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Who Eats What?

Introduction
Topic
Students will be applying their knowledge on food chains to create a 3D representation of a food chain with at least 3 consumers, with their
partner.
Skills Needed
We have read Who Eats What?, a story about food chains, as a
class
Students have been quizzed on what they learned about the
book
Students have learned what producers and consumers are and
have been taught and come up with many examples of each.
Grade Level
2nd Grade
Time Frame
Explanation of Safety Procedures: 5 minutes
Explanation of Project: 5 minutes
Guided Portfolio: 10 minutes
Creating/Evaluating: 45 minutes
Presenting: 55 minutes
TOTAL TIME: 120 minutes (2 hours)
Safety Considerations
Safety rules will be gone over before starting the lesson to make sure
there is no improper use of scissors, staplers, etc. Classroom safety
rules such as no running, etc. will be gone over as well.
Classroom Requirements
The students desks will be arranged in pairs, being next to or across
their teammate. There will be table at the back of the room with all of
the materials and tools they can use. The
Children Literature
Some books that can be connected to this subject matter are:
Who Eats What?: Food Chains and Food Webs by Patricia Lauber
What Does an Animal Eat? By Lawrence F. Lowery
Standards of Learning
English

ISAT495 FINAL PROJECT

Sara Pintauro - Fall 2016

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2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
b) Create and participate in oral dramatic activities.
c) Use correct verb tenses in oral communication.
d) Use increasingly complex sentence structures in oral communication.
e) Begin to self-correct errors in language use.
2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
e) Use vocabulary from other content areas.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to entertain, to
clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
e) Follow three- and four-step directions.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
2.10 The student will demonstrate comprehension of information in reference
materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
2.11 The student will maintain legible printing and begin to make the transition to
cursive.
2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and
expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
2.13 The student will edit writing for correct grammar, capitalization, punctuation,
and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight words, including compound words
and regular plurals.
i) Use commas in the salutation and closing of a letter.
j) Use verbs and adjectives correctly in sentences.
2.14 The student will use available technology for reading and writing.
Science
2.1: Scientific Investigation, Reasoning, and Logic
The student will demonstrate an understanding of scientific reasoning, logic, and the
nature
of science by planning and conducting investigations in which

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a)
b)
c)
d)
e)

observations and predictions are made and questions are formed;

observations are differentiated from personal interpretation;
observations are repeated to ensure accuracy;
two or more characteristics or properties are used to classify items;
length, volume, mass, and temperature are measured in metric units
and standard English units using the proper tools;
h) data are collected and recorded, and bar graphs are constructed using
numbered axes;
i) data are analyzed, and unexpected or unusual quantitative data are
recognized;
j) conclusions are drawn;
k) observations and data are communicated;
l) simple physical models are designed and constructed to clarify
explanations and show relationships; and
m) current applications are used to reinforce science concepts.
2.4: Life processes
The student will investigate and understand that plants and animals undergo a series
of orderly
changes as they mature and grow. Key concepts include
a) animal life cycles
2.5: Living Systems
The student will investigate and understand that living things are part of a system.
Key concepts
include
a) living organisms are interdependent with their living and nonliving
surroundings;
b) an animals habitat includes adequate food, water, shelter or cover,
and space;
2.8: Earth Resources
The student will investigate and understand that plants produce oxygen and food, are
a source of
useful products, and provide benefits in nature. Key concepts include
c) plants provide oxygen, homes, and food for many animals
Mathematics
2.11 The student will estimate and measure
a)
length to the nearest centimeter and inch;
b)
weight/mass of objects in pounds/ounces and kilograms/grams, using a
scale
2.21 The student will solve problems by completing numerical sentences involving
the basic facts for addition and subtraction. The student will create story problems,
using the numerical sentences.
History and Social Sciences
2.10

The student will explain the responsibilities of a good citizen, with emphasis
on
b) taking part in the voting process when making classroom decisions;

Technology
Standard 11: Students will develop the abilities to apply the design process
b) build or construct an object using the design process
c) Investigate how things are made and how they can be improved

Who Eats What?

