Living Systems Unit Plan Lesson 1 Producers, Consumers and Decomposers

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1 Living Systems Unit Plan Lesson 1 Producers, Consumers and Decomposers Purpose : This is a review lesson on producers, consumers and decomposers. TSW be reminded that specific organisms do different things for its environment and that they all fit into the food chain for a particular reason by creating a flipbook. Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. Objective: The student will successfully create a flipbook that lists the definitions of a producer, consumer and decomposer as well as listing and draw an example of each. TSW be able to identify the correct order that they fit into a food chain and understand the relationships between the three. Procedure: Introduction: At the carpet TTW start by asking the students questions. Does anyone remember learning about the life cycle of a plant in second grade? What is something special that plants do that other organisms don t? Do you remember what it is called when something can produce its own food? What is it called when an animal eats something else? Then TTW read the book Science Works Staying Alive The Story of Food Chains by Jaqui Bailey After the book is read TTW ask the class.. From this reading what do you think a producer is? What do you think a consumer is? What do you think a decomposer is? TTW tell the students they are going to create a flipbook to organize their information about producers, consumers and decomposers 1

2 Development TTW then introduce the predator and prey flipbook to the class TTW then give the students their own flipbooks to create TTW go through the flip book step by step with the class first starting with folding the book in the proper way TSW or TTW staple the top of the foldable together Then as a class TTW go over the definition of each, producer consumer and decomposer as well as give them a specific example TSW write down the definition and will cut out the correct picture from a sheet and past it in the appropriate category for each example After the definitions and examples are written down TSW be asked to list their own organism and draw a picture of it in the blank space For advanced students I will ask them to think of two examples to draw for each category For strugglers instead of thinking of their own example for each category TTW ask them to draw their own picture of the example that was given When it is complete TSW stick the finished product in their binder to keep to study with later. Summary As an exit ticket the class will play an interactive game on the computer where they have to sort the correct animal into the producer, consumer or decomposer category. Through this activity the teacher should be able to tell which students understand the material and who may still need to review it. Materials: Flipbook Stapler Pencil and colored pencils Scissors Glue Kids corner game rsgame.htm 2

3 The book, Science Works Staying Alive The Story of Food Chains by Jaqui Bailey Evaluation Part A : After the lesson is complete the student should be able to differentiate between a producer, consumer and decomposer. Through the interactive sorting game the teacher should be able to evaluate which students understand the ideas and which ones may need more practice. An exit ticket will follow with these questions listed... What is a producer? What is a consumer? What is a decomposer? Which of the three do you think starts the food chain? Why? What do you think a food chain is? Evaluation Part B : How do you think the lesson went? What could have been executed differently? What went well? What would you keep the same? 3

4 Living Systems Unit Plan Lesson 2 Herbivores, Omnivores and Carnivores Purpose: This is the first lesson on Herbivores, Omnivores and Carnivores. The students will be able to understand that different animals consume different types of food and will be able to categorize them into the three specific classifications of herbivore, carnivore, and omnivore. Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. Objective: The student will be able to correctly identify the key characteristics of each type of consumer as well as identifying specific animals that represent each classification by creating their own venn diagram and decorated construction paper graphic organizer with all animals in their correct classification. Procedure: Introduction: At the carpet have three animals listed on the board, lion, rabbit and a human Ask the class what each eats, list each animal's diet on a class sized post-it note What do you notice about the animal's meal? Then introduce the PPT Development TTW introduce the three classifications with a powerpoint that shows the definition of each classification as well as examples of animals that fit into these categories (A,V) TTW then give the students a venn diagram with carnivore written on one side, herbivore on the other and omnivore in the middle. As a class we will fill out the chart with specific animals that fit into each category (A,V,K) 4

