Introduction:
On planet earth, all living things depend on one another to survive. As humans, the dependency of plants and animals make for survival. In fact, the sun is the most important energy producer, because without the sun, little would survive. Habitats, groups of plants and animals that live together, rely heavily on the sun. Through studies of the sun, scientists have studied how animals and plants are linked together in life. The process goes around, like a circle. You know this process as the 'food chain.' The food chain is present in many habitats. Do you think food chains would differ because of where they exist? You will be the judge.
Task:
To determine the answer to the question, does the food chain differ because of what is available to plants and animals, you will help scientists. The scientists of San Antonio have just identified a deserted island in the South of Texas. There are three habitats on this deserted island to study.
You will become a Young Skipper and research one habitat and decide what animals and plants fit in the food chain. At the end of the WebQuest, you will be able to create a food chain book with the plants and animals native to the chosen habitat studied.
Before you choose a habitat to study, review the vocabulary needed. Use the bag of words for the Vocab Guide. Then to read about the different definitions featuring plants and animals. Write out the definitions of the words that are in red on the information that you will be reading.
You will become a Young Skipper and research one habitat and decide what animals and plants fit in the food chain. At the end of the WebQuest, you will be able to create a food chain book with the plants and animals native to the chosen habitat studied.
Before you choose a habitat to study, review the vocabulary needed. Use the bag of words for the Vocab Guide. Then to read about the different definitions featuring plants and animals. Write out the definitions of the words that are in red on the information that you will be reading.
| The Food Chain: An ecosystem is a living community which depends on each member and its surrounding environment. The living part of an ecosystem is sometimes called a food chain. See Graphic Food Chain Chart / Do Food Chain Craft |
We'll start with the producers. These are living things which take the non living matter from the environment, such as minerals and gases and uses them to support life. | Green plants are considered producers and the are at the beginning of the food chain. Next are the consumers. These living things  need the producers to be their food. Animals who eat plants are called herbivores. They are considered consumers and are next in the food chain. Animals who eat other animals are calledcarnivores. They also considered consumers and are a link farther along on the food chain since they need the herbivores for their food. Animals and people who eat both animals and plants are called omnivores, and they are also part of the consumer piece of the ecosystem. Finally, the last part of the ecosystem is thedecomposers. These are the living things which feed off dead plants and animals and reduce their remains to minerals and gases again. Examples are fungi, like mushrooms, and bacteria. |
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Have Kids Create a Food Chain From Construction Paper:
Use paper to make a food chain and learn how Earth's creatures and plants are linked to each other and to the sun.
Use paper to make a food chain and learn how Earth's creatures and plants are linked to each other and to the sun.
- Cut half-inch strips of colored construction paper, one color for each category: plants, insects, plant-eaters, and meat-eaters (do not use yellow). Draw or paste cutout pictures on the strips of plants, animals, birds, insects.
- Link the strips together into food chains. some examples might be: grass>a rabbit> a fox; corn>a chicken> man; seeds>a quail>a bobcat; algae> a minnow> a bass> man; grass> a grasshopper> a mouse> an owl; leaves>caterpillar> a bird> a snake> a hawk.
- Make a larger Sun from yellow construction paper.
- Link everything.
If you are doing this in a classroom--You can make one big large sun or yellow ring and link all students chains to one.
Process:
Step 1:
With the background you have attained in plants and animals, apply your skills to this step.
Energy from the sun is transferred into living things. Did you know that living things participate in two types of transfer of energy? These energy transfers are known as the food chain and the food web. What is the difference between the two transfers of energy? You will read What's the difference... and The food chain and the food web. After you read the web links, record your responses on your Hungry Hungry guide. As you determine the differences, keep in mind the question, do food chains differ because of where plants and animals exist on the island?
Step 1:
With the background you have attained in plants and animals, apply your skills to this step.
Energy from the sun is transferred into living things. Did you know that living things participate in two types of transfer of energy? These energy transfers are known as the food chain and the food web. What is the difference between the two transfers of energy? You will read What's the difference... and The food chain and the food web. After you read the web links, record your responses on your Hungry Hungry guide. As you determine the differences, keep in mind the question, do food chains differ because of where plants and animals exist on the island?