Background:
ISAT495 FINAL PROJECT
Sara Pintauro - Fall 2016

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In class weve been learning about food chains and have been
reading Who Eats What? A food chain shows how energy moves from
one thing to the other. For example, a plant absorbs the suns energy, a
grasshopper eats the plant, a mouse eats the grasshopper, a snake
eats the mouse, and so on. A producer is the thing that is getting
eaten, like the plant. A consumer is the one thats eating it, like the
grasshopper, mouse, and snake.
Design Challenge:
You are to design and create a 3-D representation of an example
of a food chain with your partner. Your project must clearly show the
order of what is consuming what, and so on. You should label
everything you draw clearly, and if you need to see a picture of
something so you know how to draw it, ask me. Be creative with it and
be ready to present to the class at the end of the day!
Criteria:
o You must have at least 3 different consumers.
o Must be 3-Dimensional (AKA not drawn flat on a piece of paper)
o Must be colorful and creative!
o Your writing must be neat and readable
o You must be able to point out what is a producer and what is a
consumer
o Your food chain must clearly show the different levels (What is
consuming what)
o Must be a good teammate
Materials:
Scrap paper
Printer Paper
Crayons
Markers
Feathers
Fabric
Pompoms
Craft Sticks
Recycled Materials
Glue Stick
Tape
eyes
Tools:
Stapler
Scissors

Ruler

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Tools with teacher
help:

ISAT495 FINAL PROJECT

Sara Pintauro - Fall 2016

Hot glue gun

Push pin drill

Who Eats what?

Rubric

Name: _______________________________

Has at least 3
different
consumers

Must be 3dimensional

Advanced
3

Developing
2

Beginner
1

Has 3 or more
consumers

Has 2 consumers

Has one or no
consumers

3-Dimensional

None of the project

was 3-dimensional

Teamwork

Neat and
Creative

Didnt support your

teammates ideas
and didnt
contribute to your
project
Cannot read the
writing and the
project is not very
inventive or original

Different
Levels

Supported your
teammates
ideas and
added to your
project!
Others are
clearly able to
read any
writing and you
were very
inventive and
unoriginal
Clearly shows
the different
levels of the
food chain

Most of the project

was not 3dimensional
Supported some of
your teammates
ideas and
contributed a little
bit to your project :/
Can slightly read
the writing and you
were sort of
inventive

A little questionable
about what
consumes what

Total Score: __________

Comments:

Grading Scale:

No order of the
food chain (what
consumes what)

13-15: Excellent work! Keep it up!

9-12: Satisfactory work. What is expected.
5-8: Unsatisfactory work. Need to improve.

Who Eats what?

Rubric

Name: _______________________________

Has at least 3
different
consumers

Must be 3dimensional

Teamwork

Neat and
Creative

Different
Levels

Total Score: __________

Comments:

Advanced
3

Developing
2

Beginner
1

Grading Scale:
13-15: Excellent work! Keep it up!
9-12: Satisfactory work. What is expected.
5-8: Unsatisfactory work. Need to improve.

Who Eats What? - My Portfolio

Name:_________________________________

Teammates name:_______________________

1. What is the challenge?

I need to...

________________________________________________________
______________________________________________
2. Brainstorm!

 3. Combine designs with your partner and make your

food chain!

4. Check your progress.

My food chain:

o
o
o
o

Has at least 3 different consumers

Shows the order of events in the correct direction
Looks neat
Is creative

5. How well did your design work?

(Circle what number)

6. Did you have to make any changes in your design?

NO

YES

If yes, why and how did you change your design?

__________________________________________________________________
__________________________________________________________________
________________________________________________

7. Would you change your design in any way?

Draw a picture and be ready to explain something you would
change to improve on your design.