5 We will then conduct a craft to help them practice, which can be kept to us as a study tool for their assessment at the end of the unit. TTW pass out a worksheet with the cut out circles, words and definitions. TTW model to them that they will cut out each word and definition with their scissors and they will lay one word down and the definition to match in each of the divided segments in the circle. TSW will then cut out their animals and place them down in the category they think they belong. (T) When they are done sorting they will ask the teacher to check if everything is correct and in the right place. Advize to them that they WILL NOT TOUCH THEIR GLUE STICK until everything has been checked by the teacher. They will then glue down their answers when the teacher has checked their work They may work quietly with the people at their table and ask for help as needed. The teacher will walk around the room to make sure everyone stays on task and to make sure they are doing it correctly. (K) For advanced students they can draw in an animal of their own in each category and write a menu for one of their animals on the back. For strugglers there will be fewer pictures for them to sort and then the teacher will talk through the sorting process with them. What do you think this animal eats? When it is complete TSW stick the finished product in their binder to keep in order to study for later. Summary As an exit ticket the class will play an interactive computer game on where you sort the specific animal into the correct category based on its diet. Each student will have to answer one question correctly before the lesson ends. Maratiels: Powerpoint with classifications and examples listed Venn Diagram Class set of cut out circles that are divided into three equal spaces Class set of cut out Herbivores, Carnivores, Omnivores and their definitions 5

6 Class cut outs of six different animals Glue Siccors The exit ticket game found on switchzoo Evaluation Part A: After the lesson is complete the student should be able to identify at least one animal that represents each classification. Through the Switchzoo game the teacher should be able to evaluate which students understand the ideas and which ones may need more practice. A follow up conversation should follow. What does it mean to be a carnivore? What does it mean to be an omnivore? What does it mean to be a herbivore? Can you list an example of each? Evaluation Part B: How do you think the lesson went? What could have been executed differently? What went well? What would you keep the same? 01 6

7 Purpose: Living Systems Unit Plan Lesson 3 Predator vs Prey Today is number three in a series of seven lessons that covers the food chain. This lesson plan will focus on the children being able to categorize animals as predator or prey. This activity is important because, the children will continue to build their understanding of how the food chain works. SOL: Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. C/T Identify and use available technologies to complete specific tasks. A. Identify the specific uses for various types of technology and digital resources. Identify the differences among local, network, and Internet resources and tools Create, edit, and format a document with text and graphics. Create and present a multimedia presentation. Create and populate a spreadsheet with data. Capture and edit a digital image. Demonstrate the ability to choose appropriate resources when completing assignments in various content areas. B. Use content-specific tools, software, and simulations to complete projects. Use tools in various content areas as directed by the teacher. Objectives: Procedure: Given the smartboard, the students will identify animals as predator or prey with 100% accuracy. Introduction- Ask the class what they know about predators and prey, write some of their ideas on the board. Ask them what they think carnivores, omnivores, and herbivores are. Start the PowerPoint with the slides that gives the exact definitions of predator and prey. The class should be taking notes throughout the PowerPoint. 8f 7

8 Move into how carnivores are predators, omnivores are mainly predators, and herbivores are prey. When the PowerPoint is complete move into the sorting game. (T) Have the children come to the carpet and pick a child to come up to the board first and pick an animal to place. Check with the class after each animal to give the person thumbs up if they think the placement is correct or a thumb down if they think it is wrong. Discuss the correct answers and if they get it wrong, discuss why it is wrong and have them try again. There will be a couple sorting activities on the Smartboard for more practice Development: After all of the smart board practice slides have been complete, have them transition back to their seats to complete their own sort on paper. (K) Pass out one sheet of paper with different animals on it and another sheet with two columns, one for predator and one for prey. Have them cut out the animals and glue them in the column that they think they go in, have them checked by a teacher when they are finished. (K) That activity is theirs to keep as examples and for study purposes. Take notes of the children who got everything correct the first time, to see who has it and who may need more practice. For advanced students- give them more animals to sort if they finish early. (K) For struggling students- bring them to a separate table together and help them identify the placement of the animals. (K) Materials: Smartboard PowerPoint Smartboard activities; the teacher creates Animal cut out sheet; Pinterest, Education.com Predator and prey worksheet; Pinterest, Education.com Glue Scissors 8

