Ecosystems
LESSON PLAN 4
Teacher: Susie Brown
GRADE LEVEL: 5th Grade
SUBJECT/TOPIC: Predator/Prey Relationships and Food Webs
LONG RANGE/UNIT GOAL:
State Standards:
GLE 0507.2.1 Investigate different nutritional relationships among organisms in an
ecosystem.
�0507.2.3 Create a simple model illustrating the interspecific relationships within an
ecosystem.
�0507.2.1 Evaluate producer/consumer, predator/prey, and parasite/host relationships.
National Standard:
* Populations of organisms can be categorized by the function they serve in an
ecosystem, and food webs identify the relationships among producers, consumers, and
decomposers in an ecosystem.
OBJECTIVES: Students will learn about the different types of relationships between
members of an ecosystem and then create a food web for their chosen ecosystem.
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CLASSROOM LAYOUT: Class discussion of ecosystem relationships will take place in the
student’s desk but then activity to be carried out throughout the room.
SHORT DESCRIPTION OF LESSON:
A short lecture dealing with the different types of relationships in an ecosystem will be
followed by class discussion. These types include producers, consumers, herbivores,
omnivore, and predators/prey. The students should know several types and be able to discuss
the similarities and difference of each. Pictures will be shown to help create a visual of each
type. Class will then work together to create a food web of a tidal zone. After completing this
group exercise each student will create their own food web of their chosen ecosystems. The
manner in which they depict their food web is up to them.
DEVELOPMENT OF SET:
TIME ALLOTTED FOR THE LESSON:
Lecture/Class Discussion and group food web: 15 minutes
Personal food webs: 20 minutes
Students show food webs and discuss: 10 minutes
Total: 45 minutes
MATERIALS, TOOLS AND RESOURCES:
1. Pictures of animals and plants
2. Tidal zone collection
3. Empty food web format such as poster, chalk drawing, or smart board template
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WEB LINKS: http://www.gould.edu.au/foodwebs/marine.htm
http://www.gould.edu.au/foodwebs/antarctic
http://www.gould.edu.au/foodwebs/africa.htm
http://www.gould.edu.au/foodwebs/australia.htm
PREREQUISITE TECHNOLOGY SKILLS: Additional activities include food web
creation games for four different environments. Basic internet navigation skills required.
TECHNIQUES/ACTIVITIES:
Engage:
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Discuss different food relationships. (Textbook to be used for definitions and
information.)
Show pictures of many animals/plants and have students classify.
Involve students in discussion.
Create a tidal zone food web as a group. Use collection items as examples.
Explore:
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Students create their own food web of a chosen ecosystem.
Students to show their food web and explain choices.
Explain:
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If students need more information about the types of food relationships in an
ecosystem teacher can provide this or direct them to reference materials.
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Elaborate:
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While monitoring the construction of the food webs any further information can
be given as well as dealing with any misconceptions that arise.
If students finish early they can look through the available books or work on an
online food web.
http://www.gould.edu.au/foodwebs/marine.htm
http://www.gould.edu.au/foodwebs/antarctic
http://www.gould.edu.au/foodwebs/africa.htm
http://www.gould.edu.au/foodwebs/australia.htm
Evaluate:
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Informal assessment through discussions.
Grade for food web. To be graded on thoroughness and accuracy.
DIVERSE LEARNERS:
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Physical assistance can be given to those that need it or some students may work
in pairs.
Other modifications can be made as needed.
EXTENSIONS/ALTERNATIVE PLANS:
STUDENT PRODUCTS: Food Web
ASSESSMENT:
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Informal assessment through discussions.
Grade for food web. To be graded on thoroughness and accuracy.
CLOSURE:
Students will show their food webs to the class and describe their choices. Teacher
will wrap up any loose or confusing ideas. If there is time left, a current event article
about the environment can be read and discussed.
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