Lesson 11 and 12: What is a food web? Duration: 1 hour 40 minutes Suggested learning sequence What is a food web? the posters created in Lesson 7 and 8. Introduction – Students may need to refer to books or As a class, look again at the GBRMPA the Internet for research. Some Reef Beat 2006, poster 5 – ‘Aquatic wetlands may not have large food Food Webs’. Read the poster together, webs, while others will have very adding words to the word wall and extensive food webs. Make sure all discussing interesting facts e.g. the role wetlands from Lesson 7 and 8 are of mangroves and fish that move from represented with a food web. saltwater to freshwater. time for students to share their Watch the YouTube clip of the food webs with the class, identifying the ‘Animals wetland’ as an introduction to wetland four levels of their food web. food webs: Complete a futures circle with the class Discuss what food webs are, drawing (see Resource 6 Futures circles) and – students’ attention to the fact that food discuss the impacts of both natural and webs are several food chains linked artificial events on food webs. together into a web. As a class, write a definition of a food web. Add events to the list made in the food chain lesson (Lesson 9) or start a Using the food chains written down in list if necessary. the introductory activity of lesson 9, as a class, draw a food web for a specific Discuss further how events then wetland. impact the wetland, the local environment, the wider community, Ask students to identify the four levels businesses, tourism, the reef and other of the food web far reaching effects. Students could go – on to complete their own futures circle for a different event. Source > producer > consumer > decomposer Review with students the scientific vocabulary pertinent to this lesson (See Add to the food web definition, the Resource 1– Word bank for suggested thoughts on the role of each of the four terms). levels and the importance of each role in the cycle of life. Display this Students add their learning and definition. reflections to their science journal (See Activity Creating food webs – Resource 2 Student reflections for – examples of sentence starters you can In pairs or groups, ask students to draw use to guide student reflections). their own food web from a specific wetland using the lists of animals from
Lesson 11 and 12: What is a food web? Duration: 1 hour 40 minutes Suggested learning sequence Introduction – What is a food web? As a class, look again at the GBRMPA Reef Beat 2006, poster 5 – ‘Aquatic Food Webs’. Read the poster together, adding words to the word wall and discussing interesting facts e.g. the role of mangroves and fish that move from saltwater to freshwater. Watch the YouTube clip ‘Animals of the wetland’ as an introduction to wetland food webs: Discuss what food webs are, drawing students’ attention to the fact that food webs are several food chains linked together into a web. As a class, write a definition of a food web. Using the food chains written down in the introductory activity of lesson 9, as a class, draw a food web for a specific wetland. Ask students to identify the four levels of the food web – Source > producer > consumer > decomposer Add to the food web definition, the thoughts on the role of each of the four levels and the importance of each role in the cycle of life. Display this definition. Activity – Creating food webs In pairs or groups, ask students to draw their own food web from a specific wetland using the lists of animals from the posters created in Lesson 7 and 8. Students may need to refer to books or the Internet for research. Some wetlands may not have large food webs, while others will have very extensive food webs. Make sure all wetlands from Lesson 7 and 8 are represented with a food web. time for students to share their food webs with the class, identifying the four levels of their food web. Complete a futures circle with the class (see Resource 6 – Futures circles) and discuss the impacts of both natural and artificial events on food webs. Add events to the list made in the food chain lesson (Lesson 9) or start a list if necessary. Discuss further how events then impact the wetland, the local environment, the wider community, businesses, tourism, the reef and other far reaching effects. Students could go on to complete their own futures circle for a different event. Review with students the scientific vocabulary pertinent to this lesson (See Resource 1– Word bank for suggested terms). Students add their learning and reflections to their science journal (See Resource 2 – Student reflections for examples of sentence starters you can use to guide student reflections).
Reef-Guardians-2016-Year-7-Wetlands.docx