9 Summary: To conclude the lesson i will pass out the sheets of paper and have the children create their own sort by cutting and pasting the animals into the column of predator or prey. I will check to make sure they have it correct and take note of who struggled and who had things wrong. Evaluation A: I will know the kids have learned the information by seeing who is continuing to place animals in the wrong columns on the Smartboard activity and on their own sort sheet. I will take notes and write a check next to the child s name if they have it and a slash mark if they need more practice. Evaluation B: Do I think the benefited from the Smartboard activity? Did it keep them engaged? Did the Smartboard activity help them to better do the animal sort on their own? What didn t go so well? What went really well? What could I do different next time? 9

10 Living Systems Unit Plan Lesson 4 The Food Chain Purpose: This is lesson 4 of 7 lessons on the food chain. The students will recreate a food chain as a class using the students as specific parts of the chain. This Magic School Bus activity allows students to learn through movement and interactive modeling, which will allow the students to visually, and physically symbolize how a food chain works. Objective: The student will watch the Magic School Bus video on the food chain, write down 3 facts they have learned and participate in creating a food chain with their classmates to interactively understand food chains and the connections between each part. Procedure: Introduction: Ask the class what a food chain is and have someone write what they think the definition is on the board TSW be asked to complete a basic aquatic food chain worksheet for a warm up activity TSW be instructed to cut out the different organism and place them in the box that they predict they go in and a sentence as to why they think that. They should not glue them down As a class they will discuss and then glue the fish in the correct boxes together Development TTW play the magic school house episode The Magic School Bus Gets eaten While watching the students must list three facts that they have learned about the food chain from the video After the video TTW ask the students some of the facts they learned from the video What was the main idea? What kind of food chain did the Magic School Bus explore? Aquatic? Terestrail? After the video the class will be assigned into different roles Chose roles for each student: 12 plants, 6 plant-eaters, and 3 meat-eaters (adjust to the number of students in your class) 10

11 Kids color and cut out their symbols and tape them to the yarn to make necklaces Have the students spread out throughout the classroom Have the sun hold all 12 bags of popcorn. They give one bag to each plant. The plants eat half of the popcorn to have energy for growing an living Each plant eater takes a bag from two plants and eats half of the remaining popcorn Each meat-eater takes a bag from two plant-eaters and eats the rest of the popcorn Summary To close the lessons discuss what was shown during the activity. What did the popcorn represent in the food chain? Who starts the food chain? What might happen if one of the links in the food chain was harmed by pollution? How did we see this happen in the video? Why does the plant eater only eat half of the remaining popcorn? As an exit ticket the students will turn in their three facts they learned from the video and write the definition of a food chain one last time. Materials: Copies of Popcorn Chain page from Scholastic.com Scissors Markers Yarn Tape 12 bags of popcorn Aquatic food chains worksheet from Teachers Pay Teachers 11

12 Evaluation Part A: After the lesson is complete the student should understand the basic structure of a food chain. Through the class discussion about the interactive activity the teacher should be able to see which students understand the food chain process. The teacher should ask the students to think of an example of a their own food chain. We know that bunnies eat grass and hawks eat bunnies so that is an example of a food chain. Evaluation Part B: How do you think the interactive activity was received? Do you think the kids understood the purpose of the activity? What could have been executed differently? What went well? 12

13 Living Systems Unit Plan Lesson 5 Relationships Within the Food Chain Purpose : This lesson will bring together the previous lessons breaking down the components of the food chain and how they come together to make one system. SOL: Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. Objective: At the end of the lesson students will be able to create a food chain around an animal. They will be able to correctly label the different organisms as well as establish their roles in the food chain. Procedure : Introduction: At the carpet TTW do a class read aloud of the book What Eats What? (A) Students asked to make predictions as well as draw conclusions during and after reading text. There will be a class discussion around the book where students are to mention the different roles that each organism played in the book: Is the Shark a consumer or producer? Are they a Carnivore, Omnivore or Herbivore? What is their predator/ prey? etc. Development : After the book is thoroughly discussed the students will return to their seats to start off with a worksheet reviewing a food chain. 13

