Food Webs Sub Plans FREEBIE Kesler Science Thanks for downloading the food webs sub plans freebie. This comprehensive lesson will allow you to be absent without fear of your students having a meaningful activity. Each sub plans bundle comes with 10 complete lessons. • • • • • • • • • • Atoms Balancing Chemical Equations Electric and Magnetic Forces Energy Transformations Graphing Motion Newton’s Laws Periodic Table Potential & Kinetic Energy Properties of Waves Thermal Energy • • • • • • • • • • Day & Night Fossils & Geologic Time Lunar Cycle Natural Disasters Planets Plate Tectonics Seasons Topographic Maps Weather Weather, Erosion, and Deposition • • • • • • • • • • Adaptations Biotic and Abiotic Factors Body Systems Cell Theory Dichotomous Keys Ecosystems Food Webs (included below) Genetics Photosynthesis Prokaryotic and Eukaryotic Cells Save $$ and get the full bundle. Includes all sub plans. © Kesler Science, LLC Food Webs Sub Plans Teacher Introduction Welcome to your easy prep substitute day! Included in this packet: A letter of instructions for your substitute Answer keys for your substitute A letter of instructions for your students A student packet of self-contained reading and activities with behavior check-points • Extension activities for early finishers (long and short options) • Summative assessments (exit tickets/journaling) • A class set for teachers with multiple sections • • • • You can print out the packet, write notes, and then make copies, or you can edit this document directly before you print. The activity in this packet is: • Reading about food chains and webs • Cutting out and arranging food chains and webs • Designing food chains and webs based on their local ecosystems • Designing a menu for a predator The materials students will need are: • Pencils • Colored pencils or crayons • Scissors • Tape or glue • Textbooks or other resources Related Kesler Products: Food Webs Complete 5E Lesson Plan – Includes engagement activity, word wall cards, objective cards, student-led station lab, interactive notebook templates, PowerPoint, modified notes, student-choice project, homework, and assessment (including modified). Food Webs Student-Led Station Labs – Includes eight stations where students will receive new information at the input stations (Read, Watch, Explore, Research) and demonstrate understanding at the output stations (Write, Organize, Assess, Illustrate). © Kesler Science, LLC Food Webs Student Pages Rainforest Cards: Mushroom Grass Tree Frog Lizard Toucan Tapir Monkey Anaconda Jaguar Sun Ocelot Temperate Forest Cards: Sun Tree Chipmunk Owl Hawk Insect Bobcat Deer Mushroom Bird © Kesler Science, LLC Grass Food Webs Sub Plans Substitute Instructions Hello Substitute! Thank you so much for taking care of my classes while I am away. In this packet you will find the lesson plans and procedures you need to make the day go smoothly. Please give each student a packet as they enter the classroom. Students should get to work on the warm-up activity while you take attendance. In the student packet, there are checkpoints labeled “Positive Behavior Check” for you to circle how a student is behaving. There is also space for you to initial next to it. This will let me know if students are behaving and staying on task throughout the class. There is also a page to write down students who have fantastic behavior, and students whose behavior was far below expectations. You have an answer key for the activities the students are doing in case there are questions. Please don’t tell the students the answers directly; they need to try to figure out the questions themselves or they will finish too quickly. Again, thank you so much for agreeing to be my students’ teacher today. I know you will have a wonderful day. Sincerely, For lesson questions, please reach out to: Name: Cell phone: Email address: © Kesler Science, LLC Food Webs Sub Plans Substitute Instructions The Emergency Plan is located __________________________________. For general questions and help, please see _________________________ in room _____ or _____________________________________________. Before/Afterschool Duties: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ The staff lounge and adult bathrooms are located: ____________________________________________________________ ____________________________________________________________ At ❑ ❑ ❑ ❑ ❑ the end of the day please: Stack chairs Turn off lights Turn off computer Lock the door Other ____________________________________________________ _________________________________________________________ _________________________________________________________ Teacher rewards system/behavior management system: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Bathroom policies/rules: ____________________________________________________________ ____________________________________________________________ Other notes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ © Kesler Science, LLC Food Webs Sub Plans Substitute Instructions How to handle attendance and what to do if a student is absent: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Class times and schedule: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Class Rosters/Groups/Pairings: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Students who are helpful: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Medical Allergies/Alerts: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Students that need to be separated or watched closely: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ © Kesler Science, LLC Food Webs Sub Plans Substitute Instructions Students whose behavior was exceptionally good: Students whose behavior should be addressed when the teacher returns: Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ Period ____ © Kesler Science, LLC Food Webs Answer Key Warm Up: Going Out to Dinner: Students should include three different foods that their large predator might eat. For example, a killer whale might eat sharks, squid, or fish. Food Web and Chain Match Up: Student listings will vary. Food chains should all begin with the sun, and end with the largest predator. Food webs should have connections between producers like the plants and first level consumers like insects, for example. Long Extension: In the desert boxes, they should have added a small rodent like a mouse, and then a large bird of prey, like a hawk. In the arctic boxes, the first should be a small fish, and the last two should be something like a seal and then a large predator like a polar bear or a whale. Short Extension: Leaf – prey, producer Caterpillar – prey, consumer Chameleon – prey and predator, consumer Snake – prey and predator, consumer Mongoose – predator, consumer Assessment: Students should explain what their local ecosystem looks like. For example, in big cities, there could be trees with insects, and large buildings and birds, with a lot of people. In more rural areas, you might see descriptions with open area, small animals, and deer. They should illustrate one food chain and one food web that shows what it looks like where they live. Show What You Know: Hawk snake, grassland Cranes fish, marine Fox rabbit, desert Birds caterpillars, garden Lion zebra, savanna © Kesler Science, LLC Welcome to Our Sub Day Food Webs Lesson Dear Students, Thank you for being on your best behavior today. I expect you to listen to the sub and participate in all activities. You have a fun day ahead of you! At the end of the class, you will: ❑ Turn in completed work for a grade ❑ Take incomplete work home to finish for homework Please turn off all electronic devices and put them away. You will not need them today. While the sub is taking attendance, please remain quiet and enjoy the warm-up activity below. Thank you, ______________________________ Warm-Up Activity: Going Out to Dinner! Predators in nature can’t just go to a restaurant for their food. But what if they could? What would their dinner menu look like? Below, choose one large predator (like a killer whale, a polar bear, or a jaguar). Then, fill in their menu! Predator _____________ The Predator Diner Appetizer: Main Course: Dessert: © Kesler Science, LLC Food Webs Student Pages Name:_________________________ Date:______ Directions: Read the passage below, and then jump into the activity after it! ❑ Independent ❑ Partners ❑ Small Group Food Chains and Food Webs What are your favorite foods? Can you just go to a restaurant and choose them off of a menu? Probably! But animals don’t have that luxury. They have to eat what is available to them in their ecosystem. So, the bigger or more dangerous you are, the more food choices you have. How do we know what animals eat, though? We make a food chain (or a web)! Let’s take a look at how those work. Whether you’re looking at a food chain or a food web, both of them use arrows to show how energy flows between organisms. It seems backwards, but the arrows point towards what is doing the eating as opposed to what is being eaten. It shows that the energy is going into an organism from what it is eating. (And it’s not just plants and everyday animals; humans can fit in these, too!) A food chain is typically more simple than a food web. It shows a straight line of organisms in the direction the energy is moving. For example, the sun would be the beginning of the food chain, because it gives energy to the plants (the producer in the food chain). From the sun, you’d move into plants, and then you would move into what eats the plants, like caterpillars. Birds would eat the caterpillars, and then larger predators, like foxes, would eat the birds. You’d eventually end with the largest predator in the ecosystem, such as a mountain lion. We