Grade 3 Science
Unit: Animals
Food Chains, Food Webs and
Endangered Species
By: Courtney Oyka
TABLE OF CONTENTS
INTRODUCTION
Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Essential Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brainstorming Web. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Foundational and Learning Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Adaptive Dimension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
First Nations and Métis Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson Summaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Information/Facts For Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LESSONS (additional handouts and assessments are included in each lesson)
Lesson #1: Introduction- Food For Humans. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #2: Food For Animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #3: What Is A Food Chain? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #4: Building Food Chains. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #5: Saskatchewan Food Webs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #6: Complications In The Food Chain. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #7: Introduction to Endangered Species. . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #8: A Closer Look At Endangered Species. . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #9: Animal Adaptations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson #10: Turtle Hurdles Part 1- Endangered Species Survival. . . . . . . . . . . . . . . . . .
Lesson #11: Turtle Hurdles Part 2- Protecting Endangered Species. . . . . . . . . . . . . . . . .
PROFESSIONAL DEVELOPMENT PLAN
#1: Using positive reinforcement to manage the class. . . . . . . . . . . . . . . . . . . . . . . .
#2: Movement throughout the classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#3: Giving Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#4: Time Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#5: Classroom Management- ‘Withitness’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#6: Transitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#7: Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#8: Classroom Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#9: Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#10: Giving Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#11: Flow of Lesson- Smooth set, development and closure. . . . . . . . . . . . . . . . . . . .
RESOURCE LISTS
Scope: What Is The Basis For The Unit?
This science unit will provide the opportunity for grade three students to explore the core
unit: animals. In particular they will be learning about the topics of food chains, food webs and
endangered species. They will work hands-on with many different activities to help them gain a
better understanding of the objectives found in the grade three science curriculum . Students will
have the opportunity to work in groups, pairs, and individually in various activities throughout
the unit.
This unit is composed of a wide variety of engaging activities encompassing many
different learning styles. Engaging the student and getting them involved in their learning is a
strong focus of the unit. To be sure that this aspect is addressed, the unit involves many studentcentered lessons. Movement and games have been incorporated into many of the lessons to
engage the students and make the learning enjoyable. Some examples of this are the
Complications in Food Chains lesson where students participate in an active game to discover
the problems that affect the food chain and the Turtle Hurdles lessons where students ‘become’
and animal struggling to survive, giving them a ‘lived’ experience.
All of the foundational objectives found in the Grade 3 Science Core Unit Animals
Saskatchewan Curriculum are touched upon in this unit. After completion of the unit students
will have explored food chains (incorporating both humans and animals), food webs (including
Saskatchewan plants and animals as well as other habitats), Complications in food webs,
endangered and extinct species, a short study regarding chosen endangered species (including the
sea turtle), and protective adaptations made by both humans and animals.
Rationale: Why Is The Unit Important?
It is important that students become familiar with topics in this unit so that they can gain
an appreciation and understanding the animals in and around them in daily life as well as those
around the world. Animals play a critical role in the lives of humans both directly and indirectly
and it is important for people to recognize their importance on Earth. This unit is intended to
help students recognize the connection between humans and animals as well as how the
environment helps living things survive in our world.
By reviewing the grade two curriculum I have recognized that this unit corresponds to the
core science unit- habitats. In grade two, students learn about the environment and how living
and non-living things exist and work together with the environment to create a specific habitat.
Many of the objectives in the grade three animals unit help to develop a better understanding of
habitats and the focus shifts to the role of living things in our environment. The grade two unit
provides a good foundation for the development of this unit as it sets the tone and provides
children with background information regarding food chains.
The grade three animals unit fits very nicely into the scheme of things for my particular
class because they have just completed a science unit on plants. After spending great deals of
time investigating plants the students in my class know and understand how plants produce sugar
from energy from the sun, which will give them good insight into the beginnings of the food
chain.
The unit has been structured to begin with the most familiar and lead to the more
unknown. Beginning with humans and the food humans eat students will be able to see a clear
connection to their own lives and the topic of study. The unit continues to move into more
complex ideas when we begin to explore the reasons for the food chain and identify some
unfamiliar food chains, and move into ways they are connected to form food webs. From here
students will be led into deeper level thinking where they will investigate problems that may
occur in the food chain; which guides us to endangered species. After a short introduction to
endangered species we will search for the answers to the questions we have about endangered
species and take a closer look into selected animals that are in danger. In conclusion we will
examine ways in which animals make adaptations to help them to survive as well as searching to
find ways that we can help the endangered species. The unit may be adapted to better fit the
needs of the students in the class; however, I feel that this order creates good flow for the
succession of the unit.
Essential Questions: Below is a list of some of the questions that will be explored throughout
the unit. As a class we will come up with more questions and answers through our experiences
but this is the starting point. The topic questions are in bold.
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What is a food chain?
Can you give an example of a Saskatchewan food chain?
What is a food web?
What is the role of the food chain?
What are some problems with the food chain?
Why is the food chain important?
What does the term endangered mean?
How do animals become endangered?
What will happen if nothing is done to protect endangered species?
How do animals protect themselves?
What can we do to protect endangered species from extinction?
What else do we want to know about endangered animals?
What is a food chain
Humans in the food chain
What do we eat
Differences in food chains around the world
Prey/predators
Online games
Problems with the food chain
Pond food chain
Where does energy come from
Jungle food chain
Rainforest food chain
Difference between a food chain and a food web
Prairie food chain
Videos
Eating
Carnivore, herbivore, omnivore
Creating food chains and webs
Destruction of habitats
Protective adaptations (camouflage, speed, size)
What is a food web
Extinction
How can we protect endangered species?
Endangered
Why are species becoming endangered/extinct?
Study endangered species (panda, buffalo, sea turtle, monk seal)
How can we preserve nature?
Number of species
Foundational and Learning Objectives- Core Unit: Animals
1.
Explain some food chains and webs.
1.1- Identify food for humans.
1.2- Identify food for animals.
1.3- Describe some food webs involving humans.
1.4- Describe food webs in your locale which do not involve humans.
1.5- Apply the terms predator, prey, grazers, and scavengers to the members of the
food chains identified.
2.
Appreciate that animals can become endangered.
2.1- Develop an operational definition of the term ‘endangered species’.
2.2- List some endangered and extinct animals.
2.3- Examine some protective adaptations of animals.
2.4- Investigate reasons why animals become endangered or extinct.
2.5- Identify ways of protecting animals.
Curriculum Connections
Social Studies: Social Studies outcomes have been incorporated in the unit by working together
to enhance the learning taking place. The students will learn how to work cooperatively with
others, and solve problems as a group. We will touch on Saskatchewan resources and what types
of foods and animals come from our community; along with how our environment affects
humans and animals.
Health: Health aspects have been considered throughout the unit as we explore the foods that
humans and animals eat as well as take a closer look into where our energy comes from.
Students will be discovering what animals need to keep them healthy and safe from danger along
with the ways that ‘we’ can help animals survive.
Language Arts: Language arts will be closely tied to science throughout this entire unit.
Students will be working with plenty of books to research the topic animals both alone and in
groups. Students will participate in reading, writing and responding activities and listening and
comprehending information will be critical to the unit.
Math: Some of the lessons in this unit have a mathematics component. Here the students will
be dealing with addition, subtraction, halving, graphing, and working with numbers in a variety
of ways. The lessons that incorporate mathematical aspects tend to be those where a game is
involved. Lessons number 6, 10, and 11 all work with analyzing hte information given and
making sense of the numbers. Classifying animals is also touched upon throughout the unit.
Arts Education: The Arts Ed. component reflects the ability to create in a variety of ways. In
this unit there are activities which the students will be responsible to create a final product, such
as a poster. These products will be displayed in the classroom for others to see and admire. To
create these masterpieces students will be encouraged to be creative and a variety of materials
will be available to them. Some drama will be encouraged at times when acting an animal role is
appropriate.
Physical Education: Physical education is a component that I find should be incorporated into
almost any unit. It is proven that students work better when they can move around and explore a
concept with their body. That is why I worked Phys. Ed into my unit. There are some lessons in
the unit where the students will be asked to move throughout the space in different ways, this
may include crawling, jumping, or other locomotion’s. These are movements that animals do
and if we are learning about animals, why not experiment with animal movements. One of the
games I have planned for the outdoors (weather permitting) and this game is equally Science and
Phys. Ed based as outcomes from both are incorporated.
Adaptive Dimension
To accommodate the wide diversity of students in my classroom I have taken into
consideration the learning styles and personalities of the students in my class. In each of my
lesson plans I have identified specific alterations that may be made to better fit the needs of my
learners; however, I am flexible with my activities so that alterations may be made due to the
students’ reactions. There are already many routines in place to meet the needs of the students in
my class which facilitate their learning. Some of these include a breakfast and snack program,
strategic seating plan, and materials available for those who do not have any and other programs
to tutor and/or council the students when needed.
A few of the ways I will use the adaptive dimension while I am teaching include; using a
variety of teaching and instructing strategies, choosing groups and partners as well as allowing
students to choose their own, creating an inviting environment, omit or add parts to the
curriculum based on students’ interest in a topic, and alter assessment strategies each time so that
all students have the opportunity to demonstrate their best work. Take a look at the adaptive
dimension section of each lesson for more detail. Overall I feel that reading the students and
allowing yourself to be flexible in your teaching experience to fit the needs of the students is the
best way to adapt.
