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Lesson Plan
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\n\"Animals\n\n
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\nCurated OER\n
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\nAnimals and the Food Webs that Love Them\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents study the animals that Lewis and Clark would have encountered.  In this animals lesson plan students study the food web and how human populations have affected them. \n
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Interactive
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\n\"Food\n\n
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\nCurated OER\n
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\nFood Web Relationships\n

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\n\nFor Students\n\n4th - 8th\n
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\nIn this food web worksheet, students create a food web matrix and answer short answer questions about the food chain according to the matrix. Students complete 7 short answer questions.\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Coastal Arctic Food Web\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create a food web of the arctic ecosystem. In this biology lesson plan, students explain how global warming affects this ecosystem. They explain how losing a species affects the entire community.\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Food Web Word Search\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn this food web word puzzle instructional activity, students examine the 24 words and names in the word bank and locate them in the word search puzzle.\n
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Worksheet
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\n\"Food\n\n
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\nCurated OER\n
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\nFood Web Crossword Puzzle\n

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\n\nFor Students\n\n3rd - 6th\n
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\nIn this food web crossword puzzle worksheet, students use the 23 clues to identify the correct terms that will solve the crossword puzzle.\n
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Lesson Plan
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\n\"Soil\n\n
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\nCurated OER\n
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\nSoil in My Food Web\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders understand the importance of soil to the food web.  In this food web instructional activity, 4th graders create various food webs beginning with soil using yarn and name cards.  Students write about the...\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat A Tangled Web We Weave\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nLearners of many ages discuss how all organisms rely on other organisms for their survival. They construct a food web and energy pyramids, and write an informative essay about the food web that they have designed.\n
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Lesson Plan
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\n\"Introducing\n\n
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\nCurated OER\n
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\nIntroducing Habitats and Biodiversity\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents identify habitats in Arizona. Theys define and illustrate a food web, and explain the importance fo biodiversity.\n
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Lesson Plan
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\n\"Amazon\n\n
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\nCurated OER\n
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\nAmazon Food Chain\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nExplore food chains in the Amazon Rainforest using this resource. Learners discuss the predator vs. prey relationships in the food chain. Then, they create a food web to describe this relationship. This is a simple and effective way to...\n
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\n\"Everybody\n\n
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\nCurated OER\n
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\nEverybody Needs a Little Sunshine\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nThree activities introduce upper elementary ecologists to photosynthesis and food webs. In the first, an experiment is set up to determine how plants respond to different types of light. In the second, they connect organism cards with...\n
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Lesson Plan
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\n\"Links\n\n
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\nCurated OER\n
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\nLinks in a Food Chain\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nLittle ones make costumes and act out a rhyme in which there are daisies, bugs, wrens, snakes, and foxes that all interact in a food web. This would be a memorable activity for primary life scientists to participate in as a wrap-up...\n
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Lesson Plan
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\n\"Go\n\n
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\nCurated OER\n
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\nGo With the Energy Flow\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents explore energy and nutrient flow. For this science lesson, students diagram the flow of energy through food chains and food webs. Students discuss the importance of energy flow in Earth's ecosystems.\n
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Lesson Plan
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\n\"Week\n\n
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\nCurated OER\n
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\nWeek 8 - Sea Life\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nUsing a magnifier, mini marine biologists examine the barbules of a bird feather. They swirl the it into a mixture of oil and water and then re-examine the feather. After the activity, discuss how the oily feathers pose a problem to...\n
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Lesson Plan
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\n\"Food\n\n
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\nCurated OER\n
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\nFood Webs\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents research what food is eaten by the following organisms: penguins leopard seals, krill, elephant seals, petrels, albatross, fur seals, squid, insects and grass. They make a food web using the data they have gathered.\n
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Organizer
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\n\"Populations:\n\n
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\nCurated OER\n
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\nPopulations: Food Web\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this populations activity, students analyze the food web given and answer three questions. Then they draw a food web and predict populations changes.\n
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Lesson Plan
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\n\"Understanding\n\n
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\nConsortium for Ocean Science Exploration and Engagement (COSEE)\n
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\nUnderstanding the Food Web\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nBuilding on prior knowledge of the pervious lesson in the series, pupils explain the previous lesson to each other. Then they write a simple guide for a young child to read on the same topic. \n
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Activity
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\n\"Who\n\n
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\nIt's About Time\n
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\nWho Eats Whom?\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nPacked with visual aids and multiple learning opportunities, an engaging exercise challenges individuals as they explore the role of producers, consumers, and decomposers. After discussing differences between food chains, food...\n
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Activity
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\n\"Creating\n\n
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\nHoward Hughes Medical Institute\n
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\nCreating Chains and Webs to Model Ecological Relationships\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe sustainability of an ecosystem depends on many factors and changes constantly. Young scholars consider these factors as they use a set of cards to create food webs. They review key scientific vocabulary such as predator, prey,...\n
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Lesson Plan
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\n\"Soil\n\n
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\nNational Wildlife Federation\n
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\nSoil Decomposers\n

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\n\nFor Teachers\n\nK - 8th\n
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\nThe class studies the soil food web that includes earthworms and conduct four experiments using the crawly critters. Individuals determine whether earthworms are sensitive to light, touch, temperature, and acid.\n
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\n\"Chemosynthesis\n\n
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\nNOAA\n
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\nChemosynthesis and Hydrothermal Vent Life\n

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\n\nFor Students\n\n6th - 12th\n
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\nWhat's life like in a hydrothermal vent? Find out in part five of a 13-part series. Learners journey to one of the harshest environments on the planet, the hydrothermal vent, to learn about the creatures that survive the extreme...\n
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\n\"Aquatic\n\n
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\nCurated OER\n
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\nAquatic Ecosystem Exploration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents visit a local stream, pond, creek, or river and collect macroinvertebrates. They sort macroinvertebrates and identify each species using a dichotomous key. Students decide on trophic levels and construct a possible food web for...\n
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Lesson Plan
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\n\"Links\n\n
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\nLinks in the Chain of Life \n

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\n\nFor Teachers\n\n4th - 6th\n
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\nUsing the prairie dog community as an example, middle school ecologists examine the food web. Pairs of learners take one species in the community and research its role in the ecosystem. They share their findings with the rest of the...\n
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\n\"Food\n\n
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\nCommunity Resources for Science\n
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\nFood Webs/Clipfish\n

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\n\nFor Teachers\n\n6th\n
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\nHuman impact on habitats can be alarming. A hands-on activity has learners explore the impact of human interactions with different environments using a gamified approach. They simulate the impact of a species' abundance under different...\n
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Lesson Plan
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\n\"Biology\n\n
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\nNASA\n
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\nBiology Training Module\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\nAre you a koalafied biologist? The lesson begins with research about human survival and our ecosystem. Then, an online training module simulates the effects of changes to the plants and animals in an ecosystem. Finally, scholars research...\n
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