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Science lesson plan · 6th grade (Year 7 in England) · 30 minutes

Food webs and interdependence

Ecosystems and food chains

CCSS NGSS.MS-LS2-1CCSS NGSS.MS-LS2-2CCSS NGSS.MS-LS2-4England: KS3 Biology: Interactions and interdependenciesEngland: KS4 Combined Science: Ecosystems

Objective and success criteria

Students will: Food webs and interdependence.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Producers, consumers, predators and prey

Leads to: Energy transfer and pyramids; Sampling with quadrats; Biodiversity under pressure and how we protect it

Materials: Food web cards, Arrows to build chains, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Producers, consumers, predators and prey). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. grass → grasshopper → frog → snake What is the frog in this food chain? (secondary consumer / primary consumer / tertiary consumer / producer) → secondary consumerPrompt: Start at the plant and count the arrows.
  2. seeds → mouse → owl Which animal is the predator of the mouse? (seeds / owl / mouse) → owlPrompt: A predator hunts and eats other animals; its prey is the animal it eats.
  3. Food chains: which statement is true? (Producers eat consumers. / A food chain can start with a lion. / Plants are producers because they make their own food. / Herbivores are predators.) → Plants are producers because they make their own food.Prompt: Producers make food; consumers eat.

Hook · 3 min

  • Show a food web and ask what would happen if one animal disappeared.
  • Share the objective: Food webs and interdependence. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Pond food web: algae are eaten by tadpoles and water fleas. Tadpoles and water fleas are eaten by small fish. Small fish are eaten by herons. If the small fish died, what would happen to the herons?
  • Step 1: Herons lose their food source, so their numbers fall.
  • Step 2: So the answer is: They would decrease or move away
  • Answer: They would decrease or move away
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Woodland food web: grass is eaten by rabbits and mice. Seeds are eaten by mice. Rabbits are eaten by foxes. Mice are eaten by foxes and owls. Which animal is eaten by two different predators? (rabbits / mice / foxes / owls) → micePrompt: Look for an animal that both foxes and owls eat.
  2. What does "interdependence" mean in an ecosystem? (Every animal lives alone / Living things depend on each other, so a change to one affects others / Only predators matter / Plants do not need animals at all) → Living things depend on each other, so a change to one affects othersPrompt: Think of bees and flowers.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What does "interdependence" mean in an ecosystem? (Living things depend on each other, so a change to one affects others / Every animal lives alone / Plants do not need animals at all / Only predators matter) → Living things depend on each other, so a change to one affects othersPrompt: Think of bees and flowers.
  2. Pond food web: algae are eaten by tadpoles and water fleas. Tadpoles and water fleas are eaten by small fish. Small fish are eaten by herons. If all the small fish died, what would probably happen to the tadpoles at first? (They would decrease / They would increase / They would stay exactly the same / They would turn into fish) → They would increasePrompt: What eats tadpoles?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Producers, consumers, predators and prey.
  • Use concrete materials: food web cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Energy transfer and pyramids; Sampling with quadrats; Biodiversity under pressure and how we protect it.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Food webs and interdependence

Name

Date

Score/ 6

  1. Question 1

    Woodland food web: grass is eaten by rabbits and mice. Seeds are eaten by mice. Rabbits are eaten by foxes. Mice are eaten by foxes and owls. If disease killed most rabbits, what might happen to the mice?

    • A. They stop eating seeds
    • B. They become rabbits
    • C. Their numbers fall, because foxes eat more mice
    • D. They increase, because foxes stop eating

  2. Question 2

    Why is a food web more realistic than a single food chain?

    • A. Food webs have no producers
    • B. Most animals eat, and are eaten by, more than one kind of living thing
    • C. Animals only ever eat one food
    • D. Food webs only show plants

  3. Question 3

    Food webs: which statement is NOT true?

    • A. Removing one species can affect many others in a food web.
    • B. Removing a predator always helps every other species.
    • C. Predator and prey populations often rise and fall in cycles.
    • D. Animals often compete for food, water and space.

  4. Question 4

    Pond food web: algae are eaten by tadpoles and water fleas. Tadpoles and water fleas are eaten by small fish. Small fish are eaten by herons. If all the small fish died, what would probably happen to the tadpoles at first?

    • A. They would stay exactly the same
    • B. They would increase
    • C. They would decrease
    • D. They would turn into fish

  5. Question 5

    What does "interdependence" mean in an ecosystem?

    • A. Plants do not need animals at all
    • B. Only predators matter
    • C. Every animal lives alone
    • D. Living things depend on each other, so a change to one affects others

  6. Question 6

    Woodland food web: grass is eaten by rabbits and mice. Seeds are eaten by mice. Rabbits are eaten by foxes. Mice are eaten by foxes and owls. Which animal is eaten by two different predators?

    • A. owls
    • B. mice
    • C. rabbits
    • D. foxes

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Answer key: Food webs and interdependence

  1. 1. C. Their numbers fall, because foxes eat more mice

  2. 2. B. Most animals eat, and are eaten by, more than one kind of living thing

  3. 3. B. Removing a predator always helps every other species.

  4. 4. B. They would increase

  5. 5. D. Living things depend on each other, so a change to one affects others

  6. 6. B. mice