critical thinking questions about food chain

Food Chain Essential Questions

• How are animals and plants dependent on one another?
• How is energy transformed and transferred as it flows through the food chain?
• How does studying cycles help us to understand natural processes?
• How do living things adapt to the environment?
• How does energy flow within an ecosystem?
• How is energy transferred and transformed as it flows through a food chain?

Food Chain essential questions such as these can help guide student thinking and assist students in making connections to the larger concepts the game addresses. Play the  game, or visit the lesson ideas page for more teacher tips.

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1.3.11: Critical Thinking Questions

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Why are biological macromolecules considered organic?

What role do electrons play in dehydration synthesis and hydrolysis?

Amino acids have the generic structure seen below, where R represents different carbon-based side chains.

Describe how the structure of amino acids allows them to be linked into long peptide chains to form proteins.

Describe the similarities and differences between glycogen and starch.

Why is it impossible for humans to digest food that contains cellulose?

Draw the ketose and aldose forms of a monosaccharide with the chemical formula C 3 H 6 O 3 . How is the structure of the monosaccharide changed from one form to the other in the human body?

Explain at least three functions that lipids serve in plants and/or animals.

Why have trans fats been banned from some restaurants? How are they created?

Why are fatty acids better than glycogen for storing large amounts of chemical energy?

Part of cortisol’s role in the body involves passing through the plasma membrane to initiate signaling inside a cell. Describe how the structures of cortisol and the plasma membrane allow this to occur.

Explain what happens if even one amino acid is substituted for another in a polypeptide chain. Provide a specific example.

Describe the differences in the four protein structures.

Aquaporins are proteins embedded in the plasma membrane that allow water molecules to move between the extracellular matrix and the intracellular space. Based on its function and location, describe the key features of the protein’s shape and the chemical characteristics of its amino acids.

What are the structural differences between RNA and DNA?

What are the four types of RNA and how do they function?

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Food chain fix.

In this lesson, students will explore the roles of organisms in a food chain while demonstrating their knowledge through designing a model in a game-like simulation. This food chain model will be developed to represent an example food chain and the interactions of food chain organisms as they exist in nature. This model will be generated in the free programming language and online community called Scratch™. Students will use computational thinking through recognizing the common roles and patterns found within food chains and generating a new food chain model based from their custom design.

Class periods: 1-2

Preparation time: 40 minutes

Vocabulary Words:  consumer, decomposer, food chain, producer, secondary consumer  

Food Chain Fix Lesson with Student Resources

FoodChain_MixedUp Download

FoodChain_Fixed Download

Download Food Chain Fix in Spanish

Spanish translations for the  Smithsonian Science for Makerspaces  challenges are made possible by a grant from the Smithsonian Women’s Committee.

4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

Student Objectives:

• Develop a digital model that demonstrates how energy moves through the organisms of a food chain.  
• Use system models to represent the common patterns of food chains

Disciplinary Core Ideas:

• Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. (5-LS2.A)  
• Energy released from food was once energy from the Sun that was captured by plants. (5-PS3-1)

Science and Engineering Practices

• Developing and using models  
• Organize simple data sets that suggest relationships

Crosscutting Concepts

• Cause and effect  
• Systems and system models

The teacher will share the following passage and images with students:

Think of some animals and plants that live in the ocean. Look at this picture of some animals and plants that live in a special part of the ocean called a coral reef. All of these organisms depend on each other for food and energy. Each organism in this picture gets its food from a different thing. Can you guess how each organism gets its food? The green plant-like organism is called algae. Algae is a producer, meaning that it gets its energy from the Sun. Can you think of any other producers? Do you notice the fish trying to eat the algae? That is a parrot fish. The parrot fish is a consumer, which means that it gets its energy from eating producers like algae. Uh-oh! Do you see the reef shark chasing the parrot fish? A reef shark is a secondary consumer and gets its energy from eating other animals like the parrot fish.

The sea star is a decomposer, which means it gets its energy from eating dead organisms. The decomposer helps the coral reef because it recycles the dead organisms into helpful nutrients for the environment. Animals like the sea star can get energy from eating other organisms like clams and oysters, too. This means that the sea star can be both a decomposer and a secondary consumer. In this one environment we saw how the energy from the Sun went to a producer, then a consumer, then secondary consumer, and finally the decomposer. This relationship of how energy moves from one organism to another is called a food chain.

Photo credits: Photoplotnikov/iStock/Getty Images Plus,neyro2008/iStock/Getty Images Plus, Svetlana Orusova/neyro2008/iStock/Getty, Bullet_Chained/iStock/Getty Images Plus, terdpong pangwong/iStock/Getty Images Plus

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Where do animals get their traits? Most traits are passed from parents to their offspring, or babies. If the trait is useful it will help an animal survive and give it a better chance to reproduce. But a trait that is not helpful in the environment makes it harder for the animal to survive and reproduce. Over many, many years there will be more animals with the helpful trait and fewer animals with the unhelpful trait. The environment and traits of the animal must be a good match.

Discussion Questions:

• Why is the Sun an important part of the food chain?  
• The sea star can have different roles in a food chain. Can you think of other animals that also play different roles in a food chain? For example, can you think of an animal that may eat plants and other animals?

