Lesson 4 8A1 Food Web

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 8

LESSON 4

TEACHER’S NAME: Ms T. Grant

SUBJECT: Integrated Science

DATE: October 4 – October 11, 2024

GRADE: 8A1

DURATION: 1 week

TOPIC: Food Web

ATTAINMENT TARGET:

At the end of the lesson, students should be able to:

1. Differentiate between a food web and a food chain.

2. Identify different organisms in terrestrial and aquatic food webs.

3. Analyze the relationships between predators and prey in each ecosystem.

ICT ATTAINMENT TARGETS: Computer

BENCHMARKS:

Students should:

1. Appreciate the importance of scientific methods.

2. Demonstrate concern for safety of self and others.

3. Recognize the difference between food chain and food web.

4. Explain the energy flow through food chains and food webs.

SPECIFIC OBJECTIVES:

Cognitive
At the end of the lesson, students should be able to:

1. Differentiate between a food web and a food chain with 100% accuracy.

2. Identify different organisms in terrestrial and aquatic food webs with 100% accuracy.

3. Analyze the relationships between predators and prey in each ecosystem.

4. Summarize what they have learnt with 90% accuracy.

Psychomotor

During the engagement activity, students should be able to:

1. Create a food chain using a plant and 4 animals.

During the exploration activity, students will:

2. Construct a food web with a list of aquatic or terrestrial plants and animals.

3. Label the trophic level of animals as primary, secondary, terrestrial, or quaternary

consumers in a food web with 90% accuracy.

Affective

After the engagement activity, students should be able to:

1. Demonstrate an interest in the topic by giving undivided attention to the teacher.

During the class discussion, students should be able to:

2. Express curiosity and enthusiasm for learning about the Food web.

3. Query misconceptions by asking the teacher question.

4. Display appreciation for the topic by responding teachers’ questions.

KEY SKILLS

Communication, Collaboration, Applying Knowledge, Critical Thinking Skills, Cooperative

Learning, Presentation
KEY VOCABULARY: Food web, Food chain, Producer, Consumer, Primary Consumer,

Secondary Consumer, Tertiary Consumer, Quaternary/Final-order Consumer, Herbivore,

Carnivore, Omnivore, Decomposers, Trophic Level, Energy chain, Aquatic food web, terrestrial

food web, Predator, Prey

MATERIALS/RESOURCES Whiteboard marker, Computer, Markers, Printed animal cards,

scissors, glue, blank papers

DIFFERENTIATION STRATEGIES TO MEET DIVERSE LEARNER NEEDS

1. Class discussion: Conducting a class discussion encourages active participation from

students. Active engagement between students and teachers can benefit diverse learners

by providing them with opportunities to contribute and share their perspective. This

caters to oral and auditory learners.

2. Manipulatives: This will be used to engage students in a hands-on approach to the

concepts and it will be used to allow students to explore the concepts. Students will be

provided with pictures of different animals and plants to create a food web. Additionally,

it will aid kinesthetic learners’ interest in the lesson.

CONTENT

Food Web – A Food Web is a combination of interconnecting food chain.


Terrestrial Food Chain – A terrestrial food chain is a food chain which comprises of animals

on land.

Aquatic Food Chain – An aquatic food chain is a food chain which comprises of animals in the

water.

Energy Transfer in Food Chains –Energy is transferred between trophic levels when one

organism eats another and gets the energy-rich molecules from its prey's body.

Prey – A Prey is the organism that is being eaten.


Predator – A Predator is the organism that feeds on another organism.

PREDATOR PREY

PRIOR LEARNING

Check to ensure students can:

1. Recall what is a Food Chain

2. Understand what producers and consumers are.

3. Know the different trophic levels of a food chain.

LEARNING OUTCOME

Students who demonstrate an understanding of the concepts can:

1. Explain the difference between a food chain and a food web.

2. Differentiate between a predator and a prey.

3. Create a terrestrial or aquatic food web.

ASSESSMENT CRITERIA

Students will be assessed based on their ability:

1. Identify, remember, and grasp the meaning of the concept being taught.

2. Demonstrate an understanding of a food webs, predator, prey.

3. Identify predators and preys in a food web.

4. Describe an aquatic and terrestrial food web


PROCEDURES/ACTIVITIES

ENGAGEMENT

Students will be instructed to create a food chain with different plants and

animals. Afterwards, students will be instructed to merge their food chain with another person’s.

This will result in students going in pairs. Each group will be evaluated by the teacher to see how

they are doing. After this, students will be asked to describe how their food chain looks after

merging with others. Based on their responses, students will be informed that the topic will be

food webs. Finally, students will be asked what the difference between a food chain and a food

web is.

EXPLORATION

For this assignment, students will work in the same group they were in during the

engagement activity. Students will be shown an example of an aquatic food chain and a

terrestrial food chain. Afterwards, students will be given a list of aquatic animals and a list of

terrestrial animals to make a food web with. One person from the group will pick a card from the

mystery box that will tell them whether they will make an aquatic food web or a terrestrial food

web.

For Aquatic: Seaweed, water lily, snail, Parrotfish, shrimp, frog, big fish, Shark, crab

For Terrestrial: Grass, Corn, grasshopper, cat, mouse, cows, lions, caterpillars, snake

EXPLANATION

Each group's food web will be observed and corrected if necessary. The class will discuss

food webs and the two types of food webs. Students will be shown different examples of aquatic

food webs and terrestrial food webs. Students will be introduced to predators and prey in a food
web, and from the food web they have made, they will identify the predators and prey. Students

will be asked questions, and if there are any misconceptions, time will be taken to clear them up.

ELABORATION

In the same group, students will receive a list of animals that they will separate into

Terrestrial or Aquatic. They will write individual plants or animals on a sticky note and paste

them under the heading which will show Terrestrial Animal and Plant, and Aquatic Animals and

Plants. This will assist students in knowing more about different animals and plants to create

future food chains or food webs.

EVALUATION

Students will be given questions to answer based on what they have learnt.

Instruction: In the given food web of a terrestrial ecosystem, answer the following

questions.
a) Identify five food chains. (5 marks) Ans:

1. Green plant --- Goat --- Lion

2. Green Plant --- Goat --- Jackal --- Lion

3. Green Plant – Rabbit --- Jackal – Lion

4. Green Plant --- Mouse --- Wild Cat --- Lion

5. Green Plant --- Mouse --- Owl

6. Green Plant --- Mouse --- Snake --- Wild Cat --- Lion

7. Green Plant --- Mouse --- Snake --- Kite

b) List all the organisms that eat the Mouse. (3 marks) Ans: Wild Cat, Owl, and Snake

c) Name the Producer in the food web. (1 mark) Ans: Green Plant

d) List the Animals who are Final Consumer. (3 marks) Ans: Owl, Kite and Lion

e) What organisms eats the Green Plant? (3 mark) Ans: Rabbit, Goat, and Mouse

f) What would happen to the Lon if all the Goats died? (1 mark) Ans: It would only eat the

Jackal and Wild Cat

Total: 16 marks

EXTENDED LEARNING: Students will be instructed to research more about Aquatic food

chain and Food web

LINKS TO OTHER SUBJECTS: Biology

You might also like