Classroom+Food+Web

Title: Classroom Food Web Grade Level: 5 or 6 Setting: Pre- or Post-visit: no preference Time Needed: 2-3 periods/days predator/prey relationships consumer/producer/decomposer relationships effects of marine systems research using internet and other sources How does one key stone species effect the system? Understand the relationship of one species to the rest of the system Demonstrate knowledge of specific species Practice researching skills Communicate and listen to results effectively Relevant Standards: MSLR: Life Science; Ecology; B.2,B.4 MSLR: Nature and Implications of Science; Inquiry: J.1, J.2, J.3 Scientific Reasoning: K.6, K.8, K.9 Communication: L.4 Implications of Science and Technology: M.4, M.6
 * Author(s):** Rori Crossman, Beth Cook, Meredyth Eufemia
 * Focus Concept/Skill:**
 * Essential Question(s):**
 * Learning Objectives/Goals:**

Prior Knowledge Needed: Basic predator prey and food chain relationships Basic knowledge of life in oceans Materials Needed: Assessment Ideas**:** Extension Ideas**:** Resources:
 * Activity Description:**
 * **Abstract:** The life within ocean lies in a delicate balance. Our students will be creating an example of this balance by developing a food web of life in the ocean. They will do this by individually researching different species through a variety of resources. Once research is completed they will present their species to the class and as a class decide the placement of the species on the web.
 * **Procedure**:
 * Pre-Activity: Brainstorm what species might live in the Gulf of Maine. Generate a class list. Have each student choose one species that they will research (grab bag of actual Gulf of Maine species). Once species are chosen have them hypothesize where they think it belongs on the web. Leave this hypothesis up for the duration of activity.
 * Discuss with students the research that they will be conducting on their species. Have students brainstorm a list of questions that will be useful during the food web research and also their own questions that interest them.
 * Research species using different types of resources (internet, library, etc).
 * Compile notes on an index card. Be sure to include an illustration on the front of the card (hand-drawn or computer generated) and notes about the predatory/prey relationship on the back of card.
 * Present species to class. Have each student take notes on the presentations. From their notes, have the class decide where each species belongs on web.
 * Discuss as class the role of each species on the system. What happens when your species becomes endangered? What if your species is over populating the system?
 * Accuracy of Information on Card
 * Notes from Presentations
 * Participation in Discussion
 * Left over species-extra credit
 * Species Projects- full research reports on species
 * Comparison of hypothesis and final placement
 * Have students place the species in groups based on their classification of consumers/producers/decomposers/etc
 * Habitat placement and ecosystems of the species in the web