![]() Have students choose one species they want to draw (ensuring that there is at least one species per category). ![]() Have students select one or more food chains for the game.Before sharing their answers with the class, have students spend one minute sketching their answers. felling trees to build homes destroys plant and animal habitats and disrupts an entire food web birds have less food to eat when farmers apply insecticides to kill insect pests). Students should consider the effects of various levels – for individual species, for a particular food chain, and for the entire food web (e.g. Ask students how humans, human activity and human inventions can affect food web(s) in both positive and negative ways.Explain that the connections between species are why biodiversity is sometimes called “the web of life”. Explain that a food web is various food chains that are connected. Students should recognize that one species can be part of multiple food chains. Use a different coloured piece of chalk for each food chain. Draw lines connecting the various components of each food chain.There should be multiple organisms for each level of the food chain. Have students write each species in its appropriate category on the board. Have students classify each species in their food chain according to these divisions. Write the five typical levels of food chains on the black board (“plants/primary producers”, “herbivores”, “omnivores”, “carnivores” and “decomposers”).In small groups (or as a class), have students brainstorm examples of food chains, identify the component microorganisms, plants and animals and explain the relationships among the components.Have students create a word wall to put on the wall for the duration of the biodiversity module.Explain new vocabulary as the section is read in class or when the reading is assigned. If reading in class, students can take turns reading out loud. Have students read “What is biological diversity?” in Biodiversity, food and farming for a healthy planet. Explain learning objectives of this exercise.This step will help students start reflecting on biodiversity, and is an opportunity to introduce new vocabulary. As a class, create a KWL chart and fill in the K and W columns.Part 1 – Understanding food webs (30 minutes). Vocabulary: biodiversity, carnivore, decomposer, ecosystem, food chain, food web, herbivore, microorganism, omnivore, species. ![]() Materials: blackboard, chalk, paper, drawing tools and source of music (teacher can sing).
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