The Arizona STEM Acceleration Project
Food Chain Journey
A Food Chain Journey
A 3rd grade STEM lesson
Kristy Hollandsworth
1/2/2024
Notes for teachers
List of Materials
Arizona Science Standards
3.L2U1.7 Develop and use system models to describe the flow of energy from the Sun to and among living organisms.
3.L2U1.8 Construct an argument from evidence that organisms are interdependent.
Arizona ELA Standards
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W.7 Conduct short research projects that build knowledge about a topic.
Arizona Technology Standards
3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.
3-5.5.a. Students, in collaboration with an educator, identify, explore or solve problems by selecting technology for data analysis, modeling, and algorithmic thinking.
3-5.5.d. Students understand and explore basic concepts related to automation, patterns, and algorithmic thinking.
Objectives:
Day 1 - Today we will investigate where all energy comes from.
Day 2 - Today we will identify producers and consumers, including herbivores, carnivores, and omnivores.
Day 3 - Today we will research Arizona animals and choose an animal to investigate further for creating our food chain.
Day 4 - Today we will research our animal and create a food chain that flows from the sun to an apex predator.
Today we will complete a storyboard including text to describe each step in the food chain.
Today we will begin our Scratch project to model and animate our storyboards.
Day 5 - Today we will construct a food chain collage using our completed storyboard.
Day 1 Agenda (30 minutes)
Where does energy come from?
Video
Hands on sorting activity
Assessment (informal)
Intro/Driving Question/Opening
Take any food item such as a grape, and eat it in front of students. Then state, “Now I feel like I have more energy. But, where did this energy come from?”
Hands-on Activity Instructions
Assessment
Ensure all students are able to communicate the flow of energy starts with the sun and ends with a predator through the hands on activity.
Differentiation
Reduce choices to 1 plant and 2 animals. Discuss who eats what and how do we know, drawing on background knowledge.
Remediation
Extension/Enrichment
Throw in additional animals and plants to challenge students to create a different food chain or alternate food chains. Students must justify their choices.
Day 2 Agenda (30 minutes)
Review
Feed Me Video
Interactive Slide “Quiz”
Sorting Activity
Paper assessment
Intro/Driving Question/Opening
Prompt: What did we learn in our last lesson about life on Earth? Where does all energy come from?
Herbivores, Carnivores, and Omnivores
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
https://www.slideshare.net/ksumatarted/ba-23-food-chains-paper-collage
Hands-on Activity Instructions
Assessment
Animal Teeth Assessment: LINK
Day 3 Agenda (30 minutes)
Research day - Students use computers to look at various animals that live in Arizona and choose one to research.
Intro/Driving Question/Opening
Tell students that today, we will begin our own food chains that are unique to Arizona. Today, you will have 30 minutes to investigate various animals that live here in Arizona. You must choose 1 you wish to be in your food chain by the end of the 30 minutes.
Hands-on Activity Instructions
Day 4 Agenda (30 minutes)
Intro Storyboard
Research Day with Storyboard
Students Share Food Chains
Intro/Driving Question/Opening
Today you will create a storyboard for your food chain on a Google slide.
*Teacher models how to insert pictures using “insert image->from web” tool. Teacher models expectations for completed food chain text. (example on next slide)
The sun provides energy to all living things.
Grass gets its energy by making food from the sun, air, water, and soil.
The fly is an omnivore and gets its energy by eating the grass.
The frog is a carnivore and gets its energy by eating the fly.
Name: EXAMPLE
Flow of Energy Storyboard
ENERGY
ENERGY
The jaguar is a carnivore and gets its energy by eating the frog.
Primary Source
Producer
Primary Consumer
Secondary Consumer
Apex Predator
ENERGY
ENERGY
ENERGY
ENERGY
Hands-on Activity Instructions
Computer Science
Scratch Project
Created by: Maribelle Leyvas
Arizona Food Chain Game
Our final project will be a food chain simulation (link) game between a prey and a predator. The goal is for the player to get a prey through a maze safely and to a food source in order to survive...before being eaten by its predator!
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Review: What is a Food Chain?
Arizona Food Chain Game
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Before we get started….
Let’s review some of the basics of Scratch blocks.
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All blocks are organized by color.
Raise your hand when you can tell me which block I would use to
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Coding Language
When we are block-based coding, we need to understand some key blocks.
These are LOOP Blocks!
These are Event Blocks!
Epic Build: Lesson 1a
Delete the Cat Sprite.
Select a MENU background - this will be a menu that gives directions on how to play your food chain game.
Type a sentence on the background telling the player how to begin.
Ex: Click each sprite to learn how to play.
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“
Epic Build: Lesson 1b
It is time to determine the animals for your project. They will need to be native to Arizona! Let’s research
https://azstateparks.com/arizona-wildlife
https://tohonochul.org/food-chain/
https://www.nps.gov/sagu/learn/nature/animals.htm
After you select and animal, you will need to look up what would complete the food chain - a plant? Prey? Predator? Add these notes to your Computer Science Journal.