also see decomposers in a food chain that break down dead organisms in the environment. Decomposers can be things like mushrooms or earthworms. Without them, there would be dead organisms all over! In a food web, like the one above, things can get a little more confusing. A food web shows all of the connections in an ecosystem. If a hawk eats rabbits and mice, there would be arrows from both rabbits and mice to the hawk. Every animal that eats grass would be connected to the grass in a food web. You have to follow all the lines to understand what is going on! Positive Behavior Check: © Kesler Science, LLC Initials: _______ Food Webs Student Pages Name:_________________________ Date:______ ❑ Independent ❑ Partners ❑ Small Group Directions: Cut out your trading cards and follow the next steps below. Food Chain: Arrange the trading cards to create a sample food chain from each ecosystem below. Try to use as many of the cards as you can. When finished, quickly sketch and label your example food chains. Rainforest Temperate Forest Positive Behavior Check: © Kesler Science, LLC Initials: _______ Food Webs Student Pages Name:_________________________ Date:______ ❑ Independent ❑ Partners ❑ Small Group Directions: Cut out your trading cards and follow the next steps below. Food Web: Use the trading cards to create a sample food web from one of the two ecosystems below. Try to use as many of the cards as you can. Tape or glue your cards and draw the arrows between them that show the flow of energy. Rainforest or Temperate Forest (circle one) Positive Behavior Check: © Kesler Science, LLC Initials: _______ Food Webs Student Pages: Extension Activities Name:_________________________ Date:______ If you have more than 10 minutes left: There are blanks in these two food chains. Fill them in and add labels. Desert: Sun Tree ______ Snake ______ Large Fish ______ ______ Arctic: Phytoplankton Positive Behavior Check: © Kesler Science, LLC Initials: _______ ______ Food Webs Student Pages: Extension Activities Name:_________________________ Date:______ If you have less than 10 minutes left: In food webs and food chains, organisms have certain roles. They can be predators or prey! They can also be producers, consumers, or decomposers. In this food chain, label the organisms’ roles. Organism Predator or Prey? Positive Behavior Check: © Kesler Science, LLC Consumer or Producer? Initials: _______ Food Webs Student Pages: Assessment Name:_________________________ Date:______ Create Your Own: We’ve seen a lot of examples of food webs and food chains. Think about where you live. Maybe you live in a big city or in a rural area. Maybe you live near a desert or an ocean. Below, describe in words what your local area is like: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Now, illustrate one small food chain in your area: Finally, illustrate a larger food web in your area: Positive Behavior Check: © Kesler Science, LLC Initials: _______ Food Webs Student Pages: Show What You Know Name:_________________________ Date:______ Directions: Draw an arrow to connect each predator to its prey, and then draw a line to the correct ecosystem. The predator-prey arrow should point in the direction the energy moves. fox rabbit marine lion snake desert birds zebra grassland cranes caterpillars savanna hawk fish garden Positive Behavior Check: Initials: _______ © Kesler Science, LLC Food Webs Student Pages: Show What You Know Name:_________________________ Date:______ Directions: Draw an arrow to connect each predator to its prey, and then draw a line to the correct ecosystem. The predator-prey arrow should point in the direction the energy moves. fox rabbit marine lion snake desert birds zebra grassland cranes caterpillars savanna hawk fish garden Positive Behavior Check: © Kesler Science, LLC Initials: _______ Food Webs Student Pages Class Handout (Do Not Write On) Food Chains and Food Webs What are your favorite foods? Can you just go to a restaurant and choose them off of a menu? Probably! But animals don’t have that luxury. They have to eat what is available to them in their ecosystem. So, the bigger or more dangerous you are, the more food choices you have. How do we know what animals eat, though? We make a food chain (or a web)! Let’s take a look at how those work. Whether you’re looking at a food chain or a food web, both of them use arrows to show how energy flows between organisms. It seems backwards, but the arrows point towards what is doing the eating as opposed to what is being eaten. It shows that the energy is going into an organism from what it is eating. (And it’s not just plants and everyday animals; humans can fit in these, too!) A food chain is typically more simple than a food web. It shows a straight line of organisms in the direction the energy is moving. For example, the sun would be the beginning of the food chain, because