Download Introduction to the Food Web

Module IB: The Food Web
Session 1: Introduction to the Food Web
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.
Permission is granted to copy these materials for educational, non-commercial purposes
provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IB: The Food Web
Session 1: Introduction to the Food Web
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Science Content
Definition of food web, detritus.
Concept of energy flow in a food
web.
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
Science Tools
Models of marsh food web species
Grid
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Meadowlands Content
How energy flows in the marsh
food web
Specific species in the
meadowlands marsh food web.
Documentation
Journal sheets
- Marsh Food Web
- Weather Observations
- Food Web animal rubbing
(weather permitting)
Instructional Objectives:
Participants will learn / be able to:
 How energy flows at our marsh
 Understand what detritus is
Activities:
Energy Flow in the Food Web (60 minutes)
Content via PowerPoint
Instruction on basic food web structure
Instruction on flow of energy throughout the marsh
Interactive Food Web game (see instructions below)
Recording of food web structure and energy flow in the marsh in journals
Universal Instructional Design (UID) – Educator will review, through a PowerPoint, the basic
food web structure. Educator reads and describes images on slides. PowerPoint color contrast,
font and size meet accessibility standards; white space, no more than 6 lines of text, no more
than 6 words per line, images have alternate text tags. Copy of PowerPoint available in color (1
or 2 slides per page) in a 3-ring binder. Use of sound field system; assistive listening devices for
those with hearing impairments or attention difficulties. Participants manually record results in
journal, use pre-printed labels, or verbally record data using hand-held recorder. Journals with
Verdana font and 18 pt. size, with picture labels and text descriptors, peel off response labels,
large print, uncluttered design with white space. Educator will verbally describe and physically
demonstrate (on oversize laminated journal sheet) placement of picture and text labels; and use
the journal sheet to demonstrate the flow of energy through the marsh food web. Educator will
verbally describe and physically demonstrate all activities related to playing the Food Web game.
Parts of the Food Web (60 minutes)
Hike to gazebo classroom
Observe and record weather conditions
Content via discussion
Content via food web animals etched into wood railings in the gazebo
Rubbings of animals/recordings in journal
UID – Educator elicits responses. Educator verbally explains and physically demonstrates how
to create rubbing of food web animals etched in gazebo railings. Participants manually record
results in journal, use pre-printed labels, or verbally record data using hand-held recorder.
Journals with Verdana font and 18 pt. size, with picture labels and text descriptors, peel off
response labels, large print, uncluttered design with white space. Use of sound field system;
assistive listening devices for those with hearing impairments or attention difficulties.
Food Web Game Instructions
 Divide group into two groups of 6 players. Educator / staff will participate if there are
not enough participants to make a group of 6 players.
 Each player receives 1 card showing one item in the food web (Sun, plant, or animal).
 The 2 educators or (1 educator and 1 staff from visiting group) assume the role of detritus
– (Phragmites). They each get a supply of chips in sealed bags. The chips represent their
energy that they pass as food. They each read who they are (Animal Cards) – Ex. I am
phragmites. I am a very tall grass that lives in the salt marsh. When I die every fall, I
become detritus; which is an energy source for many aquatic animals. If participant is
non-verbal, have them stand up so the group can see them and the Educator / Staff
member will read the card.
 Sun starts with 22 bags of chips. Participant / Educator / Staff then reads the sun card.
 Educator then names the next link in the Food Web (Phragmites [Detritus], Grass
Shrimp, Killifish, Blue Crab, Egret). Participant(s) with that card then read (or have
Educator / Staff read) the card’s information: who they are and what they eat.
Participant(s) then get to take bags of snack food from who they eat. Start with herbivores
and work to top carnivores.
o
o
o
o
Sun –
Phragmites –
Grass shrimp –
Killifish –
o Blue Crab –
o Great Egret –
22 bags
20 bags from the sun
10 bags from Phragmites (detritus)
9 bags from Phragmites (detritus)
9 bags from Grass Shrimp
[18 bags total]
7 bags from Killifish
10 bags from Killifish
One complete food web has 6 players and takes 22 bags of snack food. Every one will be left
with one bag of food to grow. The crab and great egret have several left because they are top
carnivores and need more food. Play game again (switch roles of participants, ie. person that was
Great Egret will be a Phragmites now, etc.) and ask/discuss why the blue crab and egret end up
with more bags of food.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found effective, and currently
in use or being tested for use by specific disability groups in this program module.
