snc1d food web assignment

Lesson 15: Test (Thursday, June 04)

Lesson 16: debate prep (friday, june 05), lesson 17: debate (monday, june 08).

* LG: Learning Goals, E: Ontario Curriculum Expectations

Science Class

Miss koning's.

He is before all things and in Him all things hold together.

Colossians 1:17

SNC1D Daily Agenda

Practice building circuits...virtually! Download the program found here .

UNIT 4: ASTRONOMY

MONDAY JANUARY 16

1. 9.2 Benefits of Space Exploration ppt . with handouts

2. EXAM REVIEW PACKAGE

FRIDAY JANUARY 13

1. Took up the video sheet

2. Solar System Cut & Paste Activity

THURSDAY JANUARY 12

1. Our Created Solar System video with video sheet

WEDNESDAY JANUARY 11

1. 8.3 Earth, the Privileged Planet 

2. Page 331 #3, 4, 7

3. 9.1 questions (see last slide in 8.3 ppt)

TUESDAY JANUARY 10

1. Sun Video Study

MONDAY JANUARY 9

1. 7.1 Space Flight to the Stars note

2. page 265: #1-6 and page 267: #1, 2, 4, 5, 8, 9, 11, 12, 14

UNIT 3: ELECTRICITY

TUESDAY JANUARY 3 - FRIDAY JANUARY 6

1. WORK PERIODS: Quizboard assignment

THURSDAY DECEMBER 15 &  FRIDAY DECEMBER 16

1. REVIEW AND TEST

WEDNESDAY DECEMBER 14

1. Tesla Documentary with video sheet

TUESDAY DECEMBER 13

1. Finished questions from yesterday

2. Introduction to final project 

3. Review package of practice and review sheet

MONDAY DECEMBER 12

1. Power and Percent Efficiency ppt.

2. Practice Q's ( handout )

3. Calculating Energy Costs

TEST ON FRIDAY!

FRIDAY DECEMBER 9

1. 10 Shocking Facts about Electrical Safety

2. Take up 11.3 Short Circuits FIB & textbook questions

3. Iceland's Geothermal Energy: Storytime with Miss Koning

4. 12.1 Renewable and Non-renewable Energy Sources questions

THURSDAY DECEMBER 8

2. Ohm's Law - finish & take up

3. Series vs. Parallel Summary

4. 11.3 Short Circuits FIB

WEDNESDAY DECEMBER 7

1. Take up page 15-17

2. Plickers

3. Ohm's Law  and practice

TUESDAY DECEMBER 6

1. Take up all of parallel questions on pages 7, 8, 14, 15, 16

2. Do lab on page 17

PLEASE BRING A CALCULATOR TOMORROW! 

MONDAY DECEMBER 5

1. Make a parallel circuit with three bulbs. Can you predict where you would add switches to control each bulb separately? 

2. Try it! Did it work? Why or why not?

3. While you are doing   Parallel Circuits (handouts and lab) I will call you up to check on page 12, 13 

FRIDAY DECEMBER 2

1. Plickers!

2. Finish Series Circuit lab from yesterday

3. Page 13 (as follow-up to lab)

4. Parallel portion from page 7&8 (we only filled in series circuit info so far)

5.   Parallel Circuits (handouts and lab)

THURSDAY DECEMBER 1

2. Take up page 9 in the booklet

3. Series Circuit Lab

WEDNESDAY NOVEMBER 30

1. WHERE Challenge submissions

2. The new elements have been named!  

3. Plickers!

4. Check homework: up to page 9 in the booklet

5. Page 10: circuit diagrams

TUESDAY NOVEMBER 29

1. Circuit Analogies

2. 11.2 Series Circuits ( page 6-10 , only series circuit parts)

3. Phet Simulation - constructing circuits

MONDAY NOVEMBER 28

1. Take up questions from Friday: page 426 & page 428

2. Static vs Current Electricity Venn Diagram

3. 11.1 handouts

4. Practice making circuits (i.e. checking on the materials!)

FRIDAY NOVEMBER 25

1. 10.3 Electrostatics in Our Lives handout: answers  

     page 426: 3, 4, 7, 9, 10, 13 & page 428: 1-7, 10, 11-16, 19, 21

2. H ow helicopters deal with static charge

3. Painting Using Static

4. How Photocopiers Work

5. Static Electricity activities

THURSDAY NOVEMBER 24

1. Charging by Induction and Contact Lab - hand in

2. 10.3 Electrostatics in Our Lives: answers in the textbook

WEDNESDAY NOVEMBER 23

1.Take up TVO video on Electrostatics (an oldie, but a goodie!)

