three4b1

Science Curriculum Preview Committee Clarification of Learning Results

Revised 04/07/04

3-4

B1: Describe a food web and the relationships within a given ecosystem.

Curriculum Organizing Questions

What plants do the animals in this food web depend on?

What relationships are there between the organisms in this food web?

What happens to the bodies of the organisms in this food web after they die?

Where do each of the organisms get their food?

What are some of the ways that we can show what eats what in an ecosystem?

What might happen to the other animals in the food web if one of them were removed?

Elaboration
The study of food webs can start in the elementary grades with the transfer of matter; the flow of energy can be added in the middle grades. Benchmarks p.118 Students can be started on labeling chains of what eats what in various environments, but labeling the steps in the chain as "energy transfer" is not necessary. Biological energy transfer is too complicated for this level. Students should investigate local, familiar, food webs and, if possible, both those found on land and in the sea. Benchmarks p.119

Specific Ideas

Almost all kinds of animals' food can be traced back to plants. Benchmarks 5E1

Some source of energy is needed for all organisms to stay alive and grow. Benchmarks 5E2

Insects and various other organisms depend on dead plant and animal material for food. Benchmarks 5D2

Over the whole earth, organisms are growing, dying, decaying, and new organisms are being produced by the old ones. Benchmarks 5E3

Food provides energy and materials for growth and repair of body parts. Benchmarks 6C1

Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. NSES C4b

Animals in a food web depend on one another. When one organism disappears from a food web, others are affected.

Developmental & Instructional Implications
Upper elementary students may not believe food is a scarce resource in ecosystems, thinking that organisms can change their food at will according to the availability of particular sources. Students of all ages tend to think that some populations of organisms are numerous in order to fulfill a demand for food by another population. Benchmarks p. 342

Examples

Back to Big Ideas Grid B Back to Standard B Back to Index

Curriculum Organizing Questions	What plants do the animals in this food web depend on? What relationships are there between the organisms in this food web? What happens to the bodies of the organisms in this food web after they die? Where do each of the organisms get their food? What are some of the ways that we can show what eats what in an ecosystem? What might happen to the other animals in the food web if one of them were removed?
Elaboration	The study of food webs can start in the elementary grades with the transfer of matter; the flow of energy can be added in the middle grades. Benchmarks p.118 Students can be started on labeling chains of what eats what in various environments, but labeling the steps in the chain as "energy transfer" is not necessary. Biological energy transfer is too complicated for this level. Students should investigate local, familiar, food webs and, if possible, both those found on land and in the sea. Benchmarks p.119
Specific Ideas	Almost all kinds of animals' food can be traced back to plants. Benchmarks 5E1 Some source of energy is needed for all organisms to stay alive and grow. Benchmarks 5E2 Insects and various other organisms depend on dead plant and animal material for food. Benchmarks 5D2 Over the whole earth, organisms are growing, dying, decaying, and new organisms are being produced by the old ones. Benchmarks 5E3 Food provides energy and materials for growth and repair of body parts. Benchmarks 6C1 Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. NSES C4b Animals in a food web depend on one another. When one organism disappears from a food web, others are affected.
Developmental & Instructional Implications	Upper elementary students may not believe food is a scarce resource in ecosystems, thinking that organisms can change their food at will according to the availability of particular sources. Students of all ages tend to think that some populations of organisms are numerous in order to fulfill a demand for food by another population. Benchmarks p. 342
Examples