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Epic Build: Lesson 1b
We will use: https://www.remove.bg/upload to delete any background our images might have.
Once it is removed, we will click download.
Now we can add them to our project as sprites. Watch carefully as I model these steps.
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Notes from Lesson 1b
*Add pictures that make up your Arizona food chain here. Then upload them to your scratch project!
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Producer | Prey - Consumer | Predator - Consumer |
| | |
This slide will be graded!
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Epic Build: Lesson 1c
Time to Code!
The predator sprite will explain its purpose of the game.
Example: I need to eat for energy and keep the food chain going.
The prey sprite will explain how the player can move it using arrow keys to help them get to food. They will also explain what will happen to them if they do not make it to safety.
Example: I need to get to my food before I am eaten by my predator. Use the arrow keys to guide me to my energy!
What blocks will we need to complete today’s task?
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Epic Build: Lesson 1c
What blocks will we need to complete today’s task?
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Epic Build: Lesson 2
Content Goals: Lesson 2
I will design a maze trail using two colors.
Add a button sprite on the main menu that will switch the backdrop to the trail and hide when clicked.
I will add a producer (food source) for my prey.
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Lesson 2 - Break Down Part a
I will design a maze trail using two colors and rename it: trail
How will we accomplish this step? Do we need any coding blocks?
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Lesson 2 - Break Down PArt b
I will add a food source (plant) at the end of the trail.
How will we accomplish this step? Is there only one correct way? Do we need any coding blocks?
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Lesson 2 - Break Down PArt c
Add a button sprite on the main menu that will switch the backdrop to the trail when clicked.
How will we accomplish this step? Do we need any coding blocks?
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Content Goals: Lesson 2a
I added a button sprite that will switch the backdrop to the trail and hides. It shows when the green flag is clicked.
There are 3 sequences needed to complete this program. Math the correct event block with correct looks block.
Content Goals: Lesson 2
I designed a maze trail using two colors.
I added a food source (plant) at the end of the trail.
I added a button sprite on the main menu that switched the backdrop to the trail and hides when clicked.
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Drag the checkmark into the box when each step is complete.
Teacher Note:
Epic Build: Lesson 2d
Constructive Feedback In pairs, you will take turns following a critical friends protocol:
Presenter shares project and how it works while partner listens - does not talk, but can take quick notes if needed. | 1-2 min |
Ask clarifying questions. | 1 min |
Partners holds a conversation on the glow and grow ideas. Presenter takes notes on suggestions, but does not HAVE to use them. | 2-3 min |
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Epic Build: Lesson 3
Content Goals: Lesson 3
What do you notice about the sprites when the background switches from the main menu to the trail?
Why is this a problem? What goals do you think we will need to target in order to debug this problem.
Content Goals: Lesson 3a
I will code the prey to begin at the START of the trail maze when the background switches.
I will code the predator to glide in a continuous loop to across the trail when the backdrop switches.
How will we accomplish this goal? What blocks will we need?
Content Goals: Lesson 3a
I will code the predator to glide in a continuous loop across the trail when the backdrop switches.
Use these blocks of code to create a sequence that accomplishes this step.
Content Goals: Lesson 3a
I will code the predator to go to a specific direction on the main menu and point in the direction of 90.
Use these blocks of code to create a sequence that accomplishes this step.
Content Goals: Lesson 3b
I will code the prey to move with the arrow keys.
How will we accomplish this goal? What blocks do we need?
Content Goals: Lesson 3b
I will code the prey to move with the arrow keys.
Place these blocks of code in a sequence to program this step.
Epic Build: Lesson 2d
Constructive Feedback In pairs, you will take turns following a critical friends protocol:
Presenter shares project and how it works while partner listens - does not talk, but can take quick notes if needed. | 1-2 min |
Ask clarifying questions. | 1 min |
Partners holds a conversation on the glow and grow ideas. Presenter takes notes on suggestions, but does not HAVE to use them. | 2-3 min |
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Epic Build: Lesson 4
Lesson 4: Discussion
At this point, it is NOT very difficult for your prey to make it to the food source. What could make it challenging?
Content Goals: Lesson 4
Lesson 4a
I will code the prey to lag when touching a color.
How will we accomplish this goal? What blocks do we need?
Lesson 4a
I will code the prey to return to start if touching a specific color.
Lesson 4b
I will code the predator to “eat” the prey when it touches is during its random glide.
How will we accomplish this goal? What blocks do we need?
Lesson 4b
I will code the predator to “eat” the prey when it touches is during its random glide.
Drop down menu will show you your predator sprite as an option..
Lesson 4c
I will code the predator to say something after “eating” the prey.
How will we accomplish this goal? What blocks do we need?
Lesson 4c
I will code the predator to say something after “eating” the prey.
Lesson 4d
I will code the prey to say something when it reaches its foodsource.
How will we accomplish this goal? What blocks do we need?
Lesson 4d
I will code the prey to say something when it reaches its food source.
Assessment
Students are assessed on food chain accuracy and writing conventions.
Day 5 Agenda (60 minutes)
Intro/Driving Question/Opening
Hands-on Activity Instructions