Hungry Hungry Guide
Read each statement or question. Fill in the blanks with as much information as possible.
Read each statement or question. Fill in the blanks with as much information as possible.
1. How do most food chain processes begin?
Step 2:
Now that you have read the difference between a food chain and a food web, let's investigate how food chains work. Think about the sun in the sky. The sun emits energy onto every living thing. If that is true, does everything on the island receive equal amounts of sun? Are all plants and animals roles on the island equal? These questions affect the roles both plants and animals have in food chains. As you read the web link, Chain Reaction, keep the question in mind: Do food chains differ because of where plants and animals exist on the island?
As you interact with the Chain Reaction web link, observe the roles plants and animals have in the food chain process. Record what you think on the Hungry but not starving guide.
Now that you have read the difference between a food chain and a food web, let's investigate how food chains work. Think about the sun in the sky. The sun emits energy onto every living thing. If that is true, does everything on the island receive equal amounts of sun? Are all plants and animals roles on the island equal? These questions affect the roles both plants and animals have in food chains. As you read the web link, Chain Reaction, keep the question in mind: Do food chains differ because of where plants and animals exist on the island?
As you interact with the Chain Reaction web link, observe the roles plants and animals have in the food chain process. Record what you think on the Hungry but not starving guide.
Hungry but not starving guide
Read each statement or question. Fill in the blanks with as much information as possible.
1. After reading the slides in the web link Chain Reaction, what would happen to the producers if they did not receive sun?
Step 3:
Like the previous information you have read, you must become more familiar with what is living in the habitat you are researching. You will read about different plants and animals that reside in the habitat on the island. As you choose the living things for the food chain, think about if food chains differ because of where plants and animals exist on the island.
Click on the habitats below. The guide you need is within your habitat.
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Images/ information provided by enchantedlearning.com
Step 4:
In this step, you will be able to state what you have concluded about the habitat studied and the food chain created. Use the template to answer the questions if the food chain would differ because of where plants and animals exist on the island. Use complete sentences and apply the research you have completed for this step.
A food chain in the habitat of a deserted island- Template
Using the information you have researched, you will be able to answer the question, do you think food chains would differ because of where they exist on the island?
Step 5:
Now you will take all of your information and create your book. Place pages in the order below. Follow the guidelines below to complete this task:
- Cover page- illustrated by habitat
- Title page with page numbers
- Vocabulary Page
- Habitat page- Illustrated food chain
- Habitat page- questions 2 and 3
- Hungry Hungry Guide
- Template answering if the food chain will differ because of where plants and animals exist.
Evaluation:
You, as a student scientist investigating this deserted island, have:
- Knowledge of related food chain information
- Researched habitats and food chains.
- Explored the native animal and plant life of this island
- Formulated opinions based on your research.
- Designed at least two food chains.
