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NN-13B: Urban Food Chain Puppets Overview: Construct food chains using the Urban Banner and Finger Puppets to see how plants and animals interact with each other. An activity from the Environmental Volunteers Program Area: Nature in Your Neighborhood Grade Levels: K-2 EV Learning Objectives: 1. All living things need sun, earth, air and water to survive. 2. Plants make their own food using energy from the sun; animals eat plants and/or other animals; decomposers break down things that have died so the plants can use them. 3. A food chain shows how each living thing gets its food; a food web is made up of many food chains; we are all linked together in one way or another EV Sustainability Principals: E. Understanding the beauty of our planet, the elegance of natural systems, and the interconnectedness of all its parts. MATERIALS LIST Oak Tree Banner Bags of Finger Puppets: 1. Decomposers: worm, mushroom, slug/snail 2. Producers: acorn, oak leaf, grass, flowers 3. Omnivores: raccoon, duck, human 4. Herbivores: squirrel, deer, butterfly, bee, dragonfly 5. Carnivores: owl, hawk, snake, spider, frog 6. Elements: earth, air, sun, water Word Cards: Producer, Consumer, Herbivore, Carnivore, Omnivore, Decomposer CALIFORNIA EDUCATIONAL STANDARDS All standards are for science unless otherwise noted. 1 First Grade • 2b. Students know both plants and animals need water, animals need food, and plants need light. • 2c. Students know animals eat plants or other animals for food and may also use plants or even other animals for shelter and nesting. EEI Learning Objectives • 2a-4. Explain that if there are significant changes to natural systems (environments) plant and animals may not be able to survive in those areas. • 2c-1 Identify the different type of food that animals eat and categorize the sources of those foods as plants or animals. Second Grade • 2e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants. EEI Learning Objectives • 2e-3. Predict what happens to a plant when a specific change in the environment occurs (e.g., there is suddenly no water). • 3c-1. Describe the importance of soil to plants and natural systems. 1 Note about EEI Learning Objectives: this learning station supports these objectives of the Education and the Environment Initiative’s Environmental Principles and Concepts. As the learning objectives do not have their own numbering convention, the one used here show the number of the standard before the dash and the number after the dash is the bullet point from the list of objectives for that standard. NN-13B: Urban Food Chain Page 1 Last Updated 2/18/16 • • 3c-3. Identify the role of decomposition in returning organic materials to soil. 3e-1. Recognize rocks, water, plants and soil as components of natural systems. ACTIVITY BEFORE CLASS SET UP Have a group of finger puppets ready to hand out to the students that are pre-sorted into a food chain. Some examples might be: Sun ⇒ Oak Leaf ⇒ squirrel ⇒ snake ⇒ owl ⇒ Mushroom Earth ⇒ grass ⇒ duck ⇒ hawk ⇒ snail INTRODUCTION (Time required:2 minutes) What do all living things need to survive? (Sun, Earth, Air and Water). Today we are going to create some “food chains” using finger puppets to help us understand how plants and animals depend on each other and how all living things need the sun, earth, air and water to survive. ACTIVITY 1: Lonely Oak Tree (Time required:10-15 minutes) Pass out the finger puppets (one to each child) and tell them their puppet’s name. Tell the children that when you say the name of their puppet, they should hold the puppet up in the air on their finger. Test them out by calling out a few names. Ask them to say the story with you (it is repetitive, so they can chant with you). STORY: This is the Oak Tree that stands in the meadow all alone. This is the Acorn that falls from the Oak Tree that stands in the meadow all alone. This is the Field Mouse that eats the acorns that fall from the oak tree that stands in the meadow all alone. This is the Owl that eats the mouse that eats the acorns that fall from the oak tree that stands in the meadow all alone. Ask the children if there are any other puppets (animals / plants / elements) that might be part of the meadow too. Help them to arrange some of the other puppets into a food chain (e.g. Sun/water/earth/air- oak tree – leaf- squirrel – snake – owl – mushroom). You can do the same story