6th Science - Food Chains and Food Webs

Class:

SCIENCE

Teacher's notes

Objectives

Food Chains-Food Web

Date: August 17th

Vocabulary

Link and Learn

In‐Class Survey Prepared by

2009 1

6th DaVinci ‐ Reproduction: Growth and Development Name

Reward

Name

Carlos A.

Martín

Joaquín

Maylin

Victoria

Carlos R.

Mariana

Isabel

Christopher

Sthefanny

José

Ana Caroline

Santiago

Karen

Joshua

Erick

Héctor

Bryan

Gabriela

Angie

Alexandra

Sandra

Humberto

Arturo

Giosué

Maria Fernanda

Ariana

Daniel

Alessio

Paola

Reward

2

6th Rembrandt ‐ Reproduction: Growth and Development Name

Name

Reward

Mariano

Enzo

Miguel

Valeria P.

Melanie

Henry

Alejandro

Gonzalo

Adriana

Sebastian

Fabrizio

Mariano

Felipe

Alondra

Sol

Bruno

Edinson

Camila

Valeria J.

Jimena

Daniela

Rodrigo

Eduardo

María Laura

José F.

Diana

Kimberly

Jesus

Reward

Alexandra

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Let's remember previous learned concepts...

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Organisms and their Environment • All living organisms meet their needs in the physical environment they live in which includes all the nonliving things in an area, such as: soil, weather, landforms, air, and water.

• A single organism in an environment is called an individual. Individuals of the same kind living in the same environment make up a Population.

• All the populations of organisms living together in an environment make up a Community. A community may include many different populations, each community interacts with its physical environment.

• Together, a community and its physical environment make up an Ecosystem.

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Habitats and Niches • Every population has a place where it lives in an ecosystem, this is its habitat.

• Many different populations can share a habitat. But each population has a certain role, or niche, in its habitat.

• In a healthy ecosystem, populations are interdependent, that is they depend on each other for survival.

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Limiting Factors • The environment largely determines what type of ecosystem will develop in an area. Soil conditions, temperature, and rainfall help determine what plants will grow.

• The kinds and numbers of plants in an ecosystem determine what animals will live there.

• The amount of food, or any limited resource, in an ecosystem affects the size of a population.

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Transfer of Energy in an Ecosystem

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Living Things need Energy • The sun provides the energy for almost every ecosystem on Earth.

• Plants, or producers, use sunlight to make the food they need from carbon dioxide and water.

• All other organisms in an ecosystem community must eat to get energy they need. So the animals in a community are consumers.

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Food Chains • Energy is passed through communities by way of food chains.

• A food chain shows hoe the consumers in an ecosystem are connected to one another according to what they eat.

• A food chain has several levels.

• At the base of every food chain are the producers, usually plants.

• Primary consumers, called herbivores, or plant eaters, eat the producers.

• Secondary consumers, called carnivores, or meat eaters, eat primary consumers.

• Tertiary consumers eat secondary consumers.

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FOOD WEBS • Food Web is a model that shows all the possible feeding relationships between organisms living in an ecosystem.

• A food web is much more complex than a food chain. It is actually several food chains linked together.

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ASSIGNMENT

Work in Class • Each group of 5 students, must select a continent: America (North, Central and South), Africa, Asia, Oceania and Europe.

• Each student must invent the name of a living organism, determine if it is a producer, or a consumer.

• Determine a food chain, after that there will be a random group formed that will determine a food web from the individual organisms.

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K-W-L Chart What I KNOW about this topic

What I WANT to know about this topic

What I LERANED about this topic

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SURVEY If you want to contribute in improving your Science class, click in the survey link:

Term III ‐ 6th Da Vinci ‐ Class 2 Term III ‐ 6th Rembrandt ‐ Class 2

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Resources Used Slide Resource (Group)

Origin

Description

G1 ‐ 2 Image

Da Vinci

http://bit.ly/N0Btd

G1 ‐ 3 Image

Rembrandt

http://bit.ly/X5hOY

G1 ‐ 4 Image

Nutrition Matters

http://bit.ly/xLK2f

G1 ‐ 5 Images

Growth Movement Respiration Feeding Reproduction Excretion Sensitivity

http://bit.ly/11k7sW http://bit.ly/LMnWO http://bit.ly/nHdTZ http://bit.ly/RH4eQ http://bit.ly/zjqZo http://bit.ly/eOboy http://bit.ly/CbXMA

