great place to see lots of wildlife and many different kinds of plants. 16 All the things that live here need energy. 17 For example, these birds are getting energy by eating small animals that live in water. 18 Alligators eat fish, birds, and just about anything that they can catch for their energy. 19 The living things in this swamp can be divided into three groups based on how they obtain energy. The three groups are producers, consumers, and decomposers. 0 Let s study these groups more closely. 1 Producers, Consumers, and Decomposers This plant makes its own food. you 3 What does this plant receive from the sun to make its own food? decide 4 This plant receives light energy from the sun to make its own food. Photosynthesis is the process by which plants make food from the sun s light energy. 6 food chains

7 6 Plants are in a group of living things called producers. They re called that because they produce their own food. 7 Grasses, trees, and flowers are all producers. 8 Algae are plant-like organisms that live in water. They re producers too. 9 Living things that eat other things for food are in a group called consumers. 30 Consumers consume, or eat other things for energy. 31 Animals are consumers. 3 So are we because we eat other things such as plants and animals for our energy. 33 You may not be familiar with the third group of living things decomposers. 34 This mushroom is a decomposer. 3 Decomposers get the energy they need by breaking down the remains of dead things. 36 Fungi, and microscopic bacteria are examples of decomposers. 37 Decomposers are very important because they break down dead plants and animals. They return nutrients to the soil to be used by living things such as plants. video script 4 you obseve 38 Food Chains 39 We know that living things either make their own energy or they eat other things to get the energy that they need. 40 We can show how energy is passed from one living thing to another in a simple drawing called a food chain. 41 Let s make a food chain based on a few living things in this meadow. 4 This green grass is a producer. Grasses, like all plants, produce their own food from the sun s light energy. 43 So, our food chain begins with grass. 44 What is this rabbit eating? 4 This rabbit is eating grass. Rabbits are consumers. They must eat other things for their energy. 46 In our food chain, an arrow is drawn from the grass to the rabbit. It shows that the rabbit eats the grass. 47 Now, hawks are birds that eat animals for food, and some hawks eat rabbits. 48 So we can place an arrow from the rabbit to the hawk, completing our simple food chain. 49 Food Webs 0 We just took a look at a simple food chain in a meadow. 1 What other living things do you see in this meadow? That s right, you see other types of plants and insects. you obseve food chains 7

8 video script 6 3 In fact, there are many different plants, animals, and other living things in the meadow. 4 Instead of a chain, a food web is a much more detailed way to show the relationship between producers, consumers, and decomposers. Notice how there are many lines that cross each other forming a web. 6 Food webs are a much more realistic way to show how living things interact with each other. 7 Video Review 8 During the past few minutes we explored food chains. 9 We began by seeing that all living things need energy to live. 60 Some living things, such as plants, make their own food. 61 Other living things, such as animals, need to get their energy by eating other things. 6 Next, we highlighted features of producers, consumers, and decomposers. 63 The nature of food chains was then discussed. 64 Last, we took a look at food webs. We saw how food webs are a more realistic way to represent the relationships of living things. 6 This rounded out our exploration of food chains and webs Video Quiz 67 Fill in the correct word to complete the sentence All living things need to survive. 69. We eat because we need energy such as plants make their own food This food shows how energy moves from one living thing to another. 7. This is a food. 8 food chains

9 answer key to student assessments what do you know now? 1 energy they make it 3 the sun s light energy 4 producers consumers 6 grass 7 fungi 8 to break down once-living things 9 energy 10 food web what have you learned? (p. 11) 1 consumers energy 3 grass 4 the sun s light energy to break down once-living things 6 producers 7 food web 8 they make it 9 fungi 10 energy answer key to student assessments video review (p. 1) 1 This plant receives light energy from the sun to make its own food. This rabbit is eating grass. 3 Other types of plants and insects can be seen in the meadow. video quiz (p. 1) 1 energy food 3 producers 4 chain web answer key to student activities food chains (p. 13) 1 producer consumer consumer producer consumer consumer make a food chain (p. 14) These are several possible answers: 1 leaf caterpillar bird grass rabbit fox 3 sunflower seeds squirrel owl 4 corn mouse snake food webs (p. 1) Divide students into small groups. Have students spread the cut outs on a table. Tell them to stretch pieces of yarn between living things that depend on each other for food. There are many energy connection possibilities. Notice how a web of yarn is formed. food chains 9

10 what do you know now? Select the best answer for each of the following questions. Name: We eat food because we need: 1 6 to gain weight energy water salt How do plants get their food? 7 they eat animals they eat other plants they break down once-living things they make it Which of the following is a producer? rabbit deer snake grass Which is a decomposer? mouse tree fungi bird 3 In photosynthesis plants make food from: the sun s light energy chemicals in the soil food fertilizer 8 What is a job of decomposers? photosynthesis to create energy to break down once-living things producing energy 4 Plants are in a group of living things called: animals consumers producers decomposers 9 A food chain shows the transfer of: energy water money dirt Living things that eat other things are called: producers consumers plants algae 10 A more detailed way to show the transfer of energy is a: food exchange network food web diagram 10 food chains visual learning systems

11 what have you learned? Select the best answer for each of the following questions. Name: 1 Living things that eat other things are called: 6 Plants are in a group of living things called: producers consumers plants algae animals consumers producers decomposers A food chain shows the transfer of: 7 A more detailed way to show the transfer of energy is a: energy water money dirt food exchange network food web diagram 3 Which of the following is a producer? rabbit deer snake grass 8 How do plants get their food? they eat animals they eat other plants they break down once-living things they make it 4 In photosynthesis plants make food from: the sun s light energy chemicals in the soil food fertilizer What is a job of decomposers? photosynthesis to create energy to break down once-living things producing energy 9 10 Which is a decomposer? mouse tree fungi bird We eat food because we need: to gain weight energy water salt visual learning systems food chains 11

12 video review Name: you decide What does this plant receive from the sun to make its own food? you observe What is this rabbit eating? you observe What other living things do you see in this meadow? video quiz 1 All living things need to survive. We eat because we need energy. 3 4 such as plants make their own food. This food shows how energy moves from one living thing to another. 1 food chains This is a food. visual learning systems

13 food chains Name: A food chain shows how energy passes from one living thing to another. Food chains have producers and consumers. Directions: label the producers and consumers in the food chain below. 1 visual learning systems food chains 13

14 make a food chain Name: Directions: Create a food chain with the living things on this page. Cut them out and arrange them in a food chain. Make at least three food chains. grass caterpillar fox mouse leaf corn sunflower seeds owl bird snake 14 food chains squirrel rabbit visual learning systems

15 food webs Name: Directions: A food web is a more complicated way to show who eats what. Cut out the plants and animals below. Use pieces of yarn to make a food web. rabbit grass mouse snake fox falcon hawk raspberries prairie dog deer heron owl wolf fish frog cricket visual learning systems food chains 1