14 The students will complete the African Grasslands Food Web Activity individually at their desk before they can move on to the constructing of their own food chain. They can ask a tablemate if they have struggles. While the students are working on their sheet, TTW model a project the students will be creating out of stacked circles of paper that properly displays the order of a food chain. (V) Once the student completes the sheet and turns it in they will be given materials to construct their own food chain.(t) The student must choose from a list of environments; desert, forest, ocean, jungle, and grasslands to determine what food chain they will be constructing. Each ecosystem will have a list of organisms that are living within it. TSW be tasked with labeling the organism with all of its classifications and definitions. The student will then put each organism on a circle and decorate it accordingly. TSW then order the organisms to create a proper and functional food chain. Once the student thinks they have a proper food chain laid out the instructor will come over to check before any pasting is done to ensure the student isn t incorrectly learning information. The student is to construct their food chain with proper order and labeling. When they are finished they should have a neat project that can be used later as a resource when studying. TTW walk around the room making sure the students are staying fairly quiet only letting discussion happen at the tables where the student is. (K) To cater to the students at both ends of the spectrum the number of required organisms and level of detail can be altered, making it easier or harder. For example a gifted 14

15 student might write an extra sentence or two about how there is more than one kind of producer within the ecosystem they choose. Once the students complete their food chain it should read from inside to out: Consumers, Consumers, Producers, Sun. Summary : The students will be able to show their understanding of how a food chain is to be ordered as well as having a deeper familiarity of its parts when they turn in their projects from the day. On the way to lunch while in line students will be asked one by one a question about their food chain before they are allowed to go to lunch. Materials: Who eats what? book Matching warm up work sheet Different sized cut out paper circles, enough for every student to get 4 or 5. finished version: Pens, pencils, markers, scissors, glue, tape Evaluation: Part A : The students should be able to talk through and explain the different relationships that occur within a food chain. Their full understanding of the different components and order can be assessed by their completed food chain project. A closing conversation can take place on the carpet. What role do predators/prey play in a food chain? Can something be both predator and prey? What role does a producer have in a food chain? 15

16 Do food chains only work a single way? Part B : How do you think the lesson went? What could have been executed differently? What went well? What would you keep the same? 16

17 Lesson 6: Changes in the Relationships of the Food Chain looking at Cause/Effect SOL: Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources. Purpose : This lesson will strengthen the students understanding of the mechanics within a food chain. The lesson will also expand the student s knowledge of food chains by exploring different changes that occur in an ecosystem and what their effects are on a chain. Objective : By the end of this lesson students should be able to correctly predict outcomes from a change in an ecosystem and how it will affect a food chain. They should be able to do this for each organism in their food chain. Students should have a full understanding that a food chain is a model that shows how energy flows between living things in an ecosystem and the effects of a broken link. Procedure: Introduction: 17

18 The students will gather as a class on the carpet in view of the board to watch the intro video. The video will give them a slight refresher on what a food chain really is and will open conversation for how the different parts affect one another. Students will then go back to their desk to fill out the Interdependency: Organisms and Environments worksheet. Development : At their desks students will independently fill out the sheet reviewing the vocabulary associated with the food chain. As each table finishes their worksheets they will be given materials to construct a literal food chain out of paper chains. Each chain representing a different part of the ecosystem. The students will assemble these as a table. (T) When tables complete their food chain TTW walk around to each table and cut a different link demonstrate a change in the ecosystem. The students will then be tasked with writing about how this would affect the environment and the food chain around said organism. Each table s chain will be looked at and written about as the groups will rotate so that they have experience with all different kinds of changes in a food chain and not just the one specific to their table. The students are to turn in their predictions of change for the food chain and then pick up their homework; the food chain word search. Summary: Once each group has finished each station, the class will transition back to their seats. Once everyone is back and quiet, TTW ask the students to pull out one sheet of paper to write the food chain they are interested in working on for their projects, along with at least three 18

19 animals. They will keep this sheet in the homework folder and that is where they will begin their research. Materials : Food chain word search Intro video Interdependency: Organisms and Environments worksheet Food chain link activity/ cut outs 7 ideas to teach ecosystems and food webs Evaluation A : After this lesson students should understand that all organisms in an ecosystem are interdependent on one another and they all must be in harmony for a food chain to operate properly. They will be able to explain how the loss of each link specifically affects the other organisms around it. Questions students will answer when traveling from food chain to food chain while assessing the broken links are: If organism x has a bad winter and the species is threatened in an area, what are to happen to organisms y (its producer) and z (its consumer.) If organism x is replaced by organism y what will be the change in the food chain? If the producer is removed from a food chain, what is likely to happen to the top tier consumer? What is transferred throughout this cycle that all starts at the sun? Part B: How do you think the lesson went? 19