Scoring Rubric
1 | 2 | 3 | 4 | |
| Works cooperatively with others in a group. | Rarely provides useful ideas when participating in the group. May refuse to participate. Provides work that usually needs to be checked/redone by others to ensure quality. Does not try to solve problems or help others solve problems. Lets others do the work. Rarely focuses on the task and what needs to be done. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. | Sometimes provides useful ideas when participating in the group. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. A satisfactory group member who does what is required. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Focuses on the task and what needs to be done some of the time. Other group members must sometimes remind to keep this person on-task. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Usually provides useful ideas and high quality work when participating in group projects. A strong group member who tries hard! Refines solutions suggested by others. Focuses on the task and what needs to be done most of the time. Usually listens to, shares with, and supports others in the group. | Routinely provides useful ideas and work of highest quality when participating in group projects. A definite leader who contributes a lot of effort. Actively suggests solutions to problems. Consistently stays focused on the task and what needs to be done. Listens to, shares with, and supports others in the group. |
| Uses Internet web sites to locate information about food chains and habitats. | Needs assistance or supervision to use suggested Internet links and/or to navigate within these sites. | Occasionally able to use suggested Internet links to find information and navigates within these sites easily without assistance. | Usually able to use suggested Internet links to find information and navigates within these sites easily without assistance. | Successfully uses suggested Internet links to find information and navigates within these sites easily without assistance. |
| Plans a possible food chain for your chosen habitat. | Includes a description of the habitat, the native animals and plants. Cannot make a simple food chain. | Includes a description of the habitat, native plants and animals, a simple description of a food chain based on limited research. | Includes a detailed description of the habitat, many animals and plant life that can be found, creates a good food chain from more extensive research. | Includes a more advanced and detailed description of the habitat, gives an annotated description of the food chain as well as pictures, all based on extensive research. |
| Uses a word processing application to write, edit and revise work to standard setting. | Makes limited use of paragraphs. Uses a spell check and thesaurus appropriately. Edits work to a limited degree. | Enters text in paragraph form. Uses a spell check and thesaurus appropriately. Edits and revises work. | Enters text in paragraph form. Uses a spell check and thesaurus appropriately. Moves blocks of text so that the report is in the best sequential order. Edits and revises work into a standard setting document. | Enters text in paragraph form. Edits text. Uses a spell check and thesaurus appropriately. Moves blocks of text so that the report is in the best sequential order. Edits and revises work into a standard setting document. |
| Uses a drawing and painting application to design a food chain. | Draws and paints a very simple food chain, does not annotate it, shows beginner skills in drawing programs. | Draws and paints a food chain, annotates part of it, shows more skill in the use of a drawing program. | Draws and paints a detailed food chain, annotates all of it, shows considerable skill in the use of drawing program. | Draws and paints a detailed food chain, annotates it with good describing words, shows expert skill in the use of drawing programs by creating a slide show or animation. |
| Shares information as an oral presentation. | Avoids looking at the audience. Speaks in an audible voice some of the time. Speaks in a clear voice some of the time. Speaks with little enthusiasm. Can answer one or two questions posed by the audience. | Establishes little eye contact with the audience. Speaks in a clear voice some of the time. Voice, facial expressions and body language generate an interest about the topic. Can answer some of the questions posed by the audience. | Establishes eye contact with some of the audience. Speaks in a clear voice most of the time. Voice, facial expressions and body language generate an interest and enthusiasm about the topic. Can answer a majority of the questions posed by the audience. | Establishes eye contact with the audience at all times. Speaks in a clear voice all of the time. Voice, facial expressions and body language generate an interest and enthusiasm about the topic. Can answer all of the questions posed by the audience. |
| Creates a book as a final project. | Had little input into the design of the book, did little of the research and illustrations, didn't present to the class orally. Answered no questions from the class. | Was involved in the design of the book, did quite a bit of research, some illustrations, and presented a few facts orally. Answered little or no questions. | Was actively involved in the design of the book, did much of the research, many of the illustrations, and presented much of the book orally. Answered a few questions. | Book's design was directed and conceived, directed where to research for facts, created an animated illustration or slide show, and presented orally to the class, as well as answered most of the questions. |
Conclusion:
Good job. You have finished researching and creating your habitat book. You will be able to show your book to your classmates. You will discuss the food chain you created. Then you will explain if you think the food chain would differ because of where plants and animals exist. After the presentation, then you will be able to send your books to the scientists of San Antonio. Until they read it, the scientists want you to think about this last task. The cat down below has been seen wondering around the island. Will this animal survive on the island for at least a year?
Step 3:
Rain Forest habitat guide
Rain Forest Link to read
Pond System habitat guide
Pond Link to read
Ocean habitat guide
Ocean Link to read
Rain Forest habitat guide
Rain Forest Link to read
Pond System habitat guide
Pond Link to read
Ocean habitat guide
Ocean Link to read
Step 4:
Food Chain Template
Evaluation:
Rubric
Food Chain Template
Evaluation:
Rubric
Learner:
This WebQuest was constructed for 6th grade students as they cover the topic of the habitats and the food chain and the food web. Before setting off on their quest students need to be comfortable with:1. Using a computer
2. Navigating the internet
3. Working with Internet resources
4. Taking notes from electronic sources and collecting data
5. Setting a purpose for reading
6. Synthesizing information across resources
7. Collaborating with their peers on a project
Process:
In order to stay alive, all living things on Earth depend on other living things. The sun is the most important energy producer, because without the sun, little would survive. Habitats, groups of plants and animals that live together, rely heavily on the sun. Through studies of the sun, scientists have studied how animals and plants are linked together in life. The process goes around, like a circle. You know this process as the 'food chain.' The food chain exists through many habitats. Does the food chain differ because of what is available to plants and animals to eat?
