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Food Web: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.



CCSS.ELA–Literacy.W.K.2 [CCSS page]

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Suggested Lesson:

Draw and label a basic food chain. Begin with a producer and work up to a secondary consumer. If you are brave, include decomposer in the piece.

Third Grade

CCSS.ELA–Literacy.W.3.2a [CCSS page]

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Suggested Lesson:

Describe your roll in the food chain. Include as many details as you can and illustrate your work.

Sixth Grade

CCSS.ELA–Literacy.W.6.1 [CCSS page]

Write arguments to support claims with clear reasons and relevant evidence.

Suggested Lesson:

Write an argument to support the claim that without decomposers our lives would be very different.


First Grade

CCSS.Math.Content.1.MD.C.4 [CCSS page]

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Suggested Lesson:

Sort your lunch into food chain categories. Primary, secondary, tertiary consumers. Know that you are the ultimate consumer in this chain. Discuss which food goes into which category and how many items fall in each category. Compare how many more are in the largest group or which group is the smallest.

Third Grade

CCSS.Math.Content.3.MD.B.3 [CCSS page]

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and two step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Suggested Lesson:

Plants are called producers because they produce energy using the sun's light. Experiment with several plants of the same kind. Place some in the sun, some in shadow, and some in complete darkness such as a closet or under a box. Be sure they all get watered equally. Watch the plants for several weeks. Create a picture graph or bar graph to represent what happened.

Fourth Grade

CCSS.Math.Content.4.MD.A.3 [CCSS page]

Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Suggested Lesson:

Mold and bacteria are decomposers. Have students identify samples of places that they believe will have bacteria, mold or other microorganisms growing such as the corners of the bathrooms, door handles, top of the bookcase, etc. by using a cotton swab. Wipe the collection onto a slice of regular bread and place the bread inside a zipper storage bag with a few drops of water. Zip closed. Leave the bread available for observation. You might select different areas of the school and label the bags accordingly to compare. Do not open the bags. Measure the approximate mathematical area of the bread that shows growth through the plastic and continue this for days to plot growth. Create a table to log the change.



Life Sciences: LS1-K-1 [ICS page]

Use observations to describe patterns of what plants and animals (including humans) need to survive.

Supporting Content:

Examples of patterns could include that all animals need food in order to live and grow, and the different kinds of food needed by different types of animals. Animals obtain their food from plants or from other animals.

Earth and Space Sciences: ESS2-K-1 [ICS page]

Use a model to represent the relationship between the needs of different plants and animals and the places they live.

Supporting Content:

Living things need water, food, air, and resources from the land, and they live in places that have the things they need. An example of a relationship is that deer eat buds and leaves so they usually live in forested areas. Plants, animals and their surroundings make up a system. Humans use natural resources for everything they do.

Second Grade

Life Sciences: LS1-2-1 [ICS page]

Plan and conduct an investigation to determine if plants needs sunlight and water to grow.

Supporting Content:

Plants depend on water and light to grow.

Fourth Grade

Life Sciences: LS2-4-1 [ICS page]

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Supporting Content:

A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Organisms can survive only in environments in which their needs are met. The food of almost kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases and water from the environment, and release waste matter (gas, liquid, or solid) back into the environment. Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food.

Fifth Grade

Physical Sciences: PS3-5-1 [ICS page]

Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Supporting Content:

Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Examples of models could include diagrams, and flow charts.

Life Sciences: LS1-5-1 [ICS page]

Support an argument that plants get the materials they need for growth chiefly from air and water.

Supporting Content:

Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.

Life Sciences: LS2-5-3 [ICS page]

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Supporting Content:

Examples of evidence could include needs and characteristics of the animals and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

Life Sciences: LS2-5-4 [ICS page]

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Supporting Content:

Changes in environments affect the organisms living there. Examples of environmental changes could include changes in land characteristics, water distribution, food, and other organisms.

Earth and Space Sciences: ESS3-5-1 [ICS page]

Support, obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

Supporting Content:

Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams, ocean, and populations of organisms. Individuals and communities are doing things to help protect Earth's resources and environments.

Sixth Grade/Middle School

Life Sciences: LS1-MS- 5 [ICS page]

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Supporting Content:

Emphasis is on tracing movement of matter and flow of energy. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis.

Life Sciences: LS1-MS-6 [ICS page]

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Supporting Content:

Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Within individual organisms, food moves through a series of chemical reactions (cellular respiration) in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

Life Sciences: LS2-MS-1 [ICS page]

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Supporting Content:

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.

Life Sciences: LS2-MS-2 [ICS page]

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Supporting Content:

Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments are shared. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms.

Life Sciences: LS2-MS-3 [ICS page]

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Supporting Content:

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Life Sciences: LS2-MS-4 [ICS page]

Develop a model to describe the flow of energy through the trophic levels of an ecosystem.

Supporting Content:

Food webs can be broken down into multiple energy pyramids. Concepts should include the 10% rule of energy and biomass transfer between trophic levels and the environment. Emphasis is on describing the transfer of mass and energy beginning with producers, moving to primary and secondary consumers, and ending with decomposers.

Life Sciences: LS2-MS-5 [ICS page]

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Supporting Content:

Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.

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