2. 10.2 Transfer of Static Electric Charge

3. Charging by Induction and Contact Lab - hand in - Answers: page 1 and 2

TUESDAY NOVEMBER 22

1. Finish  10.1 Exploring the Nature of Static Electricity ppt.

2. Take up Electrostatics Lab from yesterday

3. p. 403 #2-7, 9, 10, 11, 13

4. The Story of Benjamin Franklin (told by kids)

5. TVO video on Electrostatics (an oldie, but a goodie!)

MONDAY NOVEMBER 21

1. Electrostatics Lab (intro to static electricity)

2. 10.1 Exploring the Nature of Static Electricity ppt.

UNIT 2: CHEMISTRY

THURSDAY NOVEMBER 17

1. WHERE Challenge work period

WEDNESDAY NOVEMBER 16 

1. UNIT TEST

TUESDAY NOVEMBER 15

1. Metals, Non-metals, Ionic and Molecular Compound Lab

MONDAY NOVEMBER 14 - Pre-labs due today!

1. Demos for Pre-Lab ( Alkali metals in water )

2. Work period:   WHERE challenge

FRIDAY NOVEMBER 11

1. Introduction to the WHERE challenge

THURSDAY NOVEMBER 10

2. Pre-Lab (for next week's lab)

3. Giant book of practice 

4. 6.3 handout

UNIT 2: ATOMS, ELEMENTS AND COMPOUNDS

WEDNESDAY NOVEMBER 9

1. How to Name Chemical Compounds ppt. note (Molecular)

2. Practice handout

What's on the quiz tomorrow?

        - Bohr Diagrams

        - 6.1 How Compounds Form 

        - 6.2 Naming + Formulas for Ionic Compounds

TUESDAY NOVEMBER 8

1. BBC: Planet Earth II clip  

2. How to Name Chemical Compounds ppt. note (Ionic only)

3. Practice handout

MONDAY NOVEMBER 7

1. Who still needs to hand in Chemistry Labs? (These are WAY overdue!)

2. Element Cards due

3. Need extra help? See Tyler DeWit's YouTube Channel 

4. YouTube videos (see page)

5. How Compounds Form: Bonding diagrams

FRIDAY NOVEMBER 4

1. YouTube videos (see page)

2. Finish the "Giant Package" pages

3. White board Chemistry Challenge

THURSDAY NOVEMBER 3

2. Atomic Basics handout

3. 6.1 How Compounds Form (independent learning)

WEDNESDAY NOVEMBER 2

1. Take up Periodic Table Trends

2. Take up entry question from yesterday and do today's question

3. Bohr Diagrams How-To note

4. Atomic Basics handout

        - 5.2 Metals, Non-metals and Metalloids

        - 5.3 Groups on the Periodic Table

        - Periodic Table Trends

TUESDAY NOVEMBER 1

1. Entry books

2. Work Period: Element Cards

MONDAY OCTOBER 31

1. Hand back Quiz #4

2. Element Card: due date? - work period tomorrow

3. Small groups Work Period

    a. Check  5.2, 5.3 Metals, Non-Metals and Metalloids

    b. Giant package of practice: page 2, 5, 6

    c. Periodic Table Trends

THURSDAY OCTOBER 27

2. YouTube: "The truly Periodic Table" and "The Genius of Mendeleev's Periodic Table"

3. Finish 5.2, 5.3 Metals, Non-Metals and Metalloids

4. Giant package of practice: page 2, 5, 6

WEDNESDAY OCTOBER 26 - LIMA BEAN LAB DUE

1. History of Atomic Theory answers : check your work!

2. Periodic Table Bingo!

3. Element Card Assignment

4. 5.3 Metals, Non-Metals and Metalloids

        - History of Atomic Theory

        - 4.1 How to Read the Periodic Table

TUESDAY OCTOBER 25

1. PT crossword & puns

2. How To Read the Periodic Table ppt. note and videos

3. Periodic Table Bingo!

Please note:

Here is the Lima Bean class data

(needed for the lima bean lab)!

