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You in the
Food Web
catalog #2886
Teacher’s Guide
Video Produced by ...
Jerome Education Associates
Published & Distributed by…
AGC/UNITED LEARNING
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E-Mail: [email protected]
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
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YOU IN THE FOOD WEB
Multi-Level Grades K-4
Running Time: 18 minutes
Introduction
This is a multi-level program designed to introduce the concepts
of food chains and webs to lower primary children and to develop age-level appropriate skills and concepts for older children
through grade 4.
Students will investigate food chains and webs by dining at the
Jerome family dinner table. You in the Food Web takes a look at
common dinner foods, exploring their origin, how these foods
obtain their food or energy, and how they fit into food chains.
Beyond common dinner foods, pond organisms serve as the basis to investigate slightly more complex food webs.
The goal of the program is to familiarize students with the principles of basic energy needs of living things, the different ways
living things obtain energy, and the fundamental construction of
food chains and webs. Over a dozen scientific vocabulary words
are addressed in conveying these concepts.
Links to Curriculum Standards
This video correlates to the National Science Education Standards for Life Science (Content Standard C) for students grades
K-4:
The Characteristics of Organisms
• Organisms have basic needs. For example, animals need air,
water, and food; plants require air, water, nutrients, and light.
Organisms and Their Environments
• All animals depend on plants. Some animals eat plants for food.
Other animals eat animals that eat the plants.
Summary of the Video
Take your students on a tour of food chains and webs in this
video. Through dining with Dr. Brian Jerome, students will see
where dinner foods get their energy, and how they fit into food
chains and webs. Emphasis will be placed on how energy is
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transferred between living things. Relationships between producers and consumer, predators and prey will also be explored.
The plants and animals of a local pond also help students understand the interaction of or living things in food webs. Through
this video, students will learn how they actually fit into food
chains and webs.
Dinner foods that will be highlighted include lettuce, broccoli,
milk, turkey, and fish. Students will see how these once-living
things obtain their energy, and how they pass on energy to other
living things, including humans. While exploring a nearby pond,
Dr. Jerome shows students how organisms, such as cattails, trees,
beavers, crayfish, raccoons, salamanders, and fish fit into food
webs.
The video is vocabulary-rich and uses key terminology, such as
energy, producer, consumer, predator, plant, herbivore, carnivore, omnivore, food chain, food web, and decomposers.
Numerous colorful and easy-to-understand graphics greatly enhance student understanding of the key concepts involved with
food chains and webs. Illustrations of food chains and food webs
highlight real-life examples of the interaction of living things
commonly seen and experienced by students.
Student Objectives
After viewing the video and completing the lessons and activities, students will be able to…
• Define the vocabulary words addressed in the video and in the
Word Search Activity.
• Describe some of the needs of living things, including the need
for energy.
• Describe the difference between producers and consumers, and
provide examples of each.
• Given several living things, arrange them correctly in a food
chain.
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• Given several living things, arrange them correctly in a food
web.
• Describe the role of decomposers in food chains and webs, and
how they promote the cycling of matter.
Teacher Preparation
Before showing this program to your students, it is suggested
that you preview the video, and review this guide and the accompanying blackline master activities in order to familiarize yourself with their content. Decide with which concepts and vocabulary students may be unfamiliar, and review this information prior
to showing the video.
As you review the materials presented in this guide, you may
find it necessary to make some changes, additions, or deletions
to meet the specific needs of your class. We encourage you to do
so, for only by tailoring this program to you class will they obtain the maximum instructional benefits afforded by the materials.
It is also suggested that the video presentation take place before
the entire group under your supervision. The lesson activities
grow out of the context of the video, therefore, the presentation
should be a common experience for all students.
It should be noted that there are a large number of organisms
which participate in food chains and food webs. The types of
organisms largely depends on geographic location. Student exposure to various organisms may vary widely depending on where
they live, and their awareness of the natural world.