Cognitive Disabilities
Content – Simplified program content.
Learning Environment – Elimination of gazebo activities; shorter walking route; more time to
move from site to site; shortened program.
Materials – Simplified journals with images and single word descriptors; large size peel off
picture and/or text labels for recording information in journals. Picture and text description of
food web game items on a lanyard to be hung around neck. Use grid to assist in the counting and
transfer of food energy tokens.
Equipment/Assistive Technologies – a variety of writing implements available for rubbings.
Teaching Strategies – use simple vocabulary; frequently repeat concepts; speak slowly; ask
multiple choice questions (only giving them two options); verbal or kinesthetic participation in
activities. Physically demonstrate how to use microscope. Break down information into small
chunks. When necessary, demonstrate, hand-over-hand, how to do an activity. Have participants
work with a partner. Group subdivided into smaller groups (4 at a table, one educator per table).
If possible, train partner staff first on all modules which enables them to better assist their
participants.
Mobility Disabilities
Learning Environment – Elimination of gazebo activities; shorter walking route; more time to
move from site to site; shortened program
Materials - Larger journal page size attached to large clip board; large print and peel off labels;
Dycem to keep materials in place on table surfaces; a variety of writing implements for rubbings.
Picture and text description of food web game items on a lanyard to be hung around neck.
Equipment/Assistive Technologies – Educator / assistant aids in journal completion. Lap trays
or height adjustable tables for wheelchair users or those with physical access issues.
Teaching Strategies – open-ended questions, some multiple choice questions, extra time to
respond either verbally or with personal communication device; specially designed
communication boards and flip books for non-verbal responses; additional time to execute
activities. Participants subdivided into small groups (4 at a table) with one educator and an
assistant. Flexible approach to all activities (e.g. eliminating activities or re-calculating time
spent on each portion of the program; developing new methods for accomplishing physical tasks
based on trial and error, participant or chaperone suggestion)
Blind and Low Vision
Learning Environment – Shorter walking route to field sites; more time to move from site to site;
lengthened program; alternate indoor classroom.
Materials - Journal and other documents enlarged to Verdana 20 pt.; documents converted to
Braille; PowerPoint offered in a binder, with one slide per page; PowerPoint available in
electronic, accessible formats for personal viewing following the scheduled program.
Equipment/Assistive Technologies - Tape recorders to verbally record data. Braille embosser and
Braille translation software for converting text documents into Braille; Indiana University
software for converting PowerPoint into accessible formats.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally describes
relevant pictures in detail. Hand-on-hand assistance with activities. Verbal description of
animals in food web/chain, including color, shape, physical characteristics, etc.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to accommodate need for lip reading
and sign language presentation.
Materials/equipment – Sound field and assistive listening devices. Written and visual step by
step instructions for all procedures and activities. Journals with peel off picture and/or text labels
for recording information.
Teaching Strategies – Use of interpreter(s), who has been provided with key vocabulary ahead of
time. Educator speaks slowly and clearly, to accommodate interpreters, and those who lip read;
educator stands in a central, front of room location so all participants who lip-read can clearly
see the face of the educator. Educator physically demonstrates how to use various
tools/equipment, waiting between steps for interpreter to complete translation, and to wait for
any questions. Participants break up into small groups (4 or less) during activity, with assistant
working with each group, and interpreters moving from group to group as needed. Educator
refers to simplified and standard text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching strategies described above
would be implemented based on the functional ability /disability (cognition, mobility, hearing,
vision) of the participant.
Content: High level, age appropriate content, closely related to expected life experiences of
participants.
Learning Environment – Shorter walking route to field site; more time to move from site to site;
shortened program.
Materials - High level, high interest journals with large font, visually organized with a great deal
of white space separating text, images, answer boxes. Communication boards with text and
images serving as memory prompts, or for use in non-verbal response. Picture and text
description of food web game items on a lanyard to be hung around neck.
Equipment/Assistive Technologies – Sound field and assistive listening devices.
Teaching Strategies – slower pace of instruction (especially with those individuals with aphasia),
allowing extended time to ask and answer questions. Use of whiteboard to write down key
concepts during lecture/discussion phase of program. Relating science content to life
experiences. . Participants break up into small groups (4 or less) during activity to encourage
interaction and participation.