links as above, or if they can, have them do it alone. You might need to get them started (e.g. This is the sun that gives energy to the oak tree. This is the oak tree that grows in the meadow that gets energy from the sun. This is the leaf that falls from the oak tree that grows in the meadow, etc.). NN-13B: Urban Food Chain Page 2 Last Updated 2/18/16 Explain that plants are called producers because they make, or produce, their own food. Animals are called consumers because they eat, or consume, other living things to get their food. Special living things like the mushroom and the worm are called decomposers because they help break dead things down and return them to the earth. After the children have created several food chains, ask them what they would call something that links things together the way they have linked them. Explain food chain. Ask the group if they know why in nature, if one link of a food chain becomes extinct or becomes scarce, all of the other links are affected. Present the concept that we are all linked in one way or another. TWO-MINUTE WARNING (Time required: 2 minutes) Have students review the main vocabulary words CLEAN UP Sort puppets back into their corresponding bags. ALTERNATE SCRIPTS As an introduction, use the Urban Food Web Finger Puppets version of the script (NN-13A or NN-13C) HELPFUL HINTS GLOSSARY Food Chain: A food chain shows how each living thing gets its food. Food Web: A food web is made up of many food chains. Producer: Plants that take energy from the sun and use it to make their own food. Consumer: Animals that eat plants and/or other animals. Decomposer: An organism that breaks down things that have died so the plants can use them. NN-13B: Urban Food Chain Page 3 Last Updated 2/18/16 SCIENCE BACKGROUND The following information is provided to help familiarize the EV with seven basic concepts in Ecology. It is intended to assist them in developing a basic understanding of ecological principles and provide a foundation upon which to teach the Oak Tree Banner Lesson. 1. ALL LIVING THINGS DEPEND (directly or indirectly) ON EARTH, AIR, SUN AND WATER FOR SURVIVAL. 2. LIVING THINGS ARE ADAPTED TO THEIR ENVIRONMENT; THEY CHANGE AND MAKE CHANGE (change occurs over time). 3. LIVING THINGS DEPEND (directly or indirectly) ON OTHER LIVING THINGS FOR SURVIVAL (interdependent). 4. ALL LIVING THINGS HAVE A NICHE WITHIN AN ECOSYSTEM. a. Organisms have specific roles within an ecosystem; this creates a niche (special role and space) within their habitat. b. The variety of organisms in their niches and habitats within an ecosystem comprise a community. 5. LIVING THINGS ARE PRODUCERS OR CONSUMERS. a. Producers (autotrophs or “self-feeders”) - Manufacture their own food and provide the basic energy within a food web. These are primarily green plants that use chlorophyll and other pigments to manufacture food via photosynthesis (using energy from the sun, they combine carbon dioxide and water to produce sugars and oxygen). Producers are consumed by first order (primary) consumers. Note: There are some producers that manufacture food by chemosynthesis (e.g. specialized bacteria in geothermal vents, hot springs, etc.). b. Consumers (heterotrophs or “other feeders”) - Require an external food source. There are 2 main categories: 1. Those that feed on living organisms: a. Herbivores (primary consumers) - eat mostly plant material. b. Carnivores – mainly eat other animals (secondary consumers eat herbivores, tertiary consumers eat other carnivores). c. Omnivores - eat both plants & animals. NN-13B: Urban Food Chain Page 4 Last Updated 2/18/16 2. Those that feed on dead plant and animal matter, or organic debris (detritus): a. Scavengers – directly consume dead organisms, wastes, detritus (vultures, etc.). b. Decomposers – decay and absorb detritus and organic matter (fungi, bacteria, etc.). Note: Food and energy relationships among plants and animals can be demonstrated by models such as food chains and food webs: Food Chain Model is linear (producer, primary consumer, secondary consumer, tertiary consumer, decomposer). Food Web Model is non-linear multiple links with several organisms being dependent on one another. 6. MATERIALS ARE RECYCLED; ENERGY IS TRANSFERRED IN DIFFERENT FORMS. 7. HUMANS ARE DIRECTLY RESPONSIBLE FOR THE HEALTH OF THE PLANET. EV SUGGESTS- TIPS, TRICKS, AND NEWS REFERENCES NN-13B: Urban Food Chain Page 5 Last Updated 2/18/16