Smithsonian Connections: 

Learn more about food chains in the ocean at: https://ocean.si.edu/

For Teachers

• For detailed directions on how to use Scratch™ including how to load a project file use the Scratch Q&A sheet.  

For Students

• The mixed-up food chain is broken into four stages. There is a text box at the beginning of each stage: 1) Producer 2) Primary Consumer 3) Secondary Consumer 4) Decomposer
• Have the students look for the mistakes in each stage, highlighting that the organisms are mixed up and need to be swapped into their correct food chain role. To fix the food chain, students will need to switch the organism’s ‘costumes’ within the Scratch™ interface. The Scratch ‘Costumes tab’ gives student’s the ability to modify the appearance of a game object. Students can use the Changing a Costume worksheet to learn the step by step process of changing a game object’s appearance. Students can also use the Food Chain Examples worksheet to help them complete this task.

Stage 1 Example: Change the parrot fish costume into the algae costume. Use Changing a Costume worksheet for step- by-step instructions.

Not a correct producer.

Changed to the correct producer.

• If students are unsure of how to make correct the mixed up food chain correct they can use the Food Chain Examples worksheet.
• Learn more about how to switch costumes in the Scratch™ interface using the Changing Costumes worksheet.
• Student groups will demonstrate their own fixed food chain. They can also compare their simulation to the Correct food chain project file by uploading FoodChain_Fixed.sb3.
• Using the Fixed food chain project file and the Food Chain Examples sheet, students will now use new organisms to create a totally new food chain in a different ocean ecosystem and represent it in the food chain simulation. To do this, students will create new pictures of each organism using the Scratch™ interface. They can do this through the Scratch™ paint feature they should be used to or they can upload a new image file in the costumes tab. If you need additional instructions, review the Changing Costumes worksheet.  
• Teacher tip: Each student can work on an individual food chain organism on a separate computer. They can then save the image file and import into the shared Scratch™ project.  
• After changing the Scratch™ costumes to reflect a new food chain model, students will test out their new simulation by pressing the green flag button. As part of the test, tell students to look for any improvements they can make to make the organism models more realistic.  
• Bring the class together. Have student groups demonstrate their new food chains to the class. Ask them to answer the following questions during their presentation:  
• What are the names of the organisms in your food chain?  
• How is your food chain similar to the first one we did as a class? How is it different?
• How is the simulation different than real life?
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Critical Thinking Questions

• Biomes groups terrestrial organisms only on the basis of similar habitat conditions.
• Organisms belonging to a similar biome have dissimilarities in their makeup.
• There is variation within different types of biomes that biome categorization does not capture.
• Terrestrial biomes are defined based only on the growth form of the dominant vegetation.
• The ecosystem is either recreated or partitioned in both the experiments, which may alter the dynamics of the ecosystem the experiments are aiming to analyze.
• In both the experiments, dynamics of the ecosystem may get altered due to differences in species numbers and diversity although there are no alterations in the environment.
• In both the experiments, the ecosystem is recreated which may alter the dynamics of the ecosystem the experiments are aiming to analyze.
• Altering a natural ecosystem through partitioning, which occurs in both the experiments may change its dynamics due to differences in species numbers and diversity.
• An analytical model would be ideal because they can address simple, linear ecosystem components that are mathematically complex.
• A simulation model would be ideal because they can address simple, linear systems that are mathematically complex.
• An analytical model would be ideal as they are considered ecologically more realistic than any other model.
• A simulation model would be ideal because it uses numerical techniques to solve problems and visualize the complex relationships that exist in the ecosystem.
• Both food chain and food web follow a single path as energy is transferred in an ecosystem. Food chains are easier to follow and experiment with but less accurate whereas food webs are more holistic and complex.
• Both food web and food chain describe energy transfer dynamics in an ecosystem. Food chains are non-linear systems which are easier to follow and experiment with whereas food webs are linear, holistic and can be directly used as input for simulation models.
• Both food chain and food web follow a single path as energy is transferred in an ecosystem. Food chains are linear systems, easier to follow and used directly as input for simulation models, whereas food webs are non-linear, accurate, holistic and flexible for analytical modeling.
• Both food web and food chain describe energy transfer dynamics in an ecosystem. Food chains are linear systems that are relatively easy to follow and use for experiments, where as food webs are non-linear, accurate and holistic and can be directly used as input for simulation models.
• Lightening is a type of natural disturbance whereas pollution is a human related disturbance. Both are of concern to conservationists because they can cause changes to some individual species, but not to entire ecosystems.
• Fire is a type of natural disturbances whereas agriculture is a human related disturbance. Both types are of concern to conservationists because ecosystems cannot bounce back from a disturbance.
• Pollution is a type of natural disturbance whereas lightening is a human related disturbance. Both are of concern to conservationists because they alter ecosystems.
• Lightening is a type of natural disturbance whereas pollution is a human related disturbance. Both are of concern to conservationists because they alter ecosystems.
• The primary producers of detrital food webs are decomposers whereas those of grazing food webs are non-photosynthetic. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are photosynthetic whereas those of grazing food webs are decomposers. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are decomposers whereas those of grazing food webs are photosynthetic. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are chemoautotrophs whereas those of grazing food webs are photosynthetic. Both primary producers support different components of the ecosystem.
• The amount of food eaten by an animal does not affect its net production efficiency (NPE).
• Endotherms use more energy compared to ectotherms due to energy loss from heat production.
• Both endotherms and ectotherms use the same energy from food.
• Ectotherms use more energy compared to endotherms due to energy loss from heat production.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and energy pyramids can be inverted. Examples of inverted pyramids of number and energy are temperate forests in summer and phytoplankton in the English Channel respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are temperate forests in summer and phytoplankton in the English Channel respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are temperate forests in summer and Silver Springs ecosystem in Florida respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are grasslands in summer and phytoplankton in the English Channel respectively.
• Net primary productivity incorporates features like production at present and next trophic levels, whereas gross primary productivity does not.
• Net primary productivity is the rate at which photosynthetic primary producers incorporate energy from the sun.
• As net primary productivity is the energy content available to the organisms of the next trophic level.
• As respiration and heat loss uses energy of the primary producer, therefore, net primary productivity is what is actually available to primary consumers.
• The process of nitrate formation from ammonia is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protein formation.
• The process of nitrogen being incorporated into organic molecule is called nitrogen fixation. It improves the crop yield by allowing the plants to compete with weeds.
• The reduction of nitrates back to nitrogen gas is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protei formation.
• The process of nitrogen being incorporated into organic molecules is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protein formation.
• Cattle produce carbon monoxide, which when inhaled, even in small quantities, can cause death.
• Cattle produce carbon monoxide, which is a major contributor to global warming.
• Agricultural animals increase the amount of greenhouse gases by producing carbon dioxide and methane, so they contribute to global warming.
• Agricultural animals increase the amount of greenhouse gases by producing ozone, which contributes to global warming.
• hydrogen sulfide, which leaves the atmosphere as weak sulfur dioxide rain
• sulfur dioxide, which leaves the atmosphere as weak sulfur dioxide rain
• hydrogen sulfide, which leaves the atmosphere as weak sulfuric acid rain
• sulfur dioxide, which leaves the atmosphere as weak sulfuric acid rain