First Nations and Métis Content
Expressing First Nations and Métis content is an element of this science unit that is represented
in a variety of ways. One of the ways the First Nations culture is represented in this unit is
through discussions about the view of animals and the environment to First Nations People. I
think that it is important the students recognize how the natural world plays such a strong role in
their lives. With many students in my class having an aboriginal background, I am hoping that
these students would be willing to share some of their stories; however, they will not be
pressured to. Some of the books on display in the classroom are written from the perspective of
a First Nations person. Having these books in the classroom available to the students is another
way First Nations Culture is represented in the unit. One book in particular, Hidden Buffalo by
Rudy Wiebe tells the story of how the First Nations people benefitted from the buffalo and how
it helped them to survive. Participation in a community circle is yet another positive way to
teach students about First Nations and Métis content. The circle is a very sacred symbol in First
Nations communities. It symbolizes wholeness and is very important to the culture. As we join
together in a circle as a class we will recognize its importance. In many of my lesson plans I
have identified parts that recognize First Nations Content. The specifics in the lessons can be
found bolded in the procedure of the lessons.
Assessment and Evaluation
With the variety of assessment techniques employed in this unit I believe that I will be
able to facilitate the success of all learners as there will be many ways they can demonstrate their
learning. I will be using a variety of formative and summative assessment strategies so that I can
decipher what the students know, are interesting in and also need more help understanding.
Following is a list of the many assessment strategies applied in this unit:
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Checklists
Anecdotal Records
Observation
Rubrics
Self Evaluation
Peer Assessment
Exit Slips
Questions
Worksheets
Rating Scales
Lesson Summaries
Lesson 1: Introduction- Food for Humans
In this lesson students will be introduced to the very basics of the food chain in relation to
themselves. Through the activity students will identify whether the foods that they eat come
from a plant or an animal. We will also discuss what types of plants and animals that we eat
come from Saskatchewan. By the end of the lesson the students will have an understanding of
the term Omnivore and be able to name some animals that are omnivores. The information from
this lesson will be referred to in lesson three when we begin to trace back where energy in the
food chain comes from.
Lesson 2: Food for Animals
This lesson is intended to allow students to explore the foods that animals eat as well as
where and how they get their food. Students will work with peers to investigate an animal and
the food it eats. As a class we will recall the term omnivore and introduce ourselves to two new
terms herbivore and carnivore. Students will share their knowledge regarding their animal
studied and classify whether the animal is an omnivore, carnivore, or herbivore.
Lesson 3: What is a Food Chain?
In the beginning of the lesson we will read “Who Eats What?” as a class to introduce us
to the food chain. Referring back to some of the foods we explored in the Food for Humans
lesson we will demonstrate how to draw a food chain. Using index cards students will be
involved in an interactive game creating food chains. In a class discussion we will identify the
producers, first, second, and third order consumers. The students will be formatively assessed
to see whether they understand the food chain concept by drawing/creating an example of a food
chain individually.
Lesson 4: Building Food Chains
This lesson is designed to help students become more familiar with the food chain.
Beginning with recalling information learned last lesson, a class discussion will refresh the
students’ brains. We will view a 25 minute film the Magic School Bus: Gets Eaten to gain new
insights to the food chain. This film identifies an underwater food chain in children’s words and
helps students relate to the food chain in an enjoyable way. Following the video, students will
work in cooperative groups to create a simple food chain for a specified habitat, cutting and
pasting or drawing producers and consumers. To conclude the lesson students will complete an
exit slip individually, providing an explanation to the statement: Explain in your own words
what a food chain is and show an example.
Lesson 5: Saskatchewan Food Webs
In this lesson students will become more familiar with food chains and food webs in their
locale. After reading “A Sea of Grass: The Tall Grass Prairie” students will be involved in a
brainstorm identifying as many animals as they can from Saskatchewan. Using animals from
Saskatchewan, students will create a ‘live’ food web using themselves to represent the parts of
the food web and yarn to link them together. Students will show what they know by drawing a
food web and we will work together to answer the following two questions: Why do we need
food chains? and why are they important?
Lesson 6: Complications in Food Chains
Through this engaging lesson students will be actively involved in a food chain and
understand complications that occur when alterations happen. Students will be involved in some
deeper thinking to predict conclusions to what if situations. Through involvement in an activity
from Project Wild students will witness the complications occurring when pesticides enter the
food chain. The terms predator and prey will be applied to members to the food chain. Students
will be required to identify at least one problem in the food chain.
Lesson 7: Introduction to Endangered Species
In the next section of the unit the focus will shift from food chains to endangered species.
This lesson is intended to bridge these topics together by identifying how the food chain plays a
role in the survival of species and how complications in the food chain may position species at
risk of extinction. To begin the lesson students will be prompted to think about the
complications in the food chain discussed last week and ponder what would happen to a species
if the problem continued for a long period of time. After exploring the picture book, “Will We
Miss Them?” by Alexandra Wright, students will create a KWL chart to identify what they know
and want to know about endangered and extinct animals. A definition for the terms endangered
and extinct will be determined.
Lesson 8: A Closer Look at Endangered Species
To come to a deeper understanding about endangered species, students will complete a
brief research project focussing on an endangered animal they would like to explore. Through
the use of resources made available to them they will create a poster with a group of two or three
other students. Creativity will be encouraged to help students share their information with the
rest of the class. Posters will be posted on a bulletin board to share with others. Following the
activity we will discuss the reasons animals become endangered and what will happen to the
species if nothing is done to protect them.
Lesson 9: Protective Adaptations
In this lesson students will explore the behavioural and structural adaptations that animals
have to protect themselves and help them to survive. In the activity included in the lesson
students will be responsible in creating a list of as many animals and identify what helps those
animals survive in the way that they do. In conclusion, we will investigate, thorough the use of a
book, a more detailed description of one adaptation.
Lesson 10: Turtle Hurdles Part 1
In the first part of this two part lesson the students will gain a deeper understanding of
one endangered animal, the sea turtle. Through involvement in these two lessons students will
come to appreciate endangered animals and comprehend why it is important for people to learn
about endangered animals. This lesson was chosen to be included in the unit because the sea
turtle is an animal of interest to many students and there are so many possibilities to extend this
learning. The sea turtle is also an animal that I am very familiar with and can share personal
knowledge, and the information can be adapted to a variety of other endangered species as well.
The activity in part 1 of turtle hurdles is very interactive allowing students to be intricately
involved in the lifecycle of a baby sea turtle. The lesson will begin with an interactive readaloud to engage the students and get them thinking about turtles. And the story will be followed
by a game where students ‘become’ turtles alive in the story, where they will recognize the many
threats that turtles face in the world. A line graph will be included to visualize the information
and students will be prompted to think about the information gained in this experience by having
time to wonder about some questions that arise.
Lesson 11: Turtle Hurdles Part 2
An extension to the last lesson, this lesson will take the information acquired last class
and put meaning to it. Looking at the information discovered yesterday students will be required
to identify all the natural and human factors that help and harm sea turtles. Taking this
information, students will be responsible for showing their concern for endangered species.
They will go about this by writing a letter to an organization about helping sea turtles. We will
conclude the lesson by referring back to the KWL chart we created at the beginning of the
endangered species topic and fill in the L column with things that we have learned.
Information/Facts for Lessons
Lesson 1
Saskatchewan foods and resources:
-wheat (bread, pitas, bagels)
-canola oil
-Wild berries: blueberries cranberries and saskatoons
-beef
-Saskatoon Berry Syrup - but you can find every conceivable variation of Saskatoon
berry's jams, -chocolate bars, tea, cider, champagne, etc
-Organic Wild Rice - Grown in the north
-Roasted Flax - you can eat it straight, very healthy-Cinnamon Raisin Bannock
-Trout - candied and wild west steelhead
-Barley cereal
-Honey
-Lentils
-Buckwheat
-Barley
-Legumes
-Bison
-Pork - lots of pig farms. Mitchells processing plants are in Sask. Canadian Prairie Lamb
makes a variety of products
-Noodles and Spaghetti - There are a couple places that make these
-Potatoes - grown near Outlook Sask...they make gourmet spuds
Omnivore: an organism that eats both plants and animals. (examples: wolves, fox, raccoon,
bears, hedgehogs, pigs, piranhas, chickens, rats, chimp, skunk)
Lesson 2
Herbivore: an organism that eats only plants (examples: deer, gazelle, rhino, zebra,
grasshoppers, insects, cow, moose, goat, bird, rabbit, chinchilla)
Carnivore: an organism that eats only animals/meat. Adapted to a hunting lifestyle. (examples:
lions tigers, crocodiles, leopards, sharks, wolf, cougar, snake, shark, frog, spider)
Lesson 3
Human  Cow  Grass
Human  Fish  Algae
Human  eggs  chicken grains/grass
Humans  Salmon  herring zooplankton
A producer is in an ecosystem, an organism (primarily green photosynthetic plants) that utilizes
the energy of the sun and inorganic molecules from the environment to synthesize organic
molecules.
A consumer is a heterotrophic organism that feeds on other organisms in a food chain. ♦
Herbivores that feed on green plants and detritivores that feed on decaying matter are called
primary consumers. Carnivores that feed on herbivores or detritivores are called secondary
consumers, while those that feed on other carnivores are called tertiary consumers.
