Investigation a food web: producers, consumers, and decomposers
Students will observe living things in a wooded area near the school. They will list all living things they observe in a journal along with a question about each observation. After returning to the school, students will be introduced to the vocabulary: producers, consumers, decomposers, and food web. Students will select a question that can be investigated and share with the class. The teacher will guide the class to use the same question to investigate. How do these living things affect each other? Each student will organize their data into the three categories of producers, consumers, and decomposers. Using one of their living things, they will create a food web with at least one living thing from each of the three categories. Students will predict what would happen if one of the living things in the food web became extinct or over productive. An extension will be to investigate living things at a wetlands area.
Consumers, producers, and decomposers affect each other in an ecosystem. If one of these living things is removed or increased, an imbalance will occur in the ecosystem.
Context for Use
Resource Type: Activities:Classroom Activity, Field Activity
Special Interest: Field-Based Teaching and Learning
Grade Level: Intermediate (3-5)
Description and Teaching Materials
Under the "I observe", they are to list all the plants and animals they see. Under the "I wonder" side write a question about the observation. Do not use "why" as a question.
Students should try to list 20 observations and questions.
After the Wonder Wander, return to the classroom. Students should select three questions they would like to investigate. Have them write their three choices on sentence strips. They will share their questions in a small group and then display them for the class. Introduce the question the class will investigate. How do producers, consumers, and decomposers affect each other in a food web?
Vocabulary: Add the vocabulary words, producers, consumers, decomposers, and food web, to their journals or vocabulary notebooks. Have them draw an example of each word by the definition.
Now they are to organize their list of data into the three groups: producers, consumers, and decomposers. Share with their group how they organized the data and discuss if they agree. They should check resources if they are unsure about the placement in a category. Make changes if necessary in their groupings.
Give each group pictures of plants and animals in different ecosystems in Minnesota. As a group, they will put them into the three categories of consumers, producers, and decomposers. They will then add these to their organized data in their journals.
They will then select one of their living things and make a food web including at least one consumer, producer, and decomposer.
Have students predict what would happen if one of the living things in their food web became extinct. What would happen if there was an over population of one of the living things? Share their predictions with one other person.
Take a look at a specific living thing in Minnesota: zebra mussels. Give each group information about zebra mussels. As a group, study the information and make a deduction of which category the zebra mussel is in (producer, consumer, or decomposer).
Share their reasons with the class. Make a food web that includes the zebra mussel.
Have students bring in pictures to display of producers, consumers, and decomposers.
Take a trip to a different ecosystem and repeat the activity. Compare and contrast the food webs of each ecosystem.
Teaching Notes and Tips
Decomposers may be the hardest part to list. You may have to add some of these to their lists. The Wander Wonder can be anywhere outside as long as there are some plants and animals. Select an area where students can sit and be quiet in order to observe animals.
Information about zebra mussels can be obtained from the DNR or the Bell Museum at the University of Minnesota.
In the past, we have toured a wetland and students did not list the living things they observed in a science notebook. This year, I will have them take their notebooks with them and list what they observe. They can also draw a picture of what they see.
Data should be organized into the three categories of producers, consumers, and decomposers.
There should be a food web with a prediction about extinction and over population.
There should be a food web with a zebra mussel in it.
The student will understand the process of scientific investigations.
Standard 5.IV.F.2 Life Science
Flow of Matter and Energy
The student will know that matter and energy flow into, out of, and within a biological system.
2. The student will use food webs to describe the relationships among producers, consumers, and decomposers in an ecosystem in Minnesota.