No matter where they live, plants and animals form some type of
food chain or web. Attempt to make students aware of the organisms at their dinner table and in their neighborhood, and how
they interact with each other by discussing them before viewing
the video.
The video presentation is immediately followed by a Video Quiz.
The questions from the Video Quiz appear on Blackline Master
1, Video Quiz, which you may wish to distribute before you show
the video so that students can answer them as they appear on
screen. The answers appear in the Answer Key on page 8.
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Student Preparation
You may want older students to look up the vocabulary words
addressed in the video, and have them write down the definitions. Words such as consumer, producer, predator, prey, and
decomposers may be unfamiliar to students, and studying them
before viewing the video will enhance student understanding.
Introducing the Video
Before showing students the video, you may want to discuss with
students the needs of living things. Discuss the fact that living
organisms need energy to carry out functions. Explain how living organisms go about obtaining or producing energy. Highlight the differences between plants which produce their own food,
and animals which must eat plants or other organisms to obtain
their energy.
Students may not be familiar with much of the terminology in
the video. You may want to review the spelling and pronunciation of terms, such as consumer, producer, photosynthesis, carnivore, herbivore, biomass, and energy. You also may want to
discuss the meaning of many of these terms.
Ask students to name some of the things they eat. Write these
things on a chalkboard or flip-chart. Then ask the students from
where these food come. For instance, from where does milk come?
It comes from cows. But what do cows eat? They eat grass and
other plants. Are plants living things? What do they eat? Mention
that all living things, including plants, need energy to survive.
This is why we must eat food - to obtain energy. Explain that the
video they are about to watch will explain how all living things
are tied together in their need for food and energy–through food
chains and webs.
Present the video. The viewing time is 18:00.
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FOLLOW-UP ACTIVITIES
Discussion Questions
Following the video, students may have additional questions.
Allow time for students to air their questions. Avoid answering
the students’ questions directly. Ask them additional questions
leading them to the answers on their own, or encourage other
students in the class to answer questions.
There are numerous issues which may warrant further questions.
Answers to these questions appear in the Answer Key on page 8
of this Guide. As a class you may want to discuss the following:
• What are some of the basic needs of living things?
• How do living things get energy?
• What are the differences between producers and consumers?
What are some examples of each in your area?
• What is a food chain? What are some examples of food chains?
• What is the difference between a food chain and web?
• Discuss the plants and animals that make up the food web immediately surrounding the school. Create a diagram on the board.
• What is the role of decomposers in food webs?
Blackline Masters
The following Blackline Masters are included with this lesson,
and may be duplicated and distributed as needed. Use or modify
these activities as may be appropriate for the age and developmental level of your students. Answers can be found in the Answer Key beginning on page 8.
1. Blackline Master 1, Video Quiz is the questions that appear
at the end of the video. This may be used as a pre-test to assess
student comprehension before and after the presentation of the
video. For younger children, this may be done as an oral quiz or
discussion of the questions that are age-level appropriate.
2. Blackline Master 2, Word Search is a hidden-word puzzle
which includes some of the vocabulary words from the lesson.
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4. Blackline Master 4, Create Your Own Food Chain!, asks
the students to create a food chain and identify whether each member of the food chain is a producer or consumer.
5. Blackline Master 5, Create Your Own Food Web!, asks students to create a food web.
Extended Learning Activities
1. Hands-on Activity: Web Weaving
Instructional Objectives:
Describing the relationship animals have with one another and
describing the changes that occur when an ecosystems is disrupted.
Materials:
• Animal cards for each group labeled: raccoon, crayfish, fish,
salamander, beaver, insect, plant and human
• Yarn
• Diagram of food web
Procedures:
1. Divide students into groups of eight and arrange them in a
circle. Ask students what kinds of animals they would see if they
were to take a walk near a pond. Hand out the cards to each
group.