Lesson 4
Food chain: a sequence (as grass, rabbit, fox) of organisms in a community in which each
member feeds on the one below it. there will be different members in food chains depending on
the habitat. Energy always begins with the sun and moves to a plant source through process
called photosynthesis.
Food chains and food webs are representations of the predator-prey relationships between
species within an ecosystem or habitat.
Lesson 5
Saskatchewan Animals: deer, fox, jackrabbit, cougars, moose, coyote, robins, finches, crows,
perch, walleye, pikerral, jack fish, gopher, prairie dog, skunk, beaver, raccoon, muskrat, blue jay,
Canada goose, garder snake, squirrel, ladybug, loon, monarch butterfly, porcupine, grouse, bald
eagle, lynx, chipmunk, frogs and many more!
A food web is a model that depicts several food chains that are linked together. A food web
shows how energy is transferred among organisms in an ecosystem.
e interconnectedness of organisms in an
ecosystem. In a food web, one organism is shown connected to all of its possible energy sources
and to all organisms that might use it as an energy source.
The Sun: The sun provides energy to plants and some microorganisms.
Most food webs begin with the sun. Organisms use the sun's energy to produce their own
"food."
Primary Producers: Plants get their energy through photosynthesis.
Primary producers are organisms that create their own energy, most often through
photosynthesis, although some organisms deep in the ocean create their energy using chemical
from hydrothermal vents. Plants and photosynthesizing bacteria are some examples of primary
producers that are consumed by other organisms.
Consumers: Animals that eat plants or other animals are consumers.
Consumers are organisms that eat producers or other consumers. Consumers that eat producers
are known as "herbivores." Consumers that eat other consumers are known as "carnivores."
Consumers that eat both producers and other consumers are known as "omnivores."
Fungi are one type of decomposer.
Detrivores, or decomposers, are organisms that consume plant and animal matter that is no
longer living. Decomposers help break down this organic matter so that it can return to the soil,
air or water to provide essential nutrients for primary producers. Earthworms, bacteria and fungi
are examples of decomposers.
Read more: Food Web Definitions | eHow.com http://www.ehow.com/facts_5552885_fooddefinitions.html#ixzz1FD85Zato
Lesson 6
Prey: an animal hunted or caught for food
Predator: An organism that hunts or kills other animals for food
Grazers: herbivorous animals that eat growing pasture or cereal crop
Scavenger: an animal that feeds on dead or decaying organic matter
Lesson 7
Endangered animals: is an organism in danger of disappearing from the face of the earth if its
situation is not improved. A species present in such small numbers that it is at risk of extinction.
Extinct animals: An extinct species is a species of organisms which no longer exists on the
planet or has ceased to exist. (Tasmanian wolf, T-Rex, Tasmanian Tiger, Sea cow, cave lion and
dodo)
Lesson 8
Animals may become endangered due to:
-loss of habitat
-loss of food
-pollution
-hunting and fishing
-climate change
-complications in food chain
Lesson 9
Adaptations: a physical or behavioural trait that helps an animal survive in its habitat
(examples: hibernation, migration, camouflage, size, speed, outer covering, scent, teeth, beaks,
claws, number of fingers, mimicry, shape of nose or ears, thickness of fur)
Lesson 10 &11
http://www.defenders.org/wildlife_and_habitat/wildlife/sea_turtles.php
http://www.seaworld.org/infobooks/seaturtle/home.htm
Lesson # 1: Introduction-Food for Humans
Name: Miss Oyka
Subject: Science
Date:
Grade: 3
Content: (Topic)
Instructional Strategies
Food Chains
Direct (explicit teaching)
Indirect (concept mapping)
Interactive (brainstorming)
Foundational Objectives:
1. Explain some food chains and webs
1.1Identify some foods for humans
1.3Describe some food webs involving
humans
Expectations/Indicators:
-Identify foods that humans eat
-Categorize foods as plant/animal
source
-Label foods that originate in
Saskatchewan
-define the term ‘omnivore’
-give examples of omnivores
Cross-curricular Competencies:
Health: taking a closer look at the foods we eat.
Social Studies: Saskatchewan resources
Prerequisite Learning:
Students must be able to recall and identify the foods they have eaten and where they come
from.
Adaptive Dimension:
Have the students that are struggling work with a partner.
Those who finish early may help other students who would like some help.
Preparation (Equipment/ materials/ set-up):
-bring a variety of foods/pictures of food for the set
-create cards (plant/animal)
-template for menu?
-books on omnivores
-extra red and green markers
Set ( 5 min)
1. Hold up real food and/or pictures of food and have
the students hold up a card identifying if the food is
from a plant or an animal.
Classroom Management:
-students will be in their desks and be
given colour coded cards to raise
Development ( 20 min)
2. The students will create a list/ menu of everything
they consumed yesterday. (This may need to be
assigned as homework)
- may give the students a template to write on, or
they may just use a piece of loose-leaf and have
them title it.
3. With their lists, the students will circle, in green,
the foods that come from plants and underline, in
red, the foods that come from animals.
4. As a class we will brainstorm, on the whiteboard or
chart paper, a list of foods that come from plants
and a list that comes from animals (in list format or
web format).
5. We will identify the foods which might have come
from Saskatchewan. (may want to ask what
people ate in Saskatchewan before we had
grocery stores and the settlers came. Do
different cultural groups in Sask. eat diff foods?)
-the instructions will be posted on the
board.
-this exercise will be completed in
their desks
-a whisper/working voice
-if you finish early help a partner with
theirs
Closure (10 min)
6. Introduce the term omnivore. (What is an
omnivore?) Come up with a class definition. Post
the word in the classroom so that we can return to
it.
7. Are all people omnivores?
8. Can we think of some animals that are omnivores?
Extension: Look through the book titled Omnivores to give
the students more information regarding omnivores.
-when working on the activities as a
class be sure that students are raising
their hands and not blurting out
answers.
-ask the students if they have ever
heard of the term omnivore.
-Have many students explain in their
own words what an omnivore is.
-draw the students attention to the
omnivore book so that they can look at
it on their free time.
If time... have the students go to the
story mat to share parts from the book.
Name:______________
WHAT HAVE I CONSUMED?
Make a list of all the foods and drinks that you consume in one day. Try to break
the foods down to the basics. For example, if you eat a ham and cheese sandwich
you will write; bread, ham, cheese, lettuce (or any other items that may be included
in your sandwich).
Breakfast:
Lunch:
Supper:
Snacks:
What is an omnivore:
Assessment Checklist
 Place a checkmark beside students who are able to identify
whether the foods named are from a plant or an animal source.
 Make an additional checkmark if the student can explain what the
term omnivore means.
 If the student can identify those from one of the two give them
a .5.
 Students may identify their understanding verbally or through
their work.
Shea __ __
Halie C. __ __
Kane __ __
Jace __ __
Ronald __ __
Chenoa __ __
Mackenzie __ __
Ethan D. __ __
Reace __ __
Abigail __ __
Hannah __ __
Conner __ __
Eathan P
Savannah __ __
__ __
Shaylena __ __
Ocean __ __
Nicholas
__ __
Iesha __ __
Hailey R.
__ __
Kasch __ __
William
__ __
Calista __ __
Lesson #2: Food for Animals
Name: Miss Oyka
Subject: Science
Date:
Grade: 3
Content: (Topic)
Instructional Strategies
What do animals eat (herbivores,
carnivores and omnivores)
Interactive Instruction: lab groups, sharing
Experiential Learning: project work
Foundational Objectives:
Indicators:
1.2- Identify food for animals
-define ‘herbivore’ and ‘carnivore’
-classify animals as herbivore, carnivore
or omnivore
-use a variety of resources to research
animal eating habits
Cross-curricular Competencies:
Language Arts- finding information/researching, reading and writing.
Prerequisite Learning:
Students will need to be able to search through books to find out information about their
animal. May want to show the students how the table of contents works and also how to
search items on the computer.
Adaptive Dimension:
-Partner struggling readers with strong readers so that the research is successful.
-Be sure to check-up on the ‘busy’ students to be sure they are staying on task.
Preparation (Equipment/ materials/ set-up):
- Have plenty of resources available
- Pictures of animals for each group
- Bobby Kalman books: Herbivores, Carnivores, and Omnivores.
- Make up groups ahead of time
- Template
Set ( 10 min)
1. Discuss the term omnivore from the following
lesson. As a class, come up with a definition for
this term and identify some omnivores.
2. Introduce the terms herbivore and carnivore by
reading segments from the Bobby Kalman books.
3. As a class come up with a definition for herbivore
and carnivore state some examples
Classroom Management:
-the students will be sitting at the back
of the class on the story mat and the
definitions discussed will be written on
chart paper.
-give instructions for the development
of the lesson while students are
gathered at the story mat.
Development ( 20 min)
4. Student will be in groups of 2-3, with each group
focusing on one animal.
5. The students’ job is to identify a variety of foods
that their animal eats, how the animal gets its
food/where does it find it, and then classify the
animal as a herbivore, carnivore, or omnivore.
6. The students will have access to a variety of animal
books in the classroom as well as the computers.
7. They will record this information onto a template.
-choose how the students will find
partners or groups (may create partners
based on animal interest, randomly
have student choose animals from a
box and find the matching one, or let
the students choose their own
partners).
