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,...

Pupils identify species and components of a Great Lakes food web. Using note cards, they place themselves in the correct order of the food chain based on the species present. They discuss what they believe happens to various species over...

As part of a study of food chains and food webs, class members complete a series of worksheets that trace a marine chain from producers to consumers or decomposers. After studying a food chain example, young marine biologists make up...

In this biology worksheet, students read about food chains and food webs. They then answer 4 questions regarding the information they just learned. The answers are on the last page in the packet.

Students produce a newspaper covering topics related to food webs. They use print and electronic sources to gather information about specific animals. They share their information with the class.

Students explore food chains and food webs in a pond and identify common creatures found in ponds. They look for tadpoles, fish, mites and other creatures in a pond during a field trip for first hand research.

Students study the aspects of a forest floor ecosystem, including decomposition, the water cycle, food webs, the needs of living things, and physical vs. chemical change over an extended period. In addition, students conduct observations...

Young scholars examine the species that depend on a poa grass for their habitat and interpret data to demonstrate biomass and number pyramids. They examine the plant by digging it up and pulling it apart quickly to capture all the...

Students interpret data to demonstrate biomass and number pyramids. They use information to draw conclusions and examine an example of biological magnification.

Learners work together to review the concepts of food webs and food chains. They describe the role of plants and animals when dealing with the cycling of energy. They identify any behavioural strategies to help the animals survive.

Students examine how food webs illustrate the ways in which organisms depend on each other for energy and nutrients, and make food webs showing the feeding relationships among organisms encountered in the Gal??pagos coastal waters.

Students identify features of animals that enable survival in particular environments and group animals on the basis of their similarities. They compare and contrast features of groups of animals.

Students calculate the area of grasslands needed to support a small pride of lions. They also identify food web links in an ecosystem and trace the energy pathways in an ecosystem.

Fifth graders use general knowledge to make educated guesses about the habitat and survival strategies of animals from Australia, Antarctica and Africa. They research to confirm and check ideas and group animals in a variety of ways.

Learners identify characteristics of Australia, Africa and Antarctica and compare and contrast them to each other. They work together to identify adaptations that animals have used to survive. They also practice classifying animals.

Students compare explanations for Australian's megafauna extinctions and identify reasons for popular acceptance of certain scientific explanations. They debate and analyze scientific explanations.