What Is a Food Chain?
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- Lynn Copeland
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1 You have learned about food chains and feeding relationships and have classified animals and plants as producers, consumers and decomposers. To show what you remember and understand, draw and label an example of a food chain you have learned about during the unit on plants and animals. 1 of 10
2 Suggested Grade Span 3 5 Task You have learned about food chains and feeding relationships and have classified animals and plants as producers, consumers and decomposers. To show what you remember and understand, draw and label an example of a food chain you have learned about during the unit on plants and animals. Big Ideas and Unifying Concepts Interdependence Order and organization Systems Life Science Concepts Populations and ecosystems Regulation and behavior Structure and function Mathematics Concept Diagrams Time Required for the Task 30 minutes or less. Context This task comes from a districtwide final science assessment given to third graders at the end of the school year. During the course of the year, students learned a variety of concepts from each science strand: physical, earth and life. They also worked on science process skills within each unit. The entire end-of-year assessment was designed as a means to assess students learning from each science strand as well as an opportunity for students to practice answering constructed-response test items. This is a skill students will need in fourth and fifth grades when they will be asked to answer constructed-response items on standardized statewide assessments in math, writing and science. This assessment was also developed to 2 of 10
3 provide the school district with science data about learning, teaching and the science curriculum. The goal of the school district is to ensure that all students have equal access to high-quality science instruction and learning. In the life science strand, students learned about a variety of food chains and feeding relationships. They classified animals and plants as producers, consumers and decomposers (as well as carnivores, herbivores, insectivores and omnivores). They learned and practiced a number of process skills such as questioning, predicting, collecting and analyzing data, and drawing relevant conclusions. What the Task Accomplishes This task assesses students understanding of a food chain and the feeding relationships that occur within it. It demonstrates their understanding of the terms producers, consumers, and decomposers and of the interdependence that occurs in nature and impacts all living things. How the Student Will Investigate This particular task does not ask students to perform an actual investigation. Rather, students need to show evidence of their understanding of food chains by constructing one, with illustrations and with teacher assistance. Before the actual overall assessment was given, teachers and students spent a period of time reviewing concepts and vocabulary learned. Interdisciplinary Links and Extensions During the life science strand, many teachers integrated other subject areas, such as reading, writing, art, math and social studies. Some language arts examples are shared below. Language Arts There are many wonderful children s books that deal with plants and animals and feeding relationships. Some of these titles include: The Very Hungry Caterpillar, by Eric Carle The Gift of the Tree, by Alvin Tresselt An Oak Tree Dies and a Journey Begins, by Louanne Norris Some students wrote and illustrated big books, creative stories and poetry about animals and plants, as well. Teaching Tips and Guiding Questions Spend plenty of time reviewing beforehand, especially any difficult vocabulary. Make sure that students truly have a conceptual understanding of the words and ideas and their relationship to the real world. For students who do not read on grade level, assistance was given by reading 3 of 10
4 aloud each question of the assessment. For students who struggle with writing, the teacher was able to scribe their answers on the assessment (exactly as dictated by the student). During the review period, teachers might ask some of the following questions: What is a producer? What is a consumer? What is a decomposer? What are some examples of each? Why are each of these important in a food chain? What do plants and animals need to survive? How do they get what they need to survive? How do we classify animals? What is the difference between animals which are carnivores, herbivores, insectivores, and omnivores? Can you give some examples? What role does the sun play in a food chain? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Exemplars Science Rubric under the criterion: Science Concepts and Related Content) Life Science Structure and Function; Regulation and Behavior; Populations and Ecosystems: Students identify characteristics of organisms and categorize living organisms as plant eaters or meat eaters and as predators and prey. Students use the terms food chains, producers, consumers, decomposers, herbivores, carnivores, insectivores and omnivores appropriately and describe their relationships in a food chain, using prior knowledge. Mathematics: Students use diagrams appropriately. Skills to be Developed (Science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication Using Data) Scientific Method: Communicating information, making connections between concepts, illustrating and labeling a scientific drawing, organizing information and using prior knowledge. Other Science Standards and Concepts Addressed Scientific Method: Students explain phenomena in the living world. Life Science Regulation and Behavior: Students understand how plants and animals interact and behave in order to survive. Life Science Populations and Ecosystems: Students understand how to classify populations of animals and plants and their feeding relationships. 4 of 10
5 Life Science Structure and Function; Regulation and Behavior; Populations and Ecosystems: Students describe and group animals by what they eat and where they live. Students understand that living things are found almost everywhere in the world and are interdependent. Suggested Materials For this assessment task, students will need only the assessment and pencils. Possible Solutions A food chain is a simple linking of sun to plant to animal(s). (A food web shows the interrelationships of multiple food chains.) Students should draw an accurate food chain that is clearly connected and appropriately labeled. Both plant and animal names and producer, consumer and decomposer (if included) need to be included in the labeling. Task-Specific Assessment Notes Novice This student s solution is incomplete and lacking in details. The food chain is only partially correct. Arrows are included to show connections. The animals and plants are correctly identified, but they are either not identified or are incorrectly identified as producers, consumers or decomposers. (The sun and lettuce are incorrectly identified as consumers. There is some understanding of feeding relationships between the sun, lettuce, rabbit and wolf. Both the bear and wolf should be labeled as carnivores and consumers. Bears do not generally eat wolves as this food chain implies.) Apprentice The food chain is correctly illustrated and labeled with plants and animals. Arrows are included to show connections between the plants and animals. Plants and animals are not classified as producer, consumer or decomposer. There is evidence of an understanding of feeding relationships; however, the student does not clarify what animal, if any, might have caused another animal to die. Practitioner This student s solution is complete and the food chain is correctly illustrated, although there are no decomposers included in this food chain. Arrows are included to show connections between the plants and animals. Each plant and animal is identified and correctly labeled as producer or consumer. There is evidence of a conceptual understanding of feeding relationships. 5 of 10
6 Expert This student s solution is complete and detailed. The food chain is appropriate and correctly illustrated. Arrows are included to show connections between the plants and animals. Each plant and animal is identified and correctly labeled as producer, consumer and/or decomposer. The student additionally included the use of a key for clarity. Conceptual understanding of feeding relationships is clearly evident. 6 of 10
7 Novice 7 of 10
8 Apprentice 8 of 10
9 Practitioner 9 of 10
10 Expert 10 of 10
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