-set up a time limit for finding
resources and getting started, we do
not need all students looking through
books at the same time.
-have plenty of resources available.
-go over rules for computer usage/how
to find information.
If the students finish early they can practice presenting
their information, find out more about their animal, or
draw and colour a picture of their animal.
Closure (15 min)
8. Each group will have the chance to share their
animal with the class.
9. They will tell the class what they found out about
the animal and then identify whether it is a
herbivore, carnivore, or omnivore and place the
picture under the correct heading.
-Make sure that both students speak
when presenting information to class
-Can present at the front of the class
while students are in desks, or on the
story mat, or in a community circle.
Name:____________
Where Do I Get My Energy From?
Some of the foods that I eat are _________________
______________. I get my food by______________
_________________. I am classified as a herbivore/
carnivore/omnivore (circle one) I am a __________
(animal’s name).
Herbivore:
Carnivore:
Omnivore:
Self Evaluation
Did I help my group members?
Do I know what my animal eats and how it gets its food?
I know what a herbivore is?
Do I know what a carnivore is?
Do I know what an omnivore is?
Can I give examples of animals that are classified as herbivores,
carnivores and omnivores?
Rating Scale- Teacher Assessed
Does the student demonstrate an understanding of herbivores,
carnivores and omnivores?
(Students may show their understanding through the activity
completed, or give an oral explanation when asked.)
1- Show very little understanding of the concept.
2- Knows a little bit about the terms and can give one or two
examples.
3- Demonstrates a very good understanding of the terms and can
give numerous examples.
Shea __
Halie C. __
Kane __
Jace __
Ronald __
Chenoa __
Mackenzie __
Ethan D. __
Reace __
Abigail __
Hannah __
Conner __
Eathan P
Savannah __
__
Shaylena __
Ocean __
Nicholas
__
Iesha __
Hailey R.
__
Kasch __
William
__
Calista __
Lesson 3: What is a Food Chain?
Name: Miss Oyka
Subject: Science
Content: (Topic)
Creating Food Chains
Date:
Grade: 3
Instructional Strategies
Direct Instruction: explaining concept
Experiential Instruction: game/focussed imaging
Indirect Instruction: problem solving, reflective
discussion
Foundational Objectives:
Indicators:
1. Explain some food chains and food webs.
1.1: Identify some food for humans
-create examples of food chains
1.2: Identify some food for animals
-discuss what a food chain is
1.3: Describe some food webs involving
-label consumers and producers in the
humans
food chain
1.4: Describe some food webs in your locale
which do not involve humans.
1.5: Apply the terms predator, prey, grazers,
and scavenger to the members of food chains
identified.
Cross-curricular Competencies:
Social Studies: Working together to form food chains cooperatively.
Prerequisite Learning:
-students must understand the concept of a food chain before moving into the activity itself. If
students do not understand the concept of a food chain I may have to introduce a book, or give
more examples.
Adaptive Dimension:
-Students who are struggling may wish to go with a partner, sharing the same animal so that
they can work together to find where they belong in the food chain.
-If students are not cooperating, being silly and not doing what they are supposed to be doing
in the food chain building activity they may need to sit out for one turn.
Preparation (Equipment/ materials/ set-up):
-Create index cards ahead of time with pictures and/or words for each member of the food
chains.
-Have examples ready for the set of the lesson.
-Paper for the students to draw their example of a food chain on.
Set ( 10 min)
1. Read the beginning of “Who Eats What?”
2. Look back at some of the foods that students
included in their lists from “Foods for Humans”
lesson.
3. Take a few examples of the foods from animals and
trace them back, creating a food chain on the board
as a class, having students become involved as
much as possible.
Development ( 10 min)
4. Give the students index cards with pictures of
plants (producers), animals (consumers), and
decomposers (optional).
5. The cards must be kept face down on their desk
until the teacher says go.
6. When notified the students will use their cards to
form food chains with others in the class.
7. Tell the students that they will be timed as a class
and once each group completes their food chain
they must sit down with their group, holding hands.
The timer will be stopped once all food chains are
formed.
8. Play again collecting all cards and handing out
again and see if the students can beat their time.
Closure (10 min)
9. Individually, students will draw an example of a
food chain with a producer, first, second and third
order consumer.
10. Have them label the producers and consumers.
Classroom Management:
-students will be in their desks and the
food chains will be created on the
board.
-be sure that students are raising their
hands to comment.
-be enthusiastic to keep the students
attention.
-make sure that all students understand
the game before we begin.
-have students repeat instructions
aloud.
-tell the students that there is going to
be lots of movement and talking while
the food chains are being formed but
have a signal to get their attention
afterwards.
-Have all students return the cards and
return to their desks to receive the next
card.
-Write the instructions on the board for
the closure.
-When students hand in their work, be
sure that they have all parts labelled.
-If they finish early they can colour
their picture, and create another
example on the back OR they can do
the worksheet cutting and pasting the
food chain together (reading a-z from
Brenda).
Name:____________
Exit Slip
Draw and label a food chain.
Name:____________
Exit Slip
Draw and label a food chain.
Name:____________
Exit Slip
Draw and label a food chain.
Assessment- Rating Scale
Does the student show understanding of food chain?
1- Not meeting expectations (cannot see any evidence of understanding)
2- Beginning to meet expectations (shows an attempt at explaining food chain but does not
fully understand concept)
3- Meeting expectations (knows and can give an accurate example of food chain)
4- Exceeding expectations (fully understands the food chain, can give numerous examples
and label all parts)
Shea
__
Kane __
Ronald __
Mackenzie
__
Reace __
Hannah __
Eathan P
Shaylena __
Nicholas __
Hailey R.__
William __
Halie C. __
Calista __
Savannah __
Conner __
Abigail __
Ethan D. __
Chenoa __
Kasch __
Iesha __
Ocean __
Jace __
__
Lesson #4: Building Food Chains
Name: Miss Oyka
Subject: Science
Content: (Topic)
What is a Food Chain?
Date:
Grade: 3
Instructional Strategies
Direct instruction: video, structured overview
Interactive instruction: discussion, cooperative groups
Experiential instruction: model building
Foundational Objectives:
1. Explain some food chains and food webs
1.2: Identify food for animals
1.4: Describe some food webs in your locale
\which do not involve humans.
Indicators:
-create food chain
-explain food chains
-view video on food chains
Cross-curricular Competencies:
Social Studies: Working together to problem solve and make decisions
Prerequisite Learning:
Students need to know that plants create energy/sugar from the sun’s solar power
Adaptive Dimension:
Provide the book “The Magic School Bus: Gets Eaten” for students who may be absent from
the video or would like a better explanation.
Preparation (Equipment/ materials/ set-up):
-TV
-DVD: The Magic School Bus: Gets Eaten.
-Habitat background pages
-Cut outs for each group
-Exit slip question sheet
-Pre-made groups
Set ( 5 min)
1. Ask students what they know about food chains.
2. What can you tell me about food chains?
3. Can anybody give me an example of a food chain?
Development ( 40 min)
4. Watch The Magic School Bus: Gets Eaten.(25 min)
5. Discuss the food chain that was created in the
movie.(5)
6. Have the students work in groups, each group will
create a different type of food chain and explain it
in pictures and words (pond, prairie, jungle,
savannah). (10)
-decide whether the students will be given pictures to
cut and paste, or will they have to come up with the
animals themselves... (I may choose to create a
background habitat picture on which the students will
paste their animals.)
Closure (10 min)
7. Have students write an exit slip to this statement:
-Explain in your own words what a food chain is
and show an example.
OR
share their work with another group.
Classroom Management:
-Have students raise their hand to
share what they know about food
chains.
-Record answers/ guesses on the
board.
-may wish to do this in a KWL
format...
-record the food chain from the video
onto the board (have a few students
explain it)
-groups will be pre-made and each
group will be assigned a workspace.
-while students are creating their food
chains in their groups, go up to
selected students and ask them to
explain their food chain to you.
-encourage students to talk to one
another about their ideas behind food
chains.
-explain to students that the exit slip
must be completed individually.
-Early finishers may quietly read a
book, or colour a food chain picture.
Assessment- Anecdotal Record
Choose two groups to watch closely and indicate what each member of the group is doing. Does
the group understand the concept of food chains as a whole, are they choosing animals relevant
to their habitat?
Group 1:
Group 2:
Lesson #5: Saskatchewan Food Webs
Name: Miss Oyka
Subject: Science
Content: (Topic)
Saskatchewan Food Webs
Date:
Grade: 3
Instructional Strategies
Indirect Instruction: Reading for meaning, concept
formation, concept mapping.
Experiential Learning: Simulations
Independent Study: Worksheet
Foundational Objectives:
1. Explain some food chains and food
webs
1.1: Identify food for humans
1.2: Identify food for animals
1.3: Describe some food webs
involving
humans.
1.4: Describe food webs in your
locale which do not involve humans
Indicators:
-listen to books about Saskatchewan food
chains
-name some characteristics of a Saskatchewan
food web
-recognize food chains/webs in our locale
-discuss the importance of food chains and
webs
Cross-curricular Competencies:
Language Arts: reading and responding to text.
Prerequisite Learning:
Students must be able to identify a food chain and give examples
Adaptive Dimension:
To challenge students that find this activity easy, they can create additional examples of food
webs in Saskatchewan.
