Curated OER
Food chains and webs
Here is an extremely simplistic look at food chains and webs. It depicts three different food chains, each containing a plant, plant eater, and meat-eater. Learners fill in the missing part of each chain by using the images provided at...
Curated OER
Who Eats Who?
Students recognize that some animals eat plants, some eat meat and some both. In this who eats who lesson, students chart animals in a food chain. Students research information from reading articles. Students chart what animals eat on...
Curated OER
My Colorful Food Chain
Students explore biology by participating in a dietary habit activity. In this food chain lesson, students discuss their own diets and the animals we feed upon daily. Students create a poster demonstrating the animals that we feed upon...
Scholastic
Study Jams! Food Webs
Rhinozilla is back to take your lesson plan on trophic levels a step higher! After showing the video on food chains (available through the See All Related Jams button), add to it by showing this one. It deals with omnivores and food...
Forest Foundation
The Web of Life
Producers, herbivores, carnivores, omnivores, decomposers. To begin a study of the forest ecosystem, learners examine the connections among the members of ecological communities.
Curated OER
Food Web II
Young ecologists are shown a picture of eight animals and two plants. On another piece of paper, they are asked to construct a food web that includes the animals pictured. They must also identify the producers, consumers, herbivores,...
Curated OER
it's Lonely At The Top
Students explore the differnences between food producers in food webs and food consumers in food chains. Behavioral choices of primary and secondary consumers such as herbivores, vegetarians, carnivors, and omnivors are analyzed.
Desert Museum
Daisy Ecology
Here's a fine lesson plan that combines poetry with life sciences. Learners carefully listen to a poem that's all about a food chain. As the poem is read, learners name the producer, the herbivore, the carnivore, and the omnivore. Lots...
Curated OER
Aquatic Foodweb
Students explore what a food web is. In this science lesson, students examine how nutrients and other pollutants enter a lake and play a food web game whereby students pretend they are either zooplankton, planktivore, piscivore, or...
College Board
2011 AP® English Language and Composition Free-Response Questions
Mammals can be carnivores, omnivores, and herbivores, but what about locavores? A set of free-response questions from the 2011 AP® English Language and Composition exam introduces test-takers to the term, which describes people who try...
EngageNY
Using Search Terms for Further Research: Industrial Organic Food Chain
Class members conduct independent research to continue examining the consequences of the industrial organic food chain from Michael Pollan's The Omnivore's Dilemma. Pupils learn about source credibility and effective search terms, then...
EngageNY
Adding to Cascading Consequences and Stakeholders: Industrial Organic Food Chain
Researchers continue determining the effects of the industrial organic food chain that Michael Pollan describes in The Omnivore's Dilemma. In teams, pupils add to their Cascading Consequences charts and complete Stakeholders charts based...
EngageNY
Further Research: Hunter-Gatherer Food Chain
It's time to gather nuts, berries, and lots of information. Scholars continue on their quest to determine the consequences of each of Michael Pollan's food chains from The Omnivore's Dilemma. Using research questions developed in a...
EngageNY
Adding to Cascading Consequences and Stakeholders: Hunter-Gatherer Food Chain
Could the hunter-gatherer food chain feed everyone in the United States? To consider the question, pupils use their research and add to the Cascading Consequences chart based on Michael Pollan's hunter-gatherer food chain from The...
EngageNY
Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Food Chain
A Reading Closely: Guiding Questions handout leads readers to discover the gist of The Omnivore’s Dilemma. While reading, pupils look closely at the words in the text and discuss their meaning. They use dictionaries when needed to answer...
EngageNY
Reading for Gist and Answering Text-Dependent Questions: Industrial Food Chain
Where do humans fall on the food chain? Scholars read about the Industrial Food Chain in The Omnivore’s Dilemma sections. They use word catchers to record unfamiliar words as they read and place sticky notes in the margins to annotate...
EngageNY
Reading for Gist, Answering Text-Dependent Questions, and Determining Author’s Purpose: Industrial Organic Food Chain
After re-reading The Omnivore’s Dilemma using a Reading Closely: Guiding Questions handout, class members use sticky notes to annotate and determine the gist of the text. Finally, they use an Author’s Purpose graphic organizer to...
EngageNY
Mid-Unit Assessment: Analyzing Author’s Purpose in Speech and Text
Part one of a mid-unit assessment relating to The Omnivore’s Dilemma includes listening to and analyzing a speech by Birke Baehr. Part two involves analyzing an excerpt from the text. The assessment ends with short response questions.
EngageNY
Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain
Readers use sticky notes and a Reading Closely: Guiding Questions handout to record the gist of a different section (pages 161-166) in The Omnivore’s Dilemma. They then pair up and share their ideas. To end the lesson, readers complete...
EngageNY
Evaluating an Argument: The Polyface Local Sustainable
Who has the better argument? Class members work in small groups to compare the arguments on the Example of Strong and Flawed Arguments sheet. They then analyze Michael Pollan’s argument on pages 161–166 of The Omnivore’s Dilemma and...
EngageNY
Reading for the Gist and Answering Text Dependent Questions: Hunter-Gatherer Food Chain
Readers use sticky notes and a close reading guide to identify the gist of "My Pig" on pages 240–245 of The Omnivore's Dilemma. After reviewing their thoughts with peers, they answer text-dependent questions about the section.
EngageNY
Making a Claim and Advocating Persuasively: Preparing for the Practice Fishbowl
Scholars consider their reading in The Omnivore's Dilemma to develop a claim answering the question, "Which food chain would you choose to feed your family—the local sustainable food chain or the hunter-gatherer food chain?" To guide...
EngageNY
Assessment Part 3: Advocating Persuasively in a Fishbowl
Class members complete the final part of the The Omnivore’s Dilemma end-of-unit assessment. The portion includes a fishbowl activity where learners demonstrate their persuasive advocacy abilities. As each pupil speaks, their peers assess...
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