What Makes Something Alive - Virginia Department of Education

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TOPIC 5 – What is a Food Chain? Topic 5: Overall Information Overview In this group of lessons students will define what a food chain is and how each animal is interconnected. Topic 5 Virginia SOL Science English Mathematics History & Social Science 2.1 a, b, c, d, e, h, i, j, k, l, m 2.4 a 2.5 a, b 2.8 c 2.1 2.2 a, b, c, e 2.3 a, b, c, d, e 2.9 e, f 2.10 2.12 2.13 2.14 2.11 a, b 2.21 2.10 b Teacher Background Knowledge • A food chain is the transfer of food energy from one organism to another as each consumes a lower member and in turn is preyed upon by a higher member. A food chain includes the sun, plants, and animals. • A food chain always starts with the sun, then plant life, and ends with an animal. • An example of a simple food chain would be: The sun provides the energy for an acorn to grow into an oak tree. Oak trees are a plant. Oak trees produce acorns. Squirrels eat acorns. Hawks eat squirrels. When the hawk dies, decomposers break down the nutrients in the hawk‟s carcass and return the nutrients to the soil. Plants can then use the nutrients. • A food chain shows how each living thing gets its food. Some animals eat plants, some animals eat other animals, and some animals eat both plants and animals. • The further up the food chain you go, the less food (and hence energy) remains available. • A food web is a series of food chains that are connected by a plant or animal that is common to several chains. • Within an ecosystem, all plants and animals are interdependent and interconnected. If one part of the system is missing, the balance of the ecosystem is affected. • A critical aspect of a problem-based task is the process. Students need to be able to articulate how they solved the problem. Students need to justify and represent their thinking in multiple ways. Not all students will solve a problem using the same approach and students benefit from hearing each other‟s strategies. This process takes time and the focus is on how students solved the problem, not just the final answer. 152 Virginia Animals and their Habitats Topic 5
Student Learning Expectations • Identify organisms in a food chain and describe how they are connected. • Identify that a food chain always starts with the sun, then plant life, and ends with an animal. • Create a food web and explain how organisms are interdependent. • Demonstrate what will happen in a habitat if something removes a species (plant or animal) from the habitat‟s food web. • Identify the sun as the source of energy for food chains. Procedure NOTE: The procedures in the topic sessions may be divided into several different lesson periods. Each session may take more than one class lesson to complete. 153 Virginia Animals and their Habitats Topic 5
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Cross-Curricular Second-Grade Unit
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Acknowledgments We wish to express
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Special Thank You for Permission to
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TABLE OF CONTENTS VIRGINIA ANIMALS
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Session 3.8 - Square-Meter Habitats
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Session 6.10 - Yum Yum Caterpillars
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Unit Instructional Pedagogy The Vir
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Overall Flow of Virginia Animals an
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c. Each student keeps a folder of j
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Virginia Animals and their Habitats
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Topic 1: Session 1.1 - Unit Introdu
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Session 1.1 - Unit Introduction Tea
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Session 1.2 - Living vs. Nonliving
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Topic 1: Session 1.3 - Real or Imag
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Name: Fiction / Nonfiction Venn Dia
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TOPIC 2 - How Do Scientists Classif
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Topic 2: Session 2.1 - Animal Sorti
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Session 2.1 - Animal Sorting Teache
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Name: Virginia Animals Brainstormin
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Birds Amphibians 21 Virginia Animal
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Other Animals 23 Virginia Animals a
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Birds Amphibians 25 Virginia Animal
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Other Animals… 27 Virginia Animal
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29 Virginia Animals and their Habit
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Session 2.2 - Insects! Teacher Ques
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Directions to Make a Sweep Net A sw
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Keep a record of where each insect
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Insect Safari - Student Sheet Name:
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Topic 2: Session 2.3 - Insect Math
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(y-axis) Name: Graphing Sheet - Stu
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Session 2.4 - Animal Poetry Introdu
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Topic 2: Session 2.5 - Animal Poetr
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Topic 2: Session 2.6 - Animal Poetr
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Topic 2: Session 2.7 - Student Team