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Critical Thinking Skill of Students on Food Chain Topic and Its Relation to Their Interest

2019, Proceedings of the 3rd Asian Education Symposium (AES 2018)

This research aims to investigate the interest of students in science and their capability to think critically on food chain learning on pre-service teacher classroom in an integrative science course. Data were collected using a questionnaire and the essay questions. Rank Spearman correlation test was used to observe this relation. The result showed that there was no significant correlation between the interest of students and their critical thinking on the food chain learning (sig. 0.519) and the relationship of them was weak (r = 0.081). Many factors may influence the critical thinking of the students in food chain

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15.1K plays

Biotic and abiotic factors, 14.5k plays, producer consumer decomposers, 2nd -  3rd  , competition in ecosystems, 7th -  8th  .

Grade 5 Food Chain

5th - 6th grade.

10 questions

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What does a food chain always start with?

Animals that hunt other animals to eat are?

What cannot make their own energy and only eat plants for their energy?

primary consumer

secondary consumer

tertiary consumer

What is a food chain?

The flow of energy from one thing to another

The way animals eat each other

The way the sun makes everything

How the plants grow

What is a Herbivore?

A plant that makes its own food

a plant that eats meat

A animal that eats plant

A animal that eats meat

What do plants need to make their own food?

Sun, Coal, and Soil

Sun, Water, and Animals

Nothing at all

Sun, Water, and Soil

What is a decomposer?

its an plant that eats dead animals and plants

it an animal that eats everything

What is a Producer?

an animal that eat plants

is a plant that produces their own food

an animal that grows really tall

an animal that eats meat

• 9. Multiple Choice Edit 30 seconds 1 pt The way energy is passed from one organism to another food chain energy extinct habitat

Example of a producer

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Critical Thinking Questions

Compare and contrast food chains and food webs. What are the strengths of each concept in describing ecosystems?

Describe freshwater, ocean, and terrestrial ecosystems.

Compare grazing and detrital food webs. Why would they both be present in the same ecosystem?

Compare the three types of ecological pyramids and how well they describe ecosystem structure. Identify which ones can be inverted and give an example of an inverted pyramid for each.

How does the amount of food a warm blooded-animal (endotherm) eats relate to its net production efficiency (NPE)?

Describe nitrogen fixation and why it is important to agriculture.

What are the factors that cause dead zones? Describe eutrophication, in particular, as a cause.

Why are drinking water supplies still a major concern for many countries?

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• Authors: Connie Rye, Robert Wise, Vladimir Jurukovski, Jean DeSaix, Jung Choi, Yael Avissar
• Publisher/website: OpenStax
• Book title: Biology
• Publication date: Oct 21, 2016
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• Book URL: https://openstax.org/books/biology/pages/1-introduction
• Section URL: https://openstax.org/books/biology/pages/46-critical-thinking-questions

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