2. Ask students if their animals are eaten by or eat the other
animals in the circle. Let students look at each others cards and
then decide.
3. The yarn will be used to connect students in a food web structure. Students will be asked to answer the question: Is your ani6
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mal being eaten or eating the other animals? Try to connect the
yarn to as many different animals as possible. Make sure students hold on tight to the yarn and when the web is complete
have all the students take one big step BACK. What is it? It is a
food web!
4. Stand behind one of the students and ask the rest of the class
what would happen if this animal was taken out of the food web.
Ask a student to tug on his or her string, who feels it?
5. Ask students which animal might have the most or least effect
on the food web? Why?
2. Field Trips
Depending on the part of the country in which you reside, there
may be many opportunities to take your class on field trips to
sites which highlight food chains and webs. There may be natural areas or parks close by where students can observe the plants
and animals which make-up food chains and webs. Schools in
urban environments might be able to visit a park or playground
where they can observe food chains or webs in action.
Local science museums may have exhibits describing food chains
or webs. It might also be interesting to visit a grocery store or
school cafeteria where students can see how the foods they eat fit
into food chains and webs. Here they could create food chain
and web diagrams from common every day foods.
3. Projects
The following topics would make good topics for research papers, plays, creative writing exercises, and art projects:
• Changing food webs over the past 200 years in your region.
• Describing the role of pesticides in food webs.
• Read and report on Rachel Carson’s book, Silent Spring.
• Choose a part of the world under severe environmental degradation, such as the rain forests of Central and South America,
and create diagrams of food webs before and after logging.
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• Write a song about a food web in the area.
• Create drawings of animals in a food web from which a bulletin
board display can be made.
• Investigate how habitat enhancement can change the interactions of organisms in food webs.
• Compare and contrast food webs in different ecosystems, such
as between a deep ocean ecosystem and a prairie ecosystem.
Answer Key
Discussion Questions
• What are some of the basic needs of living things?
Living things need energy, a place to live, and proper environmental conditions such as the correct temperature, and adequate
moisture.
• How do living things get energy?
Producers or plants get their energy via photosynthesis. Consumers get their energy by eating other living things.
• What are the differences between producers and consumers?
What are some examples of each in your area?
Producers or plants get their energy by making simple sugars
from the process of photosynthesis. The take the sun’s energy,
nutrients in the soil, gases in the air, and moisture and create
useful sugars that serve as energy. Consumers get their energy
from eating other living things, such as plants or animals. Examples will vary depending on the species of animals and plants
indigenous to your area.
• What is a food chain? What are some examples of food chains?
A food chain shows the eating relationships or transfer of energy
between living things. One example of a food chain is the sun
providing energy to a plant that is eaten by a rabbit that is eaten
by a fox.
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• What is the difference between a food chain and web?
A food web is made up of many food chains. It shows the linear
relationship between living things as they get their energy. A food
web is a much more realistic picture of what really occurs in
nature. It illustrates the complex relationship of living things, as
well as the involvement of decomposers.
• Discuss the plants and animals that make up the food web immediately surrounding the school. Create a diagram on the board.
Answers will vary depending on geographic location.
• What is the role of decomposers in food webs?
Decomposers break down once living things and return matter
and nutrients to the soils so that plants may use them.
Blackline Master 1, Video Quiz
1. energy
6. chain
2. producers
7. Carnivores
3. Consumers
8. web
4. herbivores
9. Decomposers
5. omnivores
10. energy or food
Blackline Master 2, Word Search
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Blackline Master 3, Internet Lesson: What Is A Food Chain?
A.
1. The sun gives energy to the grass.
2. Most consumers have more than one food source. Because of
this one animal may be involved in many food chains. These
different food chains usually overlap. This overlap in food chains is
called a food web.
3. plants
4. animals (i.e. hawk, owl, snake)
5. A food chain: (clockwise from left) the grasshopper eats the
leaf; the frog eats the grasshopper; the snake eats the frog; and
the owl eats the snake.
