Great Lakes Lesson 3 Field Trip Re-Cap, Review of Watershed, Ecosystem, Food Chain Date: LWBBAT… -Define watershed, ecosystem and food chain -Recognize watersheds, ecosystems and food chains and how negative ingredients could have adverse affects. Materials: “Great Lakes Food Web Diagrams” National Oceanic and Atmospheric Administration-Great Lakes Environmental Research Laboratory (http://www.glerl.noaa.gov/res/projects/food_web/food_web.html) -Lake Michigan -Lake Superior -Lake Huron -Lake Erie -Lake Ontario Geography Alive! Textbook (TCI) Signs: Green Algae, Mollusk, Yellow Perch, Lake Trout Squishy Ball or Colored Paper Introductory Activity: Ask students what a food chain is. List their responses on the board. Ask for 5 student volunteers and assign them each a part by giving them a sign (Green Algae, Mollusk, Yellow Perch, Lake Trout). Have them, with help from the other students, create a food chain. Once they are line up in order, ask a student to describe what this food chain is. Next, give the algae a squishy ball or piece of colored paper and say that this is a toxin. Have each student pass the ‘toxin’ up the food chain. After a student has passed the ‘toxin’ they should sit down to signify that they are eaten. As the ‘toxin’ moves up the food chain, add more ‘toxin’ to it (use paper or another ball. Ask students in the audience to describe what they see. Explain that food chains/food webs are how animals eat each other to survive and that when outside things such as chemicals get introduced that often screws up the food chain. Learning Activities: 1. Introductory Activity 2. Ask students to review the field trip from yesterday. What did they learn? What did they like? 3. Using a Choral Reading Method (Teacher reads the text aloud, but drops out for certain words and the students must say that word), read section 4.2 (pgs. 66-67) aloud as a class. (Oral Cloze, “Shared Reading” http://www.oe.k12.mi.us/balanced_literacy/shared_reading.htm) 4. Ask students some questions dealing with the reading: What is the difference between a food web and a food chain? Why were the Great Lakes called the “Sweetwater Seas?” What is another word for a watershed? 5. After students have responded to the questions, split students into groups of 4. Pass out each student group copies of Great Lakes Food Webs. 6. Explain how the food web is organized and works to the whole class. 7. Pass out “Food Web Worksheet” to students and have them work on it as a group. 8. Come back together as a class to discuss their findings. 9. Ask 1-3 students to summarize what was learned today. Formative Assessment: -Having students observe what they see during the physical representation of a food chain allows the instructor to see how well students are understanding the demonstration or what content they are getting out of it. -Asking questions after reading the text aloud will help to make sure that students understood the reading. -The “Food Web Worksheet” will evaluate how well students understand the concept of food webs. Food Web Fun What lake is your food web of? Name the organisms that are at the bottom of the food web. Name the organisms that are at the top of the food web. Who do you think eats those? What does the Sea Lamprey eat? Why do you think the Sea Lamprey could be a problem? Why do you think having chemicals and toxins in the water is so dangerous?