DUE TOMORROW.

MONDAY OCTOBER 24  

1. Finish History of Atomic Theory Questions and Lab Discussion questions   - due Tues

2. PT crossword & puns

  --- While you are working on the above, I will be having marks interviews with you ---

FRIDAY OCTOBER 21   

1. Properties/Changes LAB

THURSDAY OCTOBER 20   

2. Mid-semester Self Assessment

3. History of Atomic Theory cut n'paste

WEDNESDAY OCTOBER 19   

1. Water on the International Space Station

2. Take up  Science Lab Equipment matching

3. Pre-Lab demonstrations and questions

        - 4.1 Classifying Matter

        - 4.2 Chemical/Physical Properties and Changes

        - Water: properties

        - Science Lab equipment & WHMIS matching

TUESDAY OCTOBER 18   - Butter Lab questions due

1. "Water is Cool" handout

2. Water demonstrations/ Water on the International Space Station

3. WHMIS labels and Science Lab Equipment

MONDAY OCTOBER 17

1. Hand in data table for lima bean plants (one per group)

2. Finish Butter Lab questions: hand in on TUESDAY

3. Work period:  Lima Bean Lab

FRIDAY OCTOBER 14

1.  Make observations of the lima beans! (until Oct. 17)

2. Demo: What other chemical properties does magnesium have? -  reactivity with acid

3. Take up practice half-pages (page 3-5)

4. Entry book

5. Lab: Can you actually lose weight by making your own butter?

THURSDAY OCTOBER 13

2. Take up practice half-pages (the rest are due for homework)

3. Physical and Chemical Properties & Changes

WEDNESDAY OCTOBER 12

1.  Make observations of the lima beans! 

3. Page 143 #1-4, 147 #1, 2, 4, 6, 9, 11 - check !

4. Practice classifying matter

TUESDAY OCTOBER 11

1.  Make observations of the lima beans!  

2. 4.1 Classification of Matter ppt.  

3. Page 143 #1-4, 147 #1, 2, 4, 6, 9, 11

UNIT 1: SUSTAINING ECOSYSTEMS

FRIDAY OCTOBER 7

2. Computer lab: Lima Bean Lab Assignment

THURSDAY OCTOBER 6

WEDNESDAY OCTOBER 5

1. Make observations of the lima beans!  

2. Review Sheet : tips and tricks!

3. Group challenge

TUESDAY OCTOBER 4

2. Take up Quiz 3 , Hare/Lynx questions , Friday's questions: Page 67: 5, 7, 10 & Page 85: 8-10, 12, 13

3. Study Tips

4. Finish all questions/handouts from yesterday

5. Review Sheet

TEST ON THURSDAY!

MONDAY OCTOBER 3

1. New seating plan!

2. Make observations of the lima beans!  

3. Randle Reef Cleanup video

4. 3.1 Government Initiatives handout

5. Randle Reef Case Study with q uestions

6. Zoos Case Study

Have all of today's and Friday's questions done for tomorrow. 

FRIDAY SEPTEMBER 30

1. Make observations of the lima beans!  

2. 2.2 Assessing Impacts on the Environment ppt. with Page 67: 5, 7, 10 & Page 85: 8-10, 12, 13

3. Why is biodiversity important? article

THURSDAY SEPTEMBER 29

1. Make observations of the lima beans! 

3. Disturbed vs. Undisturbed Ecosystems

WEDNESDAY SEPTEMBER 28

1. Hare/Lynx + Virtual Labs due TODAY!

2. Make observations of the lima beans! 

3. 2.1 Human Impact on Ecosystems jigsaw activity

        - 1.2. Food chains/webs, trophic levels, energy pyramids

        - 1.3 Interactions between ecosystems

TUESDAY SEPTEMBER 27

1. Make observations of the lima beans! 

2. Finish Hare/Lynx + Virtual Lab questions -  due tomorrow!

3. Article: " Balanced on a Razor's Edge "

4. Entry books: how would the hare/lynx graph change if there was an invasive species? Or if they had a parasitic relationship?