6. Possible answers might include:
a. Corn gets energy from the sun; corn is eaten by a mouse; mouse
is eaten by a snake; and snake is eaten by an eagle.
b. Plankton gets energy from the sun; plankton is eaten by a clam;
and clam is eaten by an otter.
B.
1. Food Chain - Moving energy in the form of food from one
organism to another.
2. Ecosystem - All the organisms that live in a particular area,
and the environment in which they live. The organisms in that
area interact with each other in some way and so depend on each
other either directly or indirectly.
3. Nutrient - Anything necessary for the health and survival of an
organism. This includes air, water, and food.
4. Predator - Any animal that hunts and eats other animals.
5. Prey - Animals hunted and eaten by a predator.
6. Consumers - An organism that eats other organisms.
7. Producers - An organism that makes its own food.
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Blackline Master 4, Create Your Own Food Chain!
1.
producer
consumer
sun ➝ broccoli ➝ human
2.
producer
sun ➝ lettuce
consumer
➝ human
3.
producer
sun ➝ grass
consumer
consumer
➝ cow
➝ humans
4.
producer
sun ➝ plant
consumer
consumer
consumer
➝ insect
➝ fish
➝ human
5.
producer
sun ➝ plant
consumer
consumer
consumer
➝ grasshopper➝ turkey
➝ human
Blackline Master 5, Create Your Own Food Web!
Script of Video Narration
Hello. Welcome to dinner at the Jeromes’. My name is Dr. Brian
Jerome, and during the next few minutes, we’re going to see where
all this food comes from, and how it relates to food chains and
webs. In other words, we are going to study what eats what.
I like to come to the dinner table with a good appetite because I
want to sample many different types of food.
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When we feel hungry, we know it is time to eat. Hunger is the
body’s way of telling us we need food. We need food to live, to
walk, fish, and do all the things we enjoy.
Food gives us energy to do all these things. Food is also sometimes called energy. All living things, including humans, plants,
and animals, need energy or food to survive. Besides energy,
animals have other needs as well, such as water.
Animals also need a place in which to live. Seals and sea lions
live in and around the ocean. Deer live in the forest. And, people
live in houses.
Humans and many other living things need many things to live.
Food is one of the most important. Have you ever thought about
where all the things you eat, such as broccoli, come from? Or
lettuce we eat in salads, or tomatoes, or fish, or turkey, and where
does pumpkin pie come from? Or how about the milk you drink–
where do you think it comes from?
Plants, such as these growing alongside the ocean, and animals
get their food or energy in different ways.
First, let’s take a look at a plant called broccoli. Believe it or not,
broccoli grows on a green plant. Broccoli is a plant that makes its
own energy from water, gases in the air, nutrients in the soil, and
the sun.
Plants like these flowers are called producers because they produce their own energy. People eat lots of things that come from
producers or plants, such as apples that grow on apple trees. Baked
squash, seen here, comes from this vegetable that is attached to
this plant. And even popcorn comes from a plant. It comes from
the ears of the corn plant.
On our dinner table is a salad that is made up mostly of lettuce.
Lettuce is the leaf of the lettuce plant that can be picked. In some
places, lettuce grows in large fields. Another common plant that
we add to salad is the tomato. Tomatoes grow on plants like this
one.
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While plants can make their own energy, animals need to get
their energy by eating other things.
Consumers are animals that eat other things. These horses are
eating hay and are called consumers.
These beautiful butterflies are consumers and eat nectar from
plants.
Animals that eat just plants are called herbivores. Many herbivores, like sheep and cows, eat grass. Other animals, like trout,
eat food, such as this insect. Animals, like this trout, eat other
animals and are called carnivores. Carnivores are meat eaters.
Animals that seek out other animals to eat are called predators.
This bear is a predator, eating other animals, such as squirrels.