20 What could have been executed differently? What went well? What would you keep the same? 20

21 Living Systems Unit Plan Lesson 7 Unit Review Purpose: This is the 7 th lesson in a series of 7 that will help the children review everything we have covered about the food chain. This lesson is important because it prepares the children for their final project that they will complete. SOL: Living Systems 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include, a) producer, consumer, decomposer b) herbivore, carnivore, omnivore c) predator and prey. Language Arts/ English 3.5- The student will read and demonstrate comprehension of fictional text and poetry. c) Make, confirm, or revise predictions. d) Compare and contrast settings, characters, and events. e) Identify the author s purpose. f) Ask and answer questions about what is read. g) Draw conclusions about text. h) Identify the problem and solution. i) Identify the main idea. j) Identify supporting details. k) Differentiate between fiction and nonfiction. Objectives: The children will be able to accomplish each task in each station and work alongside Procedure: their peers to work on games and puzzles that the teacher will have created. Introduction: I will explain what to do in each station to the children before I have them into their normal literacy block groups. They will then report to the station that I assign them to. TTW Introduce the final Project to the class and give them the directions so they may brainstorm the food chain they want to create while reviewing the material in the stations. 21

22 Development: Station 1: TSW write independently in their journal and create a short story of two animals, a predator and prey. They would be required to write at least one to two paragraphs and use their imaginations when doing so. They will then switch with someone and read their story; they will then compare and contrast their stories. (V) Station 2: TSW complete a wordsearch with their peers, the words are keywords that we have been talking about in lessons all week (Consumer, producer, predator, prey, decomposer, food chain, omnivore, animal, plant, energy). (V) Station 3: TSW use stackable cups with animals on them to create their own food chain as a group, the bottom most prey will go at the bottom of the stack and the top predator will go at the top of the stack. Example: worm cup would go at the bottom, Small bird cup would go in the middle, and the hawk cup would go on the top. They can make the food chain as long as they can or they can create multiple with the amount of cups given. (K) Station 4: TSW complete a food chain worksheet. There will be a diagram of a food web on the bottom half of the page and on the top half they will have to identify a producer, consumer, carnivore, omnivore, herbivore, scavenger, decomposer, etc. (V) Station 5: This will be a computer station. The children will go to the website and follow the steps that the website prompts. This website will let the children take pictures of living creatures and the put them into the correct order of the food chain and will prompt them to make a change if they are wrong. (T) The children will rotate stations every 15 minutes until everyone has been to each station. 22

23 For the advanced students- The Teacher will ask the students to write more in their journals and to work on creating their own food web on the back of the food web worksheet whenever they finish a station early For strugglers- The teacher will put them all in a group together and when I walk around the classroom to monitor conversation, I will stick close to the struggler group to be there when they need help or need to be guided on the right track. From there the teacher will introduce the final project. Materials: Computer caddy Cup stacking activity; Pintrest, WeAreTeachers Pinterest board Their journals Word find worksheets; Pinterest, Animal Jam Academy Food chain worksheet; Pinterest, Pencil Summary: The children will split into groups and be assigned to one of the stations listed above. The children will rotate stations every 15 minutes until every station has been complete by each of the groups. When the stations are complete the children will transition back to their seats. From there, we will discuss the final project. Evaluation A: I will know that they understand the material by walking around the classroom and seeing which groups are able to follow the directions of each station with ease. I will know if they need a little more practice if there is a group that is constantly requiring Evaluation B: my assistance or I notice that they are not mixing up animals on the food chain cup station or they are getting wrong answers on the food chain worksheet. 23

24 What stations went well? What stations did they need more explaining? What stations were most challenging? What stations were too easy? Did each station keep the children engaged? 24

