This benchmark may be assessed using:
SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
Clarification : Students will describe or explain how energy is transferred from the Sun through a food chain.
Students will explain that plants make their own food using carbon dioxide, water, and energy from the Sun.
Students will explain that animals obtain energy from the plants and/or animals they eat.
Content Limits : Items assessing the flow of energy from the Sun through a food chain are limited to the direction of energy flow. Items will not address or assess the amounts of energy flowing through the food chain or the efficiency of the energy transfers.
Items will not address or assess cellular respiration or any other cellular process.
Items will not address or assess decomposers.
Items will not address or assess food webs, trophic levels, or energy pyramids.
Items will not assess more than five components (links) in a food chain.
Stimulus Attributes : Scenarios addressing food chains may, but are not required to, include the Sun.
Scenarios referring to consumers may use the terms carnivore, herbivore, and omnivore.
Response Attributes : None specified
Prior Knowledge : Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.1.L.17.1.
Students will learn about energy transfer between organisms, and understand the different roles that organisms can hold in a food web. They will use cards to create food webs as groups, then combine all their food webs into one large ecosystem.
Students will be able to explain the purpose and path of a food chain is, describe a simple Everglades food chain and trace the flow of energy from the sun as it is transferred. Students will also be able to explain the impacts of a loss of a species in a food chain.
In this STEM lesson, students will build a food chain with Florida organisms and keep the energy "point level" within a desired range. There will then be some scenarios that will be placed on the food chain and student engineers will try to keep their food chain in tact.
This fun lesson gives students the chance to "act out" food chains. By really putting themselves into food chains, students will better understand the transfer of energy through the food chain, as well as understand that the sun is the primary source of energy in a food chain. This lesson ends with students constructing their own food chains, and writing an explanatory paragraph to explain the flow of energy through the food chain they constructed.
In this lesson the students will learn about a predator/prey relationship. They will learn about the role that plants and animals play in their ecosystem and what each role is called. The students will also learn about the limiting factors each ecosystem possesses that prevent any species population from becoming too large.
In this activity about food webs, students learn that producers make all of the molecules they need from simple substances and energy from the sun, other living things depend on producers for food, and living things that must eat other organisms as food are known as consumers. Food webs show all of the various interactions among producers and consumers in an ecosystem. Following an introduction to the content, students are divided into six groups and given a set of six cards, each of which represents a producer or consumer, unique to one of six different ecosystems. From the set of cards, students identify the producers and consumers, discuss who might eat whom, and construct an illustration of the possible food web configurations.
In this project students will research a mountain ecosystem. They will create a presentation of their ecosystem that includes information on animals and vegetation, which will also demonstrate the flow of energy through the ecosystem. Students will interpret and analyze the data to hypothesize what would happen if a species was removed or added to the flow of energy. To finalize, students will write an explanatory piece that describes the possible changes that would take place if an animal was removed from an ecosystem and how that would affect the food chain.
In this food science activity, learners observe different plant-originated foods. This activity will help learners understand that consumers (including humans) rely on producers, specifically plants and plant parts, for food. This lesson guide includes background information and variation ideas.
This informational text resource is intended to support reading in the content area. The article describes how energy passes through food chains. Examples of each link in the chain and a description of its role in the food chain are given.