Preparation (Equipment/ materials/ set-up):
-Books: “Sea of Grasses: The Tall Grass Prairie”, by David Dvorak and “Who Eats What?:
Food Chains and Webs”, By Patricia Lauber.
-Chart paper
-Yarn and tags
-Picture handout
-Additional activity sheets for early finishers
Set ( 10 min)
Classroom Management:
1. Read “A Sea of Grass: The Tallgrass Prairie” by
-read book on the story mat.
David Dvorak, Jr. or the end of “Who Eats What?: -have students raise hand to share an
Food Chains and Food Webs” by Patricia Lauber. animal from Sask.
2. Identify as many animals we can from
Saskatchewan, record on chart paper.
3. Discuss the importance of animals to First
Nations culture. Identify the sacredness of
nature and animals to these people.
Development ( 15 min)
4. What do these animals eat?
5. Create a food web as a class linking these animals
together on the board. (make sure I have an
example beforehand)
6. Show the students how we draw/write food webs.
What do the arrows mean?
7. We will create a live Saskatchewan food web with
students and yarn.
8. The students will each have a name tag identifying
their animal/ plant/ sun.
9. The students will scatter around a space and the
sun will start with a ball of yarn, passing a piece to
each member that its item gives energy to, creating
a “web”.
- This may need to be done with a chosen 10
students and direct the activity, giving explanation
as we go.
- If the class is cooperating it can also be done with
a larger group of students or several small groups
so that all can participate in forming the web.
10. Give the students a picture of the Saskatchewan
Prairie with a variety of animals and plants on it.
Have the students draw arrows to create the web,
and or list all of the food chains that are included
in the picture.
Closure (5 min)
11. Class discussion regarding the questions
-Why do we need food chains?
-Why are they important?
-write what the animals eat in a
different colour marker.
-have the students choose pictures from
a box and tape them to the front of their
shirts, or have the pictures on name
tags.
-be sure to go over rules for the yarn,
(don’t wrap it around yourselves or
others and if I see you doing something
that you are not supposed to, then you
will be out of the game and have to
watch the others).
-students will return to their desks to
draw their webs.
-If students finish early they can work
on one of the activity sheets.
-Be sure to call on students who are
sitting nicely and raising their hand.
DISCUSSION/
UNDERSTANDING
FOOD WEB
PARTICIPATION
STUDENT NAME
Kane
Ronnie
Mackenzie
Reace
Hannah
Eathan P.
Shaylena
Nicholas
Hailey R
William
Calista
Kasch
Iesha
Halie C.
Jace
Chenoa
Ethan D.
Abigail
Conner
Savannah
Ocean
Assessment Rating Scale
Discussion/Participation:
1- Student misbehaves during discussion, does not pay attention to what others are saying and
distracts other students
2- Student has little participation in discussion but appears to be paying attention to what is being
said
3- Student shows full participation in class and group discussion
Understanding
1- Student shows no understanding of topic
2- Student shows some understanding of topic
3- Student shows good understanding of topic
Food Web
1- Student does not create a food web as directed
2- Student shows an attempt to create food web and has some correct
3- Student completes food web with little to no mistakes
Lesson # 6:Complications in the Food Chain
Name: Miss Oyka
Subject: Science
Content: (Topic)
Food Chain Complications
Intro to Endangered Species
Date:
Grade: 3
Instructional Strategies
Direct Instruction: lecture, structured overview,
demonstrations
Experiential Instruction: simulation/games
Indirect Instruction: reflective discussion
Foundational Objectives:
1. Explain some food chains and food webs.
1.2: Identify food for animals
1.4: Describe food chains in your locale which
do not involve humans
1.5: Apply the terms predator, prey, grazers,
scavenger to the members of the food chains
identified.
2.4: Investigate why animals become
endangered or extinct.
Indicators:
-propose complications in food
chains
-suggest ways to modify the food
chain
-participate in activity around
complications occurring in food
chains
-comprehend the terms predator and
prey and give examples
Cross-curricular Competencies:
Physical Education: physical activity involving a variety of gross motor skills
Math: addition, subtraction and recording, working with numbers and dealing with halves
Social Studies: looking at how the environment effects humans and animals
Prerequisite Learning:
-Students must know and understand the basics of a food chain prior to the activity.
-Students must be able to retain instructions and guidelines to participate in the game.
-Students must be able to work cooperatively and respect others when involved in ‘busy’
activities.
Adaptive Dimension:
-If there are students with injuries or physical disabilities that cannot participate in the active
dimensions of the activity, they may be designated as the ‘counter’, to count the food pieces
that classmates collect and record.
-For those who are extremely energetic, be sure to give them one of the more active roles (such
as the hawk, trying to catch the shrew)
Preparation (Equipment/ materials/ set-up):
-have examples and stories thought up and written up ahead of time
-list of questions to trigger critical thinking
-make up the groups
-have instructions written on chart paper
-food pieces (white and coloured)
-whistle? (for outdoors?)
Set ( 15 min)
1. Create an example of a Saskatchewan food chain, and
post on the board. (ex. rabbit-fox-cougar)
2. Create a fictitious story illustrating a possible
complication in the food chain (ex. if a foxes favourite
food is rabbits, and everyone wanted to catch a rabbit
for a pet what would happen to the foxes?)
3. Use students as members of the food chain to give a
visual representation of what may happen in the case of
a lost habitat. (ex. bears eat fish, but... if the river dries
up what would happen to the fish and what would the
bear eat?)
4. Ask the students if they can think of any other problems
that may affect the food chain. (Class discussion)
Classroom Management:
-be sure that the story is well
thought up ahead of time and
maybe have two example on hand
in case the students have trouble
understanding the first.
-be sure to give students time to
think about these situations.
-It should be a class discussion
where students’ ideas are
welcomed and encouraged.
-This activity will require some
space and would work best if it
could be done in the fitness room,
Development ( 25 min) –for a more thorough description see
or outdoors (if weather permits).
pg 300 of Project Wild Activity Guide
Remember there is not a set recess
5. Divide the students into 3 groups (2 hawks, 5 shrews,
period so other students may be a
and 15 grasshoppers) label each.
distraction outdoors but students in
6. Each grasshopper will have a small paper bag to
my class will have more room to
represent the stomach of whoever is holding it.
move around in.
7. Teacher will distribute paper dots (or other material)
-Give the students instructions for
white and coloured around the play area.
the activity before heading outside
8. The grasshoppers are first to collect their food as the
or to other space.
shrew and the hawks (predators) watch the grasshoppers -Have the instructions for the
(prey).
game written out on chart paper so
9. When given the signal the shrews are allowed to hunt
that students can better understand
their prey (the grasshoppers). Grasshoppers that are
them.
caught must return to the sidelines and give their bag to -go over/ enforce expectations for
the shrew.
physical activity. (how will I get
10. The next time period will be time for the hawks to hunt their attention?)
the shrew and any shrew remaining may hunt for
-have the labels ready for the
grasshoppers, grasshoppers remaining will continue to
students be easily identified, may
collect food pieces (corn, and other plants)
wish to use small pieces of
11. Have all students regroup and sit in a circle.
coloured material on their wrists.
12. Ask all the students who are “dead” after being
-enforce rules about respecting
consumed to identify what animal they were and what
others... although this game can be
animal ate them.
fun we don’t want it to get rough,
13. Next ask remaining animals to empty their food bags
catching someone means touching
and count the coloured pieces and the white pieces.
them lightly not tackling them.
14. List any grasshoppers and the total # of food pieces
-May want to have students move
(white and coloured) they have in their food sacks,
in the loco motor movements of
doing the same for the shrews and the hawks.
their particular animals. (be sure
15. Inform students that there is something called a
this doesn’t leave some ‘animals’
pesticide in the environment. The pesticide was sprayed at too much of a disadvantage)
onto the crop the grasshoppers were eating, in order to
-if the students are being
prevent a lot of damage by the grasshoppers. If there
was a lot of crop damage by the grasshoppers the
farmers would have fewer crops to sell. This particular
pesticide is one that is poisonous, accumulates in food
chains, and stays in the environment for a long time.
16. In this activity, all of the multicoloured pieces had
pesticide on them. All of the grasshoppers that were
still alive are now considered dead if they had any
multicoloured pieces. Any shrews that had half or more
than half of their food multicoloured are dead, and the
hawk with the highest number of food pieces will not
die at this time; however, it has accumulated so much
pesticide that the eggs it lays will be too thin that the
eggs will not hatch successfully.
Closure (10 min)
17. Identify what the terms prey, predator, and grazer mean,
who were the consumers, producers and secondary
consumers.
18. Use an exit slip to assess students regarding the
complications in the food chain, this may be orally
( asking the students to tell me one example of a
problem in the food chain and why it causes the effects
it does, or have the students write to answer the same
question and hand it in.
cooperative have the discussion in
a circle, if they are very
rambunctious and cannot settle
down, we will have to return to the
classroom for discussion.
-have students that were caught/do
not have food pieces to count
collect the remaining food pieces
or help a friend count.
Assessment- Exit Slip and Self Evaluation
1. Name one example of a problem that may occur in the food chain and
explain.
2.
I tried my best and participated fully in the activity?