In order to stay alive, all living things on Earth depend on other living things. The sun is the most important energy producer, because without the sun, little would survive. Habitats, groups of plants and animals that live together, rely heavily on the sun. Through studies of the sun, scientists have studied how animals and plants are linked together in life. The process goes around, like a circle. You know this process as the 'food chain.' The food chain exists through many habitats. Does the food chain differ because of what is available to plants and animals to eat?
To determine the answer to the question, does the food chain differ because of what is available to plants and animals, you will help scientists.
You will become a Young Skipper and research one habitat and decide what animals and plants fit in the food chain. At the end of the WebQuest, you will be able to create a food chain book with the plants and animals native to the chosen habitat studied.
Before you choose a habitat to study, review the vocabulary needed. Need the bag of words for the Vocab Guide. Then click here to read about the different definitions featuring plants and animals. Write out the definitions of the words that are in red on the web page that you will be reading.
Sharks have a variety of body shapes. Most sharks have streamlined, torpedo-shaped bodies that glide easily through the water. Some bottom-dwelling sharks (e.g. the angelshark) have flattened bodies that allow them to hide in the sand of the ocean bed. Some sharks have an elongated body shape (e.g., cookiecutter sharks and wobbegongs). Sawsharks have elongated snouts,thresher sharks have a tremendously elongated upper tail fin which they use to stun prey, and hammerheadshave extraordinarily wide heads. The goblin shark has a large, pointed protuberance on its head; its purpose is unknown. 
Sharks may have up to 3,000 teeth at one time. Most sharks do not chew their food, but gulp it down whole it in large pieces. The teeth are arranged in rows; when one tooth is damaged or lost, it is replaced by another. Most sharks have about 5 rows of teeth at any time. The front set is the largest and does most of the work. 
is the most frequent attacker of people as it swims in very shallow waters where people swim and is a very plentiful shark. Some of the other sharks that are known to have attacked people include the gray shark, blue shark, hammerhead shark,mako shark, nurse shark, lemon shark, blacktip reef shark, wobbegongs, sandtiger, spitting sharks, and the porbeagle. Some people believe that sharks mistake people (especially people swimming on surf boards) for seals and sea lions, some of their favorite foods. 
Sharks live in oceans and seas all over the world, and even in some rivers and lakes, especially in warmer waters. Some sharks live near the surface, some live deep in the water, and others live on or near the ocean floor. Pelagic sharks (living in the open ocean) include the great white shark, thebasking shark, etc. Benthic sharks (living at the ocean floor) include the zebra horn shark, the wobbegongs, and the angelshark, which usually have flattened, camouflaged bodies that let them hide in the sea bed. Some sharks even venture many miles up into the fresh water of rivers like the Mississippi in the USA and the Amazon in Brazil. The bull shark (Carcharhinus leucas) sometimes ventures into fresh water.
Some sharks live in relatively warm waters (hammerheads, bull sharks, and tiger sharks). Other sharks, such as the thresher, mako, basking and blue shark, live in temperate water (which is neither hot nor cold). Others, including the dogfish, Greenland, and goblin, live in cool waters. Some sharks stay in the same region their entire lives while others travel across oceans. 
Megalodon (Carcharodon megalodon) was an ancient, meat-eating shark, living between 25-1.6 million years ago; it is extinct. It was over 40 feet (12 m) long, but this is only an estimate from fossil teeth that have been found. Its teeth resemble those of the great white shark but are almost 3 times larger; these teeth are each the size of a person's hand!