it gives energy to the plants (the producer in the food chain). From the sun, you’d move into plants, and then you would move into what eats the plants, like caterpillars. Birds would eat the caterpillars, and then larger predators, like foxes, would eat the birds. You’d eventually end with the largest predator in the ecosystem, such as a mountain lion. We also see decomposers in a food chain that break down dead organisms in the environment. Decomposers can be things like mushrooms or earthworms. Without them, there would be dead organisms all over! In a food web, like the one above, things can get a little more confusing. A food web shows all of the connections in an ecosystem. If a hawk eats rabbits and mice, there would be arrows from both rabbits and mice to the hawk. Every animal that eats grass would be connected to the grass in a food web. You have to follow all the lines to understand what is going on! Food Chain: Use the images on the next page to create a sample food chain from each ecosystem on your page. Try to use as many of the images as you can. Quickly sketch and label your example food chains. Food Web: Use the images the next page to create a sample food web from either a rainforest or a temperate forest. Try to use as many of the cards as you can. Quickly sketch and label your images and draw the arrows between them that show the flow of energy. © Kesler Science, LLC Food Webs Student Pages Class Handout (Do Not Write On) Rainforest Images: Mushroom Grass Tree Frog Lizard Toucan Tapir Monkey Anaconda Jaguar Sun Ocelot Temperate Forest Images: Sun Tree Chipmunk Owl Hawk Insect Bobcat Deer Mushroom Bird Grass Extension: If you have less than 10 minutes left, try the following: In food webs and food chains, organisms have certain roles. They can be predators or prey! They can also be producers, consumers, or decomposers. In the food chain to the right, label the organisms’ roles. Extension: If you have more than 10 minutes left, try the following: There are blanks in the two food chains on your page. Fill them in and add labels. Assessment: We’ve seen a lot of examples of food webs and food chains. Think about where you live. Maybe you live in a big city or in a rural area. Maybe you live near a desert or an ocean. On your page, describe in words what your local area is like. Then, illustrate one small food chain in your area. Finally, illustrate a larger food web in your area. Show What You Know: Draw an arrow to connect each predator to its prey, and then draw a line to the correct ecosystem. The predator-prey arrow should point in the direction the energy moves. © Kesler Science, LLC Food Webs Student Pages Answer Sheet Name:_________________________ Date:______ Positive Behavior Checks ❑ Independent ❑ Partners ❑ Small Group ❑ Partners ❑ Small Group Food Chains: Rainforest Initials: _______ Temperate Forest ❑ Initials: _______ © Kesler Science, LLC Independent Food Web: Rainforest or Temperate Forest (circle one) Food Webs Student Pages Answer Sheet Name:_________________________ Date:______ Positive Behavior Checks Independent ❑ Partners ❑ ❑ Small Group Extension for less than 10 minutes: Organism Predator or Prey? Consumer or Producer? Initials: _______ ❑ Independent ❑ Partners ❑ Small Group Extension for more than 10 minutes: Desert Sun Initials: _______ Snake Arctic Phytoplankton © Kesler Science, LLC Tree Large Fish Food Webs Student Pages Answer Sheet Name:_________________________ Date:______ Positive Behavior Checks ❑ Independent Partners ❑ Small Group ❑ Assessment: Description:____________________________________ ______________________________________________ ______________________________________________ Initials: _______ Small food chain: Larger food web: ❑ Initials: _______ © Kesler Science, LLC Independent ❑ Partners ❑ Small Group Show What You Know: fox rabbit marine lion snake desert birds zebra grassland cranes caterpillars savanna hawk fish garden Food Webs Sub Plans FREEBIE Kesler Science Thanks for downloading the food webs sub plans freebie. This comprehensive lesson will allow you to be absent without fear of your students having a meaningful activity. Each sub plans bundle comes with 10 complete lessons. • • • • • • • • • • Atoms Balancing Chemical Equations Electric and Magnetic Forces Energy Transformations Graphing Motion Newton’s Laws Periodic Table Potential & Kinetic Energy Properties of Waves Thermal Energy • • • • • • • • • • Day & Night Fossils & Geologic Time Lunar Cycle Natural Disasters Planets Plate Tectonics Seasons Topographic Maps Weather Weather, Erosion, and Deposition • • • • • • • • • • Adaptations Biotic and Abiotic Factors Body Systems Cell Theory Dichotomous Keys Ecosystems Food Webs (included below) Genetics Photosynthesis Prokaryotic and Eukaryotic Cells Save $$ and get the full bundle. Includes all sub plans. © Kesler Science, LLC
