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Science lesson plan · 6th grade (Year 7 in England) · 45 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 · 5 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. seeds → mouse → owl What is the seeds in this food chain? (producer / tertiary consumer / primary consumer / secondary consumer) → producerPrompt: Start at the plant and count the arrows.
  2. lettuce → slug → hedgehog → badger Which animal is the prey of the hedgehog? (hedgehog / lettuce / slug / badger) → slugPrompt: A predator hunts and eats other animals; its prey is the animal it eats.
  3. Food chains: which statement is true? (Plants are producers because they make their own food. / A food chain can start with a lion. / Herbivores are predators. / Producers eat consumers.) → Plants are producers because they make their own food.Prompt: Producers make food; consumers eat.

Hook · 5 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 · 10 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 · 10 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. 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 turn into fish / They would stay exactly the same / They would increase) → They would increasePrompt: What eats tadpoles?
  2. Bees are declining. Why could this affect fruit farmers? (Fruit trees need honey to grow / Bees eat fruit / Bees make the rain / Fewer flowers would be pollinated, so less fruit forms) → Fewer flowers would be pollinated, so less fruit formsPrompt: What do bees carry between flowers?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Food webs: which statement is NOT true? (Plants do not compete with each other. / Plants compete for light, water and minerals. / Predator and prey populations often rise and fall in cycles. / Removing one species can affect many others in a food web.) → Plants do not compete with each other.Prompt: Think about what happens when one population changes.
  2. Rabbits and sheep both eat grass in the same field. This is an example of… (competition / predation / photosynthesis / decomposition) → competitionPrompt: They both want the same limited resource.

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/ 8

  1. Question 1

    Rabbits and sheep both eat grass in the same field. This is an example of…

    • A. predation
    • B. competition
    • C. decomposition
    • D. photosynthesis

  2. Question 2

    Food webs: which statement is NOT true?

    • A. Animals often compete for food, water and space.
    • B. A food web contains only one food chain.
    • C. Predator and prey populations often rise and fall in cycles.
    • D. Plants compete for light, water and minerals.

  3. Question 3

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

  4. Question 4

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

    • A. Food webs only show plants
    • 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 have no producers

  5. Question 5

    Bees are declining. Why could this affect fruit farmers?

    • A. Fewer flowers would be pollinated, so less fruit forms
    • B. Bees make the rain
    • C. Bees eat fruit
    • D. Fruit trees need honey to grow

  6. Question 6

    What does "interdependence" mean in an ecosystem?

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

  7. Question 7

    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?

    • A. They would decrease or move away
    • B. They would increase
    • C. They would eat algae
    • D. Nothing

  8. Question 8

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

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Answer key: Food webs and interdependence

  1. 1. B. competition

  2. 2. B. A food web contains only one food chain.

  3. 3. B. mice

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

  5. 5. A. Fewer flowers would be pollinated, so less fruit forms

  6. 6. C. Living things depend on each other, so a change to one affects others

  7. 7. A. They would decrease or move away

  8. 8. A. Their numbers fall, because foxes eat more mice