3rd Grade
1st Semester
Science
Food Chain Design Challenge
Background
We have been studying animal habitats and food chains for the past few weeks. We learned and discussed the different types of
consumers and the flow of energy from the sun to plants and animals.
Challenge
Design and build a food chain that includes at least three animals from a common habitat. Your food chain must include one
pneumatic function and at least one linkage.
Criteria
Your food chain should be neat and attractive and must include:
 at least one pneumatic function
 at least one linkage
 at least three animals from the same habitat
 be an accurate food chain
 be neat and attractive
Materials
*poster board
*syringes
*cotton balls
*cardboard
*tape
*plastic tubing
*construction paper
*craft sticks
*cardboard tubes
*straws
*brads
*glue
*balloons
*pipe cleaners
*ruler
*wood scissors
*hole puncher
*wooden hole punch
*markers
*crayons
Tools
*scissors
*colored pencils
Created by Julie Baker, Markley Kautz-Scanavy, Megan Peresie, and Kati Robins
Henrico County Public Schools 2007
3rd Grade
1st Semester
Science
Food Chain Design Challenge Rubric
Name _____________________________________
Design Brief Rubric
The student restated the problem in his/her own
words.
The student brainstormed more than one idea.
The student created and labeled a sketch to use as
a “blueprint.”
The student included notes about problems that
occurred and their solutions.
The student tested the food chain
 for one pneumatic function
 for one linkage
 for at least three animals
 to see if the work was colorful and neatly
done
The student evaluated how he/she could make it
better next time.
The student spoke clearly and confidently during
oral presentation.
Date ____________________________________
no
evidence
limited
understanding
0
1
some
understanding
with room for
improvement
2
good
understanding
with room for
improvement
3
substantial
understanding
4
3rd Grade
1st Semester
Science
Food Chain Design Challenge
Standards of Learning
Language Arts
Oral Language
3.1
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
3.2
The student will present brief oral reports.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use clear grammatically correct language and specific vocabulary to communicate ideas.
Science
Life Processes
3.4
The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs.
Key concepts include:
a)
b)
methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and
hibernation, migration, camouflage, mimicry, instinct, and learned behavior
Living Systems
3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts
include:
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
3.6
The student will investigate and understand that environments support a diversity of plants and animals that share limited
Resources. Key concepts include:
a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments);
b) dry-land environments (desert, grassland, rain forest, and forest environments); and
c) population and community.