(place a checkmark beside one)
None of the time___
Some of the time____
Most of the time____
Almost always____
All of the time___
3. Do I understand the activity? (place a checkmark beside one)
No___
A little bit ___
Most of it___
Yes___
Lesson #7: Introduction to Endangered Species
Name: Miss Oyka
Subject: Science
Content: (Topic)
Introduction to Endangered Species
Date:
Grade: 3
Instructional Strategies
Direct Instruction: questioning, explicit teaching
Indirect Instruction: Inquiry, reflective discussion
Interactive Instruction: discussion
Foundational Objectives:
2. Appreciate that animals can become endangered.
2.1: Develop an operational definition of the term
“endangered species”
2.2: List some endangered and extinct animals
2.4: Investigate reasons why animals become
endangered or extinct.
Indicators:
-state problems with the food chain
-recognize the importance of every
member’s role in the food chain
-define the terms endangered and
extinct
-propose questions about endangered
animals
-make a connection with endangered
animals
Cross-curricular Competencies:
Language Arts: Listening and responding to a text.
Math: Classifying animals
Prerequisite Learning:
Students must know and understand the food chain and must be familiar with at least a few of
the animals discussed in the book and in the lesson.
Adaptive Dimension:
-Students who do not listen well and/or have been distracting others in the class will sit u close
to me on the story mat.
Preparation (Equipment/ materials/ set-up):
-Book “Will We Miss Them?” By Alexandra Wright.
-Create an empty KWL chart to fill in.
-Make a poster collage of endangered animals.
Set ( 7 min)
1. Return to complications in the food chain by having
students state some problems that might happen in
a food chain.
-Ask students what would happen if these problems
continued for a long period of time. (The animal
may become endangered or extinct)
2. Discuss what these words mean, posting them on
the board.
Development ( 13 min)
2. Read the book “Will We Miss Them?” by
Alexandra Wright.
3. Create a KWL chart (as a class, in partners, or
individually). What do we know, and want to know
about endangered species. (If this is completed
individually they can fill in the last column later on
and be assessed on what they learned).
Closure (10 min)
4. Show the students a poster collage of a variety of
animals (and plants?) that are endangered.
5. Ask the students what all of the animals (and
plants) have in common.
6. Tell the students a story about endangered animals.
(seaturtle).
7. Ask if they have any stories about endangered
animals
8. Come up with a class definition for the word
‘endangered’.
Classroom Management:
-Recall last class... be sure that
students recognize a connection
between food webs and endangered
species.
-The students may be in their desks, or
on the story mat for this introduction.
-Have the students sitting on the story
mat for the reading of the book.
-This poster will be made ahead of
time and might be posted in the
classroom prior to this lesson to get the
students interested in animals.
Assessment: Checklist
Check to see if student is engaged in the lesson and participating, identifying what
they know about endangered and extinct animals
Shea
__
Kane __
Ronald __
Mackenzie__
Reace __
Hannah __
Eathan P__
Shaylena __
Nicholas __
Hailey R.__
William __
Halie C. __
Calista __
Savannah __
Conner __
Abigail __
Ethan D. __
Chenoa __
Kasch __
Iesha __
Ocean __
Jace __
Lesson 8: A Closer Look at Endangered Species
Name: Miss Oyka
Subject: Science
Content: (Topic)
Why are animals endangered?
Date:
Grade: 3
Instructional Strategies
Independent Study: report (research)
Indirect Instruction: reflective discussion
Foundational Objectives:
2. Appreciate that animals can become endangered.
2.2: List some endangered and extinct animals.
2.4: Investigate reasons why animals become
endangered or extinct.
Indicators:
-generate a list of reasons animals
may become endangered
-use a variety of resources to research
an endangered animal
-share knowledge with peers
-speculate what might happen if
nothing is done to protect endangered
animals
Cross-curricular Competencies:
Language Arts: reading and recording information.
Social Studies: working cooperatively with one another
Arts Ed: creating
Prerequisite Learning:
Students must be able to read and comprehend information from the resources available.
Adaptive Dimension:
Have struggling readers work with stronger readers so that the researching is not too difficult
and they can learn from each other.
Preparation (Equipment/ materials/ set-up):
-have expectations for poster written on chart paper ahead of time.
-an exemplar of a poster
-resources for students
-variety of art supplies and materials available for students to create their posters
Set ( 8 min)
1. Create a list as a class of the many reasons animals
may become endangered.
Development ( 22 min)
2. Students will choose an endangered animal that
they want to learn more about.
3. In groups of 2-3 students will use resources
provided to discover more about the endangered
animal.
4. Each group will create a poster with chosen
materials and include the following information.
(BE CREATIVE!)
- One interesting fact about the animal.
- Why is the animal endangered?
- What does the animal do and/or what can we do
to protect the animal?
- Draw a picture of the animal.
Closure (10 min)
5. Add to the list we made at the beginning of class...
did we find any more reasons why animals become
endangered?
6. What will happen if nothing is done to protect
endangered species? (They will become extinct)
Classroom Management:
-List will be 42ritten on chart paper so
that we can refer back to it.
-Decide how groups/partners will be
chosen (have a list of animals and have
students raise their hand if they want
that animal and I will partner them up)
-post the information that must be
included on the posters on the board to
be sure that they know and understand
the expectations for the posters.
-Show the students an example.
-Have students return to their desks to
have our closure conversation.
Assessment: Peer Evaluation and Project Mark
Poster /5
One mark for each of the following:
-
One interesting fact about the animal.
Why is the animal endangered?
What does the animal do and/or what can we do to protect the animal?
Draw a picture of the animal.
Creativity/effort shown
Cooperation and work ethic /5
Peers will give a mark /5 to their partner based on the following criteria
How well did my partner work
012345-
Didn’t do anything
Did very little
Helped but was off task most of the time
Tried some of the work
Cooperated and worked well
Worked very well and we cooperated to do best job
0-------------------1---------------2------------------3-----------------4----------------5
Comments:
Lesson #9: Animal Adaptations
Name: Miss Oyka
Subject: Science
Content: (Topic)
Protective Adaptations
(behavioural and structural)
Date:
Grade: 3
Instructional Strategies:
Direct Instruction: explicit teaching, demonstration
Indirect Instruction: problem solving
Independent Study: worksheet
Foundational Objectives:
2. Appreciate that animals have become endangered
2.3: Examine protective adaptations of animals.
2.4: Investigate reasons why animals become
endangered or extinct.
2.5: Identify ways of protecting animals.
Indicators:
-know what the term adaptation refers
to
-provide examples of animal
adaptations
-brainstorm features that help animals
survive
-understand the importance of
adaptations
Cross-curricular Competencies:
Language Arts: Students will be working on their printing and/or writing to communicate
thoughts and ideas that they hold. They will also be working with texts to learn and explore
more on the topic studied.
Prerequisite Learning:
Students must be familiar with the survival aspects that animals have and be able to identify
why these animal characteristics are beneficial to the animal.
Adaptive Dimension:
For students in the class who refuse to complete the worksheet, discuss with them individually
the concept to be sure that they grasped the main ideas. Encourage them to write something
down.
Preparation (Equipment/ materials/ set-up):
-object for students to attempt to pick up
-chart for each student (worksheet)
-storybook about one animal adaptation
Set ( 5 min)
1. Have the student try to pick up a marble without
using their thumb.
2. Ask, why was this more difficult than it would
normally have been? Describe how using your
thumb makes it easier.
Explain to the students that the human thumb is an
adaptation that allows us to do many things very easily
(eat, drink). The way the thumb bends and can be used
opposite the 4 other fingers makes picking up and holding
tools and other things much easier for us. This adaptation
helps us survive.
Classroom Management:
-students will be in their own desks
and have their own object... this object
may need to be modified so that it is
something that will now roll away...
maybe a straw or popsicle stick would
work better.
-write the word adaptation on the
board.
Development (15 min)
3. Brainstorm as a class some features that help
animals survive.
Example: Polar bears have big furry paws, which act
as snowshoes and means the bear can walk on the
snow; stops the bear from sliding on ice and keeps the
paws warm in cold weather.
4. Have students fill in a chart identifying features
help animals survive and how it helps them to
survive. (Behavioural and structural features will
be included in the chart).
5. We will share some examples with partners and
then as a class
-students will be given time to fill in
their chart individually and then they
will meet with a partner briefly when
they have some examples, and tell
their partner about what they found.
-Students will hand-in their charts and
meet at the story mat.
Closure (10 min)
6. Read a story book about one of the adaptations
animals make to survive in the wild. May choose a
book on Migration, hibernation, camouflage or
another topic that students have an interest in.
7. Answer the questions:
What is an adaptation? and Why are adaptations
important for plants and animals?
-Many books regarding these topics
are included in the resources for the
unit.
Assessment- Observation Checklist
I will walk around the class while the students are working and ask them questions
to see whether they understand what an adaptation is or not. They may show their
understanding through words, their use of the chart, or in class discussion
examples.
Shea
__
Kane __
Ronald __
Mackenzie
__
Reace __
Hannah __
Eathan P
Shaylena __
Nicholas __
Hailey R.__
William __
Halie C. __
Calista __
Savannah __
Conner __
Abigail __
Ethan D. __
Chenoa __
Kasch __
Iesha __
Ocean __
Jace __
__
Lesson #10: Turtle Hurdles Part 1
Name: Miss Oyka
Subject: Science
Content: (Topic)
Protecting Endangered Species
Date:
Grade: 3
Instructional Strategies
Direct Instruction: questioning, listening and
viewing book
Interactive Instruction: role playing
Experiential Learning: game, simulation
Foundational Objectives:
2. Appreciate that animals can become
endangered
2.3: Examine some protective adaptations of
animals.