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Session 2.7 - Student Team Project
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Virginia Map - Student Sheet 61 Vir
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• Maps should include a title, ma
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Name: What Do We Know About Habitat
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Session 3.2 - Animal Habitat Compon
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Habitrekking Evidence Cards (only n
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Name: Sensory Paragraph - Student S
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Session 3.4 - Talking with a Habita
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Team Members‟ Names: Virginia Ani
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Team Members‟ Names: Habitat Rese
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Session 3.5 - Measurement Preparati
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Session 3.5 - Measurement Preparati
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Session 3.6 - Writing for the Stude
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Topic 3: Session 3.7 - Measuring Tr
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Session 3.7 - Measuring Tree Height
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Measuring Tree Height - Lesson Plan
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Name: First Square-Meter Habitat Ob
Page 119 and 120: Topic 3: Session 3.9 - Project Work
Page 121 and 122: Topic 3: Session 3.10 - Square-Mete
Page 123 and 124: Session 3.10 - Square-Meter Habitat
Page 125 and 126: Number of Items Name: Graphic Organ
Page 127 and 128: 3. Look at the data you recorded ab
Page 129 and 130: TOPIC 4 - What is a Life Cycle? Top
Page 131 and 132: Topic 4: Session 4.1 - Introduction
Page 133 and 134: Topic 4: Session 4.2 - Butterflies
Page 135 and 136: Butterflies and Moths Black Swallow
Page 137 and 138: Great Spangled Fritillary Smithsoni
Page 139 and 140: Tiger Swallowtail Smithsonian Natio
Page 141 and 142: Postman Butterfly (Jon Lelito, PSU
Page 143 and 144: Isabella Butterfly (Jon Lelito, PSU
Page 145 and 146: Clearwing Sphinx Moth or Hummingbir
Page 147 and 148: Leopard Moth (Maryann Frazier, PSU
Page 149 and 150: Io Moth (wings open) (Maryann Frazi
Page 151 and 152: Topic 4: Session 4.3 - Frogs Sessio
Page 153 and 154: Session 4.3 - Frogs Teacher Questio
Page 155 and 156: Little Grass Frog Information 137 V
Page 157 and 158: Northern Green Frog Information 139
Page 159 and 160: Name: A Sampling of Virginia Frog L
Page 161 and 162: Name: Female Frog Length Recording
Page 163 and 164: Name: Male Frog Length Recording -
Page 165 and 166: Topic 4: Session 4.4 - Life Cycle M
Page 167 and 168: Topic 4: Session 4.5 - Project Work
Page 169: Virginia Animals and their Habitats
Page 173 and 174: Session 5.1 - Animals and their Foo
Page 175 and 176: Topic 5: Session 5.2 - Black Bears
Page 177 and 178: Session 5.2 - Black Bears Teacher Q
Page 179 and 180: Name: Compare Yourself to the Black
Page 181 and 182: Session 5.3 - Food Chains Teacher Q
Page 183 and 184: A Forest Food Chain SUN Seeds Mouse
Page 185 and 186: Topic 5: Session 5.4 - Food Chains
Page 187 and 188: Session 5.4 - Food Chains and Food
Page 189 and 190: Food Web Writing Activity - Student
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Page 193 and 194: although some swans lost their tran
Page 195 and 196: Session 6.1 - Introduction to Anima
Page 197 and 198: Topic 6: Session 6.3 - Designer Ani
Page 199 and 200: Name: Adaptation Project Planning -
Page 201 and 202: Team Members: _____________________
Page 203 and 204: Session 6.5 - Adaptations: Migratio
Page 205 and 206: Session 6.6 - Migration Mathematics
Page 207 and 208: Tundra Swan 888 Migration Path (Oct
Page 209 and 210: Tundra Swan 894 Migration Path (Oct
Page 211 and 212: Topic 6: Session 6.7 - Tundra Swan
Page 213 and 214: Flying South Problem Solving Task -
Page 215 and 216: Topic 6: Session 6.8 - Other Animal
Page 217 and 218: Session 6.9 - Caterpillar Adaptatio
Page 219 and 220: Caterpillar Pictures Pipevine Swall
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Fritillary Caterpillar (R. Bessin,
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Tent Caterpillar http://www.ext.vt.
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Gypsy Moth Caterpillar http://www.e
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Saddleback Caterpillar http://www.e
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Giant swallowtail butterfly caterpi
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Topic 6: Session 6.10 - Yum Yum Cat
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Session 6.10 - Yum Yum Caterpillars
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(y-axis) Graphing Sheet - Student S
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Session 6.11 - Hidden Lizards Teach
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Name: Lizard Pattern Sheet - Studen
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Topic 7: Session 7.1 - Student Proj
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Topic 7: Session 7.2 - Student Proj
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Topic 7: Session 7.3 - Interdepende
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Topic 7: Session 7.5 - Virginia Ani
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Team Members‟ Names: Virginia Ani
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Virginia Native Animals List This l
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Group Reflection What did my group
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Team Members‟ Names: Visual Produ
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What Makes Something Alive - Virginia Department of Education

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