What is a Food Chain?

This lesson includes key question prompt sheets for class discussion, an activity involving student movement, followed by food chain cards for students to create their own food chains. This lesson is easy to follow and includes printable materials. The students draw their own pictures in the cards.

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What is a Food Chain?

Standards & Objectives

Academic standards

CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use...
CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement...
CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and...
CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
GLE 0201.3.1: Write in a variety of modes for different audiences and purposes.
GLE 0201.3.3: Organize ideas into a topic paragraph with complete coherent sentences.
GLE 0301.3.2: Write in various modes and genres, including narration, literary response, personal experience, and subject matter content.
GLE 0401.3.2: Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject...
GLE 0407.2.1: Analyze the effects of changes in the environment on the stability of an ecosystem.
SPI 0401.1.13: Recognize and use grade appropriate vocabulary within context.
SPI 0401.3.8: Select appropriate time-order or transitional words to enhance the flow of a writing sample.
TSS.ELA.2.W.RBPK.7: Participate in shared research and writing projects, such exploring a number of books on a single topic or engaging in science experiments to produce a report.
TSS.ELA.2.W.TTP.1: Write opinion pieces on topics or texts.
TSS.ELA.2.W.TTP.2: Write informative/explanatory texts.
TSS.ELA.2.W.TTP.3: Write narratives recounting an event or short sequence of events.
TSS.ELA.3.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
TSS.ELA.3.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.3.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
TSS.ELA.4.W.TTP.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
TSS.ELA.4.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.4.W.TTP.3: Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Learning Intention:

Understand that plants and animals in a habitat are dependent on each other

Essential and guiding questions:

Questions:

What is a food chain?
Which plants/ animals do we eat?
Which animals are at the top/ bottom of the food chain? Why?
What would happen if our food chain was damaged?
Are all animals in the food chain?
What does a consumer do?
What would happen if there were more animals at the top?
What does a producer do?
What would happen if predators died out?
Which part of the food chain is the most important?
Which part of the food chain wold you like to be in? Why?

Lesson Variations

Blooms taxonomy level:

Understanding

Helpful Hints

Materials:

Post-its
1 labelled sun
10 Labelled plant (include berries and nuts etc.)
8 labelled insect/caterpillar
2 labelled Blue Tit (eats insects, caterpillars and seeds)
2 labelled Robin (eats insects and seeds)
2 labelled mouse (eats plants)
1 labelled Fox (eats mice)
1 labelled Sparrowhawk (eats mice and small birds)
(Add a few more if you need to - more at the bottom end of the food chain- plants and insects)
Key Question sheet
Blank activity food chain sheet
“Is eaten by” arrow cards

References

Contributors:

Originator:

Ayers Institute for Learning & Innovation

eduToolbox® is a resource-sharing portal developed by the Ayers Institute for Learning & Innovation with collaborative support and funding from the Tennessee Department of Education and the U.S. Department of Education's Math & Science Partnership program.