Quiz 2 answers

MONDAY SEPTEMBER 26

2. Computer Lab: Virtual Lab Simulation with this website

FRIDAY SEPTEMBER 23

2. Yesterday was the 1st day of fall! S o why are the leaves going to be changing ?

3. Finish 1.3 Interactions in Ecosystems ppt . note

4. Hare/Lynx Investigation -  have the graph done for Monday

THURSDAY SEPTEMBER 22

3. Take up 1.2 Food chains/webs, Trophic levels and Energy pyramids handout (see answers )

4. 1.3 Interactions in Ecosystems ppt. note

WEDNESDAY SEPTEMBER 21

1. Entry book questions

3. Crossword homework check

4. Food webs & chains Review

5. Food webs & chains with Disney animals!

6. 1.2 Food chains/webs, Trophic levels and Energy pyramids handout (use textbook)

Reminder: Quiz tomorrow! Biosphere & Priestley experiments and Nutrient Cycles (3)

TUESDAY SEPTEMBER 20

1. Hand back Quiz #1 ( answers ) 

2. Why do we need water, nitrogen and carbon? See examples of these elements in nature  here

3. Producers, consumers, decomposers crossword

4. Start "How have humans bean affecting ecosystems?" experiment

MONDAY SEPTEMBER 19

1. Hand back Biosphere 2/Priestley questions (correct them using the answers )

2. Finish nutrient cycles diagrams (i.e. Nitrogen) (Yours should look something like this )  and questions

FRIDAY SEPTEMBER 16

1. Nutrient Cycles (Water and  Carbon): diagrams and questions

THURSDAY SEPTEMBER 15

2. Planet Earth Video: "Jungles" - video sheet answers here

WEDNESDAY SEPTEMBER 14

1. Biosphere 2/Priestley Experiments

2. Video on Biosphere 2: do you think it was a total failure?

3. The 53-year-old Terrarium article

TUESDAY SEPTEMBER 13: GRADE 9s TO DUNDAS VALLEY!

MONDAY SEPTEMBER 12

1. Article: Should Christians care about the environment?

2. 1.1 Biomes ppt.

3. Page 21 #10, 11, 15, 16, 17

3. Canadian Biomes map + summary table

FRIDAY SEPTEMBER 9

1. Ecology Intro discussion : What is a sustainable ecosystem? How much should we value the environment?

2. Copy 1.1 bolded terms into notes + include examples for each

THURSDAY SEPTEMBER 8

1. Practising Using the Scientific Method: The Whirlybird Experiment

TUESDAY SEPTEMBER 6, WEDNESDAY SEPTEMBER 7

1. Welcome!: Student course outlines , info sheets, textbooks, classroom rules...

2. What is science and why do we study it? What makes a good scientific question? (BOAR) - see ppt.

1.3 SNC1D Food Web Diagram

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• Length: 45 Minutes

Life Science

Students construct possible food webs for six different ecosystems and learn about producers, consumers, herbivores, carnivores, and decomposers. Student sheets are provided in English and in Spanish.

This activity is from The Science of Food Teacher's Guide. Although it is most appropriate for use with students in grades 3–5, the lessons are easily adaptable for other grade levels. The guide is also available in print format.

Teacher Background

Objectives and standards, materials and setup, procedure and extensions, handouts and downloads.

Environments, such as oceans, forests, lakes, and deserts, are homes to different communities of organisms. Within each distinct environment, plants, animals, and other living things must find ways to obtain water, food, and other necessary resources. Different kinds of organisms have different needs. As seen in the previous activities, plants need air, water, nutrients (usually from soil), and light. Animals need air, water, and food.