25 Research and Create Your Own Food Chain Project! Part 1: Write 2-3 paragraphs including the following: Choose a specific animal from an aquatic or terrestrial environment and create your food chain around that animal Research 4 organisms that fit into your food chain and an interesting fact about each Include why you chose this animal to create a food chain around. List the 4 organisms and where in the food chain they fit Of the 4 organisms list whether they are a producer, consumer or decomposer Specify which animals in the food chain are predators and which are prey If the number of prey in your food chain were to significantly decrease how would it affect the rest of the food chain? List 2 possible effects. If the producer in the beginning of your food chain became overpopulated how would this affect the predator at the end of the food chain? Part 2: Create a visual of your food chain Draw or create your own visual representation of your working food chain 25

26 Label each organism and identify its roles in system (producer, consumer, predator, prey, herbivore, omnivore, carnivore) Components Points Possible Points Earned Part A: Paper A animal is chosen from an aquatic or terrestrial environment 1 Four organisms are listed in the food chain 1 An interesting fact is listed for each 4 Each organism is labeled with the three components (Predator, Prey) (Producer, Consumer, Decomposer) 10 26

27 (Herbivore, Carnivore, Omnivore) At least two paragraphs in length 4 Adequately addresses changes and its effects on their food chain 6 Part B: Visual Visual Representation of food chain 10 The visual is in the correct order 4 Total Points 40 Resources: Lessons 5 & 6 27

28 (website game 1) Another site that could be used for their technology station to further practice parts of the food chain. (Project mobile 1) This is an alternative assessment project that could be given where the children create their own mobile food chain and the final products would be hung from the ceiling of the classroom. 2 (video 1) Fun video to show in the class about the food chain. 28

29 Know predators and Prey worksheet (worksheet 1) An alternative worksheet that can be given after the unit of predator and prey to see how well they understand. (Powerpoint 1) An alternative activity on carnivores, herbivores, and omnivores using dinosaurs if the class seems uninterested in using normal animals as examples. Use as a way to regain attention, make exciting, while still teaching the lesson. Create 3 animal bulletin boards that represent each category, herbivore, omnivore and carnivore and have the kids sort the food into the right groups (bulletin 1) 29

30 (worksheet 2) This bundle packet has has many different activities including worksheets, a bingo activity, and many more activities that cover different parts of the food chain. Each could be used in different parts of the unit lesson. The bingo game could be used for a fun activity to practice what they just learned on producers, decomposers, and consumers. (active game 1/ game 4)? Active game that could be played after the unit of predator and prey if the weather is nice outside. Some children are assigned as predator and the rest are assigned as prey, the prey has safe holes which are marked with hula hoops, where the predator cannot eat them. The prey eventually have to venture out to find three food sources. If a predator tags them while they are out looking for food, then they have been eaten. The game goes until one prey is left standing. (there are also many other outdoor games to try on this website regarding the food chain) 30

31 (card game 2/ game 3)? This is whole-class activity card game where you give a card to each student, the card has a picture of a food chain, and they children have to go around the class and find the classmate with a card in their same food chain. (card game 1/ game 2)? Another card game that is originally for 4th and 5th grade, but could be easily tailored for 2nd and 3rd grade. This game they would complete as one of their stations, each card has an animal features with a list of things they eat and things that eat them. They have to create a food chains as they can in the time they have at their station. 31

32 (bulletin 2) This is a bulletin that the teacher creates to help the children further differentiate a food chain and a food web. Except the arrows would be drawn in either by the teacher or children for a whole group activity. (poem 1) An example of a poem about producers and consumers that you could read to your class and then ask them to make their own poem about the food chain and an added activity. 32

33 (Activity 2) This would be a fun cut and fold up activity for the children to complete that demonstrates the relationship between predator and prey. This is an interactive activity that is played as a class. Everyone begins by standing in a circle and the teacher starts with the ball of yarn, and tosses it to another student while holding the end of the yarn. The teacher begins by stating a member of the food chain that way (example: she says she represents a tree). Each child will continue to toss the yarn until everyone has a piece of it and the class makes a web. The teacher will then ask the class what would happen if say the tree were to be cut down, she would then cut the piece of yarn that she was holding. Then the class would go through the steps of how that would affect the rest of the food chain. 33

34 This would be another bulletin that the teacher would create with the class and keep at the front of the classroom for their reference when in stations. 34