2.4: Investigate reasons why animals become
endangered or extinct.
2.5: Identify ways of protecting animals.
Indicators:
-listen and respond to text
-participate in endangered animal survival
activity
-identify the dangers that animals
encounter
-evaluate information regarding sea
turtles, a member of the endangered
animals
-answer questions about the information
of endangered turtles
Cross-curricular Competencies:
Language Arts: Listening and responding to fictitious story.
Writing a letter.
Math: plotting and graphing information.
Prerequisite Learning:
-Students must be able to read a line graph with assistance.
-Students must be able to move around in general space without disrupting the other students.
Adaptive Dimension:
Students that cannot follow the instructions in their fortune teller may need to go with a partner
(one fortune teller per partner). If there is 1-2 students misbehaving they may be given a
different job, such as rolling the dice so they are not bothering the others.
Preparation (Equipment/ materials/ set-up):
-Book “Turtle, Turtle, Watch Out!” by April Pulley Sayre.
-fortune-teller handouts (pre-cut)
-game board
-die
-overhead and transparency of turtle line graph with coloured markers
-ocean music
Set (10 min)
Classroom Management:
Additional language arts lesson may be completed prior to this to introduce the
students to sea turtles (see pg 155 of picture perfect science lessons).
-Read story at the back of the
1. Introduce the book Turtle, Turtle, Watch Out! by April Pulley Sayre. classroom with students on
Tell students that as you read the book they should call out “turtle,
turtle, watch out!” when the phrase appears in the book. Also tell
students to make a signal (such as touching their nose) when they
hear an example of humans changing the turtle’s habitat.
2. Read the book aloud.
Development ( 20 min)
3. Explain the directions for the game and randomly distribute fortune
tellers.
-“You are all going to be baby sea turtles. Your goal is to hatch safely, crawl across
the beach to the ocean, and swim to deep water, all under the cover of darkness.
You will face many hurdles. If your fortune-teller opens up to reveal that your turtle
has been helped by a human or natural factor, stay standing for that turn. But if
your fortune teller opens to reveal bad news for your turtle, sit down until the game
is over. You may continue to follow along with your fortune teller, but you must
stay seated to represent the loss of your baby turtle. If you are still standing
after five turns, you have made it to deep water. I will graph on the
overhead how many turtles are left standing after each turn. Before we start
I want you to predict/guess how many turtles will make it to the deep ocean
after 5 turns”.Turn on ocean background music.
4. Read and model steps to assemble fortune-tellers.
5. Students will all stand holding their assembled fortune tellers.
Before each turn call out “Turtle Turtle, Watch Out!” in unison.
6. Roll a die on the ‘game board’ call out the number on the die and
each student will open and close fortune tellers that many times.
7. Call out the letter that the die landed on and have students open the
corresponding letter on their fortune tellers and read their turtles
fate. If their turtle survives, they remain standing, if their turtle dies,
they sit down.
8. Count the number of students standing after each turn and graph the
# on the turtle line graph on the overhead.
9. The game ends after five turns or when no one is left standing.
10. Repeat game several times using a different coloured marker to
graph results each time.
Closure (10 min)
11. Discuss the results of the game using the turtle line graph. (What
does this show?)
12. Ask students the following questions for a class discussion.
-how many turtles survived each time? How did those numbers
compare to our predictions?
-What kinds of dangers did the turtles encounter?
-Why do you think sea turtles lay so many eggs?
-How were some of the turtles helped?
-Why did the results change when we played to game again?
-How do you think this compares to real life?
-What can people do to help sea turtles?
floor.
-Have the fortune tellers cut
out ahead of time with a paper
cuter to save time during the
lesson.
-have students pass the fortune
tellers around, taking one and
passing them to the next
person.
-students will remain on story
mat for assembling them so
that all students can see what
to do.
-After explaining the rules for
the game have selected
students repeat what we are
doing.
-go over rules for walking
around the classroom.
-Be sure to inform students
that the game will only work
if they are honest and sit and
stand when told.
-The better behaved the
students are, the more rounds
of the game we can play, stop
the game when students begin
to become disruptive.
-Have students return to desks
for the closure of the lesson.
-students must raise hands to
make a comment.
-collect fortune tellers for next
lesson. (names on them?)
Assessment- Self Rubric
None of the
time
I focussed on
what I was
supposed to be
doing
I contributed
my thoughts
and opinions
I worked well
and
participated
I understand
the line graph
I understand
what the game
showed me.
I know what
helps and
harms sea
turtles
Some of
the time
Most of the
time
Almost
Always
Always
Lesson #11: Turtle Hurdles Part 2
Name: Miss Oyka
Subject: Science
Content: (Topic)
Protecting Endangered Species
Date:
Grade: 3
Instructional Strategies
Direct Instruction: structured overview, questioning
Indirect Instruction: problem solving, inquiring,
reflective discussion, cloze procedure
Outcomes:
2. Appreciate that animals can become endangered.
2.3: Examine some protective adaptations of
animals.
2.4: Investigate reasons why animals become
endangered or extinct.
2.5: Identify ways of protecting animals.
Indicators:
-list natural and man-made factors
that help and hurt endangered animals
-demonstrate an understanding of
ways humans can help endangered
animals
Cross-curricular Competencies:
Language Arts: writing a letter- practice with forming sentences, brainstorming thoughts,
and handwriting.
Prerequisite Learning:
Students must be able to write for a purpose. Must be able to individually communicate
learned knowledge onto paper in a written form.
Adaptive Dimension:
If students miss the lesson but still need to be assessed to see whether they know the
information. They can answer the statements to be included in the letter in point form rather
than in letter form. (Same goes for those who just won’t do it)
Preparation (Equipment/ materials/ set-up):
-fortune tellers from last class
-Turtle T-Chart handouts for each student.
-Write a Letter handout copied onto the back of T-Charts
-Sample letter
-Endangered Animals KWL chart
Set (10 min)
1. Have the students take out their fortune tellers from
last class and distribute Turtle T-Chart to each
student.
2. Complete the T-Chart as a class listing all the
natural factors that helped or harmed their turtles,
each student will fill in their own individual copies.
3. Answer the questions on the bottom of the T-Chart,
either individually, or as a class.
Development ( 15 min)
4. Give students the Write a Letter! Student page.
5. Each student will write a letter to one of the
organizations listed asking for information about
helping endangered sea turtles. They should
include the following in their letters:
-3 facts about sea turtles.
-3 ways sea turtles are harmed by human actions.
-1 reason endangered sea turtles should be helped
-1 question asking how kids can help sea turtles.
6. Show students a sample letter regarding a different
endangered animal and talk about what is included
in a letter
Classroom Management:
-students will be in their desks for the
discussion.
-take a brain break between the set and
dev. (a song and dance?)
-Play background ocean music while
students write their letters.
-If not completed during lesson, this
may need to be assigned for
homework or completed during free
class time.
-turn on the timer so students can see
how much time they have to complete
the task.
-If they finish early they can draw and
colour a picture to go along with their
letter, but the letter must be completed
before the drawing and colouring.
There is a scoring rubric for the letter included in PPSL!
Optional: The letters may be mailed to one of the marine
conservation organizations listed in PPSL
Closure (10 min)
6. Have students read their letters to the class.
7. Fill in some of the L column from Endangered
Animals KWL chart.
-Students will sit in a circle at the back
of the class to share their letters.
-Explain to the students the
importance of a circle. Talk about
the First Nation Peoples beliefs
around the healing circle.
-Move to the story mat to fill in the L
column.
Assessment Rubric
Scoring Rubric for Letter
4 Point Response
The student’s letter includes 3 important facts about sea turtles, clearly
demonstrates understanding of 3 ways sea turtles are harmed by human
actions, effectively communicates one reason sea turtles should be helped,
and requests information about how kids can help sea turtles.
3 Point Response
The student’s letter demonstrates a flaw in the understanding of the
concepts, or is missing 1-2 elements.
2 Point Response
The student’s letter demonstrates a flaw in the understanding of the
concepts and is mission one or two elements, or is missing 3-4 elements.
1 Point Response
The student’s letter demonstrates a flaw in the understanding of the
concepts and is mission 3-4 elements or is missing 5 elements
0 Point Response
The student shows no understanding of the concepts or does not write a
letter.
Professional Development Plan #1
Topic: Food for Humans
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
Using positive reinforcement to manage the
class and have them perform tasks as you
would prefer they are done rather than pointing
out only negative behaviour.
2. Steps to Achieve Target
-
Actively try to support the positive
behaviour rather than the negative.
Use the students who are working well as
role models and possible leaders in the
class to help others.
Data Collection:
1. Place a checkmark each time I focus in on a positive behaviour in order to help the
classroom work in an appropriate way.