Prey are the animals which serve as food for other animals. The
bear’s prey includes mice, snakes, and other animals. Some animals, like us humans and bears, eat both plants and animals.
Animals that eat both plants and animals are called omnivores.
Many animals, such as bears, are omnivores, eating both plants,
such as wild grapes and eating animals, such as squirrels.
Food chains show what living things eat. We call it a food chain
because each living thing is linked to the other like links in a
chain.
We can make a picture or diagram that shows what different living things eat. We call this diagram a food chain.
Let’s start with a simple food chain. Earlier, we said that broccoli is a plant that gets its energy from the sun. We can pick broccoli, cook it, and eat it.
This food chain diagram shows, with arrows, where each living
things gets its energy. Here, the sun gives the broccoli plant energy. The broccoli plant gives people energy when they eat it.
The broccoli is a producer, and the human is a consumer.
Another example of a simple food chain involves lettuce. Lettuce it is a plant that gets energy from the sun. People then pick
it and eat it in things, like salads.
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This food chain diagram shows that the sun gives the lettuce plant
energy. The lettuce gives people energy when they eat the lettuce. The lettuce is a producer, and the human is the consumer.
Let’s look at one of our favorite drinks–milk. Milk comes from
cows. Cows eat plants, such as grass, and they use the energy
from the grass to make milk. Farmers milk the cows with special
machinery, and then we drink the milk. This is the end of the
food chain.
This food chain is a little longer. You can see the sun gives the
grass energy, and then the grass is eaten by cows, which create
milk, that we drink.
In this food chain, grass is a producer with the cows and people
being consumers.
Let’s look at a carnivore–a trout. Trout taste great! Trout live in
streams where many plants make their home. In this stream live
many different kinds of small plants shown here. These tiny plants
are often eaten by small insects that live in the water. These insects are also eaten by trout. The trout are sometimes caught by
humans, and then are cooked for a meal.
In this food chain diagram, we can see that the sun provides energy to the tiny plants, which are eaten by insects, which are eaten
by trout, which then are sometimes eaten by people. The plants
are the producers and the insects and the trout and humans are
consumers.
Now the main feature of our dinner–the turkey. Sorry to say, but
this turkey was once a bird that lived on a farm or in the wild,
such as these in this flock. Turkeys are omnivores and eat both
plants, such as corn, or they eat insects, such as grasshoppers.
Let’s suppose our turkey ate grasshoppers. And grasshoppers most
commonly eat plants. These animals put together in a food chain
look like this: with the sun supplying energy to plants, which are
eaten by the grasshopper, which is eaten by the turkey, which is
then eaten by humans. The plant is a producer, with all the other
animals being consumers.
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I have had enough to eat for now, why don’t we take a walk
before having dessert.
There is a pond nearby that I would like to show you. Let’s go.
This pond is home to many different kinds of plants and animals.
And it’s a great place to study who eats who. There are many
different plants that live here, including cattails, shrubs and trees,
and lots of small plants that live in the water.
Fish commonly eat plants in the pond Beavers, with strong jaws
and large teeth, also eat plants, such as trees, and use them to
make their houses as well.
Salamanders, which also live in this pond, can also feed on plants.
Crayfish will also eat small fish and salamanders, as well as many
different kinds of plants.
This raccoon is an omnivore. It eats fish, salamanders, plants,
and even crayfish.
All this eating is represented in something called a food web. A
food web is like a spider’s web. It is made of many different
strands woven together.
A food web is made of many food chains. It is a better picture of
what really occurs in nature.
This is a diagram of a food web. Each arrow shows that energy
or food is eaten. You can see that the plants serve as food to fish,
insects, salamanders, beavers, crayfish, and raccoons.
Insects are eaten by fish, crayfish, and salamanders. The raccoon
can eat the fish, salamander, crayfish, and plants. And the crayfish eats small fish, salamanders, and plants.