All animals depend on plants and other producers. Some animals eat plants for food. Other animals eat animals that eat the plants, and so on. Some organisms even feed on waste and dead material. The general sequence of who eats whom in an ecosystem is known as a food chain. Energy is passed from one organism to another at each step in the chain. Most organisms, however, have more than one food source. Thus, a web, which depicts all of the different foods eaten by each animal, is a more accurate model of interactions within an ecosystem.

This activity lets students construct possible food webs for different ecosystems, as they learn about the roles of different kinds of living organisms.

Producers make all the molecules they need from simple substances and energy from the sun.

All other living things depend on producers for food.

Living things that must eat other organisms as food are known as consumers.

Food webs show all of the different interactions among producers and consumers in an ecosystem.

Science, Health, and Math Skills

Integrating information

Drawing conclusions

Materials per Student Group (see Setup)

set of crayons: one each of blue, green, red, and yellow

set of Ecosystem Cards representing one ecosystem

sheet of white construction or drawing paper, 9 in. x 12 in.

Make copies of the six sets of Ecosystem Cards for students in advance. Each group of students will receive one set of the cards.

Have students work in teams of 4.

Remind students of the previous activity in which they explored plants that people eat. Ask, Do people only eat one kind of food? What kinds of food do people eat? Explain to students that most other animals also have several food sources, although not all animals are omnivores (eat plants and animals).

Discuss with students the different kinds of consumers: Herbivores (primary consumers) feed on plants and other producers. Cows, camels, caterpillars, and aphids are herbivores. Carnivores (secondary consumers) feed on other animals. Most consumers are animals, but a few are plants that trap and digest insects. There can be several levels of carnivores in a food chain. Lions, owls, and lobsters are carnivores. Omnivores eat plants and animals. Pigs, dogs, humans, and cockroaches all are omnivores. Decomposers and scavengers feed off the dead remains and waste of other organisms at any step along a food chain. Scavengers, such as vultures and flies, feed on remains of animals that have been killed or that die naturally. Decomposers live off waste products and parts of dead organisms. Many kinds of bacteria and fungi (molds and mushrooms) are decomposers. The decomposers themselves are important food sources for other organisms that live in soil, such as worms and insects.

Give each group of students a different set of Ecosystem Cards. Each set consists of six cards depicting producers and consumers typically found within a given environment.

Have students in each group read the information on the cards.

Ask students to identify which organisms are the producers in their ecosystems. Next, have the members of each group identify which cards represent different kinds of consumers (herbivores, carnivores,and scavenger/decomposers).

Once students have identified the producers and different kinds of consumers in their ecosystems, have them discuss “who might eat whom” among the organisms depicted on their cards. For example, in the Freshwater Pond set of cards, the bluegill fish (carnivore) might eat dragonfly nymphs and snails. The snail (decomposer/scavenger) might eat the green algae, as well as waste or dead body parts from all of the other organisms in the system. Have students consider possible food sources for each of the organisms in their ecosystem.

Give each group a sheet of drawing paper. Instruct students to write the names of each of the organisms in their ecosystems around the edges of the sheet. Have them write the names of the producers in green, the herbivores in yellow, the carnivores in blue, and the decomposers and scavengers in red.

Next, have students draw lines to connect each consumer to all of its food sources. They will find that there are many ways to connect even as few as six organisms within an ecosystem.

Encourage students to think about the complex relationships within ecosystems by asking questions such as, What would happen if there were no producers in your ecosystem? No decomposers? Where would humans fit in your food web? Do humans also depend on many different plants and animals?

Have students (individually or in groups) draw pictures of their ecosystems, including the organisms they used to construct their food webs.

Have students conduct additional research about the ecosystems and/or organisms that they used for the food webs by consulting resources available at the library, on the internet, or from sources such as DVD/CD collections.

Related Content

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Students investigate food sources, food webs and food chains, healthy eating and food groups, food safety, and overall nutrition. (11 activities)

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My Health My World: National Dissemination Grant Number: 5R25ES009259 The Environment as a Context for Opportunities in Schools Grant Number: 5R25ES010698, R25ES06932

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