Intern Name: Mr.

M
Topic/Title of Lesson: Food Chains and Food Webs
Grade: 7th
Length of Lesson: 1 class period (1 hour 30 min)
Date Taught: 4 May 2018
LESSON PLAN TEMPLATE
In this lesson… students will investigate and understand food chains and food
Overview webs.

Standards of LS. 6 d) Describe the energy flow in food webs and energy pyramids.

Learning
Students will be able to…
● Define food chains and food webs.
Objectives ● Create their own food chains and food webs.

Learning Target I can... understand food chains and food webs and create my own food web.

Key Vocabulary Food chain, food web, energy transfer, first-, second-, and third-order
consumers.
or Concepts
● Food chains card game
● 1-1 devices
Materials ● Yarn
● Premade index cards with names of organisms, and abiotic factors
Introduction/ Bellringer (15 min): SOL Review

Hook
1. Have students get out 1-1 devices, open up to Google Classroom.
2. In Google Classroom, have links available for online article and practice
on food chains and food webs.
3. Pass out worksheet entitled “Food Chains” on the front and “Food
Webs” on the back.
4. Have students open the article on Food Chains and Food Webs from
CK-12.
5. Students will read the article while working on the attached worksheet
“Food Chains” with questions. This will take about 20 minutes.
6. Have the students return to Google Classroom and complete the practise
Instructional questions on CK-12 available here.. Allow 15 minutes total for this.
Activities Monitor the room in case questions arise.
7. Transition into group work: students will work in table pairs or small
groups of three to complete “Food Chains Matching Activity.” Give
each group a set of food chain cards, and have them create food chains
based upon their specific biome. Once finished, they may trade cards
with another group and attempt that biome. Allow 10-15 minutes.
Monitor the classroom in case questions arise.
8. Collect materials from the card game.
9. FOOD WEBS YARN ACTIVITY: Pass out premade cards with
different organisms labelled pertaining to a specific biome. In this case,
the ocean biome was used.
 10. Beginning with the sun, the student will thrown a yarn ball to a
producer, then herbivore, then carnivore, and so on. At some point, the
instructor may call out situations, such as “The penguin has died,” in
order to change how the ball will be thrown. Allow 30 minutes for this
activity, with the instructor being fully engaged.

If students finish their work early, have them review notes from biomes or
Accommodations cycles.
Have students begin answering the back of the questions worksheet.
Closure Activity
Assessments Collect the worksheet students did to check for understanding.
https://www.ck12.org/c/life-science/food-chain/lesson/Food-Webs-MS-
LS/?collectionCreatorID=3&conceptCollectionHandle=life-science-%3A%3A-
Resources food-chain&collectionHandle=life-science