Our food web is missing an important living thing called decomposers. Decomposers, like fungi, work to break down dead plants
and animals. Without decomposers, dead things would never
decay or rot away. Decomposers are at work in many places,
like in your kitchen on foods like cheese, bread, and fruit. Decomposers in the pond act on plants, like cattails and on dead fish
as well.
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The decomposers at work here are small, living things called
bacteria that you can’t see with the naked eye. In fact, a single
glass of water contains thousands of bacteria.
Our food web looks like this when we add decomposers. Notice
that all the plants and animals can be broken down by decomposers when they die. The decomposers return important chemicals
and matter to the living plants and animals in the pond.
It’s been fun looking at life here in the pond. Let’s head back to
the house and have some desert. Mmm, pumpkin pie, my favorite. Take a minute to think about how pumpkin pie fits into food
chains and webs and talk about it with your teacher after the video.
I hope you enjoyed dinner here at the Jeromes’, and seeing how
different foods fit into food chains and food webs. I am sure it
will give you something to think about next time you sit down
for dinner.
Video Quiz
Now let’s take a few minutes to review some of the things you
learned while watching this video. Just fill in the blank with the
correct word when you hear this tone. Good luck and let’s get
started.
(This quiz is repeated on Blackline Master 1, Video Quiz.)
1. _________ is also called food.
2. Plants make their own food and are called ________.
3. ________ are animals that get their food by eating other things.
4. Animals that eat just plants are called _________.
5. Animals that eat both plants and animals are called
______________.
6. This diagram is called a food ________.
7. _________ are animals that eat meat.
8. This diagram is called a food ________.
9. __________ break down dead plants and animals.
10. Food chains and food webs show how living things get
________.
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1
Name_____________________
Date ______________________
YOU IN THE FOOD WEB
Video Quiz
Directions: Write the correct word or words in each blank to complete the sentence.
1. _________________________________ is also called food.
2. Plants that make their own food are called ______________________________ .
3. ___________________________________ are animals that get their food by eating other
things.
4. Animals that eat just plants are called __________________________________.
5. Animals that eat both plants and animals are called ______________________.
6. This diagram is called a food ___________________________________.
7. ___________________________________are animals that eat meat.
8. This diagram is called a food ___________________________________.
9. ___________________________________ break down dead plants and animals.
10. Food chains and food webs show how living things get __________________.
©1998 Jerome Education Associates
Published and Distributed by AGC/United Learning
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Name_____________________
Date ______________________
YOU IN THE FOOD WEB
Word Search
Directions: Find and circle the following words hidden below in the Word
Search puzzle. Words may be written across, up-and-down, or diagonally.
ENERGY
HERBIVORE
OMNIVORE
PLANT
CARNIVORE
DIAGRAM
PRODUCERS
PREDATOR
FOOD CHAIN
CONSUMER
PREY
FOOD WEB
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©1998 Jerome Education Associates
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
©1998 Jerome Education Associates
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
4
Name_____________________
Date ______________________
YOU IN THE FOOD WEB
Create Your Own Food Chain!
Directions: Create a food chain of the following living things and the sun. Use arrows to
show how each organism gets its energy. Above each word draw its picture. Label
whether each member of the food chain is a producer or consumer. Use the back of this
sheet and other paper if necessary.
1.
broccoli
sun
human
2.
sun
human
lettuce
3.
human
grass
sun
cow’s milk
4.
human
fish
plant
sun
insect
5.
grasshopper
human
turkey
sun
plant
©1998 Jerome Education Associates
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]
5
Name_____________________
Date ______________________
YOU IN THE FOOD WEB
Create Your Own Food Web!
Directions: Draw a food web on this page from the living things listed below.
Draw a picture of the living thing next to its name.
Raccoon
Beaver
Crayfish
Plants
Salamander
Fish
Insect
©1998 Jerome Education Associates
Published and Distributed by AGC/United Learning
1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706
www.agcunitedlearning.com e-mail: [email protected]