G1 ‐ 7 Animations Life Processes

Notebook Gallery

G1 ‐ 8 Animation Life Processes

Notebook Gallery

G1‐9,10 Image

Plant

Notebook Gallery

G1‐11,12 Activities

Plants Needs

Coralie Olesen ‐ Australia http://bit.ly/zpNvE

G1 ‐ 18 Image

Movie Reel

http://bit.ly/GOErT

G1 ‐ 19 Movie

Photosynthesis

Unknown

G1 ‐ 20 Image

Sun

Notebook Gallery

G1‐21,22 Animations Photosynthesis

Unknown

G1 ‐ 25 Images

http://bit.ly/VcDq4 http://bit.ly/eFtIv

Xylem and Phloem 1 Xylem and Phloem 2

G1 ‐ 26 Animation Leaf Structure

Notebook Gallery

G1 ‐ 27 Image

Animal Nutrition

http://bit.ly/CB9Kh

G1 ‐ 29 Image

Nutritional Pyramid

http://bit.ly/Islbn

G1 ‐ 31 Images

Lion Pelican Crocodile Zebra

http://bit.ly/14a2LB http://bit.ly/eeTZU http://bit.ly/T2TNR http://bit.ly/15OoKi

G1 ‐ 32 Images

Birds' beaks Big mouth

http://bit.ly/70wOS http://bit.ly/2tjoq2

G1 ‐ 34 Animation Human Digestive System

Notebook Gallery

G1 ‐ 35 Animation Kid working with computer Notebook Gallery

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Teacher's Notes This class has been designed to cover the topic of Food Chains and Food Webs from Monday August 17th till Friday August 21st.

For further knowledge about this topic: 1. Conduct a thorough search under the topic: Reproduction: Growth and Development on the Web, books and magazines.

2. If findings are not specific, ask your teacher for suggestions.

BACK 24

Objectives • Identify and explain the effects of energy flow in any given ecosystem.

Note: All, or most, of the objectives will be covered during class time, however the student must be responsible for those objectives not covered or concluded.

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Vocabulary • • • • • • •

Energy Food Chain Food Web Producer Consumer Interaction Symbiosis

Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded.

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Link and Learn You can visit the following websites to improve your understanding on the present topic: • • • • • • •

http://www.kidsplanet.org/wol/page_1.html http://bit.ly/1asM6e http://www.gould.edu.au/foodwebs/kids_web.htm http://science‐learning2009.wikispaces.com http://learningandscience.blogspot.com http://linkandlearn.wikispaces.com http://libraryatstgeorge.blogspot.com

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Prepared by

Gerardo LAZARO Science Lead Teacher Email: glazaro@sanjorge.edu.pe Wiki: http://science‐learning2009.wikispaces.com Blog: http://learningandscience.blogspot.com Twitter: http://twitter.com/glazaro

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Term III ­ Class 1 Food Chains and Food Webs

Grade: Subject: Date:

6th Grade Science ­ Da Vinci August 17th, 2009

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1

What was your UNDERSTANDING of the topic: "Food Chains and Food Webs"

A

I understood 25% of the whole topic

B

I understood 50% of the whole topic

C

I understood 75% of the whole topic

D

I understood 100% of the whole topic

E

I didn't understand the class

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2

What was your level of EFFORT to understand the topic?

A

My effort level was 25%

B

My effort level was 50%

C

My effort level was 75%

D

My effort level was 100%

E

I didn't put any effort

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3

What RESOURCES helped you understand the topic?

A

Text

B

Images

C

Animations

D

Videos

E

Teacher's Speech

F

None

G

Other

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4

How does the SMART Board help you understand the topic?

A

It helps me visualize concepts

B

It helps understand difficult concepts

C

Touching things helps me learn

D

Interacting with the information makes it easier to understand

E

I prefer less effects or audiovisual resources

F

It doesn't really help much

G

I don't like it

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Term III ­ Class 1 Food Chains and Food Webs

Grade: Subject: Date:

6th Grade Science ­ Rembrandt August 17th, 2009

34

1

What was your UNDERSTANDING of the topic: "Food Chains and Food Web"

A

I understood 25% of the whole topic

B

I understood 50% of the whole topic

C

I understood 75% of the whole topic

D

I understood 100% of the whole topic

E

I didn't understand the class

35

2

What was your level of EFFORT to understand the topic?

A

My effort level was 25%

B

My effort level was 50%

C

My effort level was 75%

D

My effort level was 100%

E

I didn't put any effort

36

3

What RESOURCES helped you understand the topic?

A

Text

B

Images

C

Animations

D

Videos

E

Teacher's Speech

F

None

G

Other

37

4

How does the SMART Board help you understand the topic?

A

It helps me visualize concepts

B

It helps understand difficult concepts

C

Touching things helps me learn

D

Interacting with the information makes it easier to understand

E

I prefer less effects or audiovisual resources

F

It doesn't really help much

G

I don't like it

38