2. How many times did I have to speak to a student in a negative way because they were
being disruptive, rude, not paying attention, listening, or off task:
Additional Comments:
Professional Development Plan #2
Topic: Food for Animals
Date:
Teacher: Courtney Oyka
Observer:
-
1. Professional Target
Movement throughout the classroom to
ensure all learners are involved and “with
it”
-
2. Steps to Achieve Target
Walk around throughout the lesson
Do not stand in one area of the room
Move from side to side in the classroom to
help with management
If there is no movement from me have all
the students in close so they can all see,
hear and be near me to learn
Data Collection:
1. Did I move from side to side or tend to stay in one area of the classroom?
2. Did the moving around the class help with management and to keep students on task?
Please explain.
3. Explain any times when I should have moved around the classroom better to help the
students to lean or to avoid being distracted and off task.
Additional Comments:
Professional Development Plan #3
Topic: Food for Animals
Date:
Teacher: Courtney Oyka
Observer:
-
1. Professional Target
Giving Directions: To give clear
directions so that all students understand
what they are supposed to do.
-
2. Steps to Achieve Target
Give concise directions
Check for understanding by asking
students to repeat the directions of the task
Avoid overall questions such as “does
everybody understand?”
Data Collection:
3. Please indicate times when my directions were clear and students seemed to understand
what their task was.
4. Please indicate times when my directions were unclear or students did not seem to
understand.
Additional Comments:
Professional Development Plan #4
Topic: Food chains
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
Time Management: To make efficient use of
the time I have available and to make the set,
development and closure flow smoothly.
2. Steps to Achieve Target
-make sure that all materials are prepared and
in place ahead of time (video is ready to be
played, groups are prepared with materials).
-use a timer for the group work so that students
know how much time they have.
Data Collection:
a) Examples where my time was not used effectively.
b) Times when the lesson seemed rushed or too slow.
Additional Comments:
Professional Development Plan #5
Topic: Saskatchewan Food Webs
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
Classroom management: ‘Withitness’
To be in control of the class, recognizing what
students are doing throughout the lesson
-
2. Steps to Achieve Target
I will try to be more aware of individual
students’ actions
If someone is off-task I plan to use eye
contact, moving towards the student to
refocus him/her.
Data Collection:
3. Please make a note of the time, student’s name, and student action. Record the time of
my response and whether it was effective.
Student Actions
Time
Student
Teacher Response
Action
Additional Comments:
Time
Action
Effect
Professional Development Plan #6
Topic: Complications in the Food Chain
Date:
Teacher: Courtney Oyka
Observer:
-
1. Professional Target
Smooth Transitions from activities
-
-
2. Steps to Achieve Target
Give the students a goal (when you get to
your desks, take out a pencil, scissors and
glue and put your head down to let me
know you’re ready)
Clear expectations
Go over procedures and routines for
walking in the halls
Data Collection:
4. Did the students know what the expectations were?
5. Identify times when I gave the students a goal for transitioning to the next activity. Was
it effective?
6. Please identify times when transitions took longer than they should have.
Additional Comments:
Professional Development Plan #7
Topic: Introduction to Endangered Species
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
- Asking all students for their opinions,
answers, feedback at least once throughout the
lesson
2.
Steps to Achieve Target
-
Ask a variety of students and once I
have asked them once try to refrain
from asking them again until I have
asked everyone.
Data Collection:
3. Please put a check mark beside the person each time I ask or call upon them for answers,
their opinions, or feedback throughout the lesson
Shea
Hannah
William
Chenoa
Calista
Eathan P.
Kane
Ronnie
Shaylena
Kasch
Ethan D.
Abigail
Iesha
Nicholas
Makenzie
Reace
Hailey R.
Halie C.
Conner
Savannah
Jace
Ocean
Additional Comments:
Professional Development Plan #8
Topic: Endangered Animals
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
Classroom Management
2. Steps to Achieve Target
-I will continually scan the room so that I am
aware of what students are engaged in.
-I will make sure that I am making eye contact
with students when speaking
-I will make sure that I do not have my back
turned to the students
-I will give clear directions of what to do.
Data Collection: Please comment on the following:
a) Scan room (frequently, covering all directions)
b) Face/Back to Students
c) Clarity of Directions
d) Awareness of what is happening in the classroom.
Additional Comments:
Professional Development Plan #9
Topic: Protective Adaptations
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
-
Communication: To develop strong verbal
and non-verbal communication skills
2. Steps to Achieve Target
-I will speak clearly
-Have my ‘teacher talk’ written up ahead of
time so that I know what I plan on saying
-show enthusiasm with my voice and body
-avoid the use of slang such as ‘guys’ and
‘gonna’
Data Collection: Please comment on the following:
1. Were there times when volume and clarity were not appropriate or I was difficult to
understand?
2. Times when I did not use Standard English (guys, gonna, like)
3. Times when I seemed unsure of what I was trying to explain
Additional Comments:
Professional Development Plan #10
Topic: Helping Endangered Species
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
-Giving Directions: To give clear directions so
that all students understand what they are
supposed to do.
2. Steps to Achieve Target
-I will give short and concise directions
-Break up the steps to the lesson so that
students can follow instructions easily.
-Write directions on board if needed
-I will check for understanding by asking a
student to repeat the directions of the task.
Data Collection: Please indicate when directions were clear and concise and when they could be
improved.
a) Directions are clear, concise and students are following:
b) Directions are unclear or students seem confused:
Additional Comments:
Professional Development Plan #11
Topic: Helping Endangered Animals
Date:
Teacher: Courtney Oyka
Observer:
1. Professional Target
2. Steps to Achieve Target
-focus students at the beginning of the lesson
-Smooth set, development and closure. A good -recall the game to gain students attention and
flow to the lesson
thinking about the topic of the lesson.
-Maintain student interest throughout lesson,
reading the students and taking a brain break if
they need to refocus.
-Bring students to a logical conclusion by
engaging everyone in discussion for the end of
the unit.
Data Collection:
Describe the reaction of the students at the beginning of the lesson. Did I grab their attention and
get them interested?
Were the students engaged in the lesson? What did I do to help or hinder their participation?
Was the lesson brought to a logical conclusion wrapping up the main points? Describe the
participation of the students.
Additional Comments:
Resources
Throughout the animals unit it is important to have a variety of resources available to the
students. The resources chosen are of many different levels, genres and topics to fit the diverse
needs of the students in the class. Some of the books reflect First Nations culture and beliefs
about animals which I believe is very important because it gives a new perspective about
endangered animals. During the unit all of the children’s literature will be displayed and
students will have the opportunity to look through and read the books at different times
throughout their days. Many of these children’s books will also be utilized in various lessons
throughout the unit. Also, there will be a list of the online games at the computer station where
students may wish to explore the science unit online. Lastly, the teacher resources offer plenty
of ideas for ways to teach the topic animals. The teacher resources as well as the children’s
literature and online sites may be referred back to for factual information or offer suggestions for
activities.
Children’s Literature
Animals Migrating: How, When, Where and Why Animals Migrate. Written by Etta Kaner and
illustrated by Pat Stephens (2005)
A Sea of Grass: The Tallgrass Prairie by David Dvorak, Jr. (1994)
Endangered Animals by Rhonda Lucas Donald (2001).
Endangered Chimpanzees by Bobby Kalman (2005).
Endangered Komodo Dragons by Bobby Kalman (2005).
Endangered Monkeys by Bobby Kalman (2007).
Endangered Monk Seals by Bobby Kalman (2004)
Endangered Sea Turtles by Bobby Kalman (2004).
Food Chains And You By Bobby Kalman (2005).
Hidden Buffalo Written by Rudy Wiebe Illustrated by Michael Lonechild (2003).
Hungary Animals: My First Look At A Food Chain Written by Pamela Hickman ans illustrated
by Heather Collins. (1997).
Prairie Food Chains By Kelly Mac Aulay & Bobby Kalman (2005).
Turtle Bay Written by Saviour Pirotta, illustrated by Nilesh Minstry (1997).
Turtle, Turtle, Watch Out! Written by April Pulley Sayre, illustrated by Lee Christianson (2000)
The ABCs of Endangered Animals by Bobby Kalman (2009).
The Giant Panda: Halp Save This Endangered Species! By Alison Imbriaco (2006).
The Magic School Bus: Gets Eaten (1994/1996) by Joanna Cole video and book form
Secrets of the Rainforest: Predators and Prey by Michael Chinery. (2000)
What Are Food Chains and Webs? By Bobby Kalman (1998).
What Is A Carnivore? By Bobby Kalman (2008).
What Is A Herbivore? By Bobby Kalman (2008).
What Is An Omnivore? By Bobby Kalman (2008).
Will We Miss Them? Endangered Species. By Alexandra Wright illustrated by Marshall Peck
III (1992).
What Lives in the Prairie? By Oona Gaarder-Juntti (2009).
Who Eats What? Food Chains and Food Webs, by Patricia Lauber. Illustrated by Holly Keller
(1995).
Games For Kids
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm
http://www.zephyrus.co.uk/go2.html
http://www.sheppardsoftware.com/content/animals/kidscorner/endangered_animals/endangered_
game.htm
http://www.kidsplanet.org
Teacher Resources:
Science and Technology- Habitats: Teacher’s Guide By Addison Wesley (2000)
Picture-Perfect Science Lessons: National Science Teachers Association By Karen Ansbury and
Emily Morgan (2005) and (2007).
Project Wild Activity Guide: Canadian Wildlife Federation (2009).
http://www.sasked.gov.sk.ca/docs/elemsci/gr3uaesc.html
http://www.enchantedlearning.com/subjects/foodchain/activities.shtml