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Marine Food Webs and Food Chains Card Sort Activity - Temperate Ocean Ecosystem

Rated 5 out of 5, based on 5 reviews
5.0 (5 ratings)
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Steampunked Science
27 Followers
Grade Levels
7th - 10th
Standards
Formats Included
  • Zip
Pages
22 pages
$4.00
$4.00
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Steampunked Science
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What educators are saying

I use these cards with my fourth grade class to be able to sort the animals in a food chain and also a food web. It was really fun for them
Having the scientific name of the species on the cards lead to a review of taxonomic ranks, which was a nice teachable moment.
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Description

Engage students with this huge card sort activity to construct marine food chains and food webs. Use the suggestions to a lead discussion about how human activity affects temperate ocean food webs through climate change and the accidental introduction of invasive species. Use the provided labels to practice key vocabulary by assigning terms such as producer, detritivore, autotroph, etc to ocean organisms.

Here’s What You’ll Get

- 32 organism cards

- Energy arrows

- Labels (including but not limited to, herbivore, carnivore, omnivore, detritivore, decomposer, heterotroph, autotroph, apex predator, producer, first-order consumer)

- information about what each species eats/how it gets energy

- 2 pages of suggestions on how to use

- A4 & US letter versions

TEACHERS LIKE YOU SAID...

⭐⭐⭐⭐⭐ Samuel C. said, "Unlike similar food web resources, there was a table explicitly stating what each animal would eat so I wasn't left guessing. Also had good organism variety."

⭐⭐⭐⭐⭐ J. J. said, "Having the scientific name of the species on the cards lead to a review of taxonomic ranks, which was a nice teachable moment."

⭐⭐⭐⭐⭐ Squigglez P. said, "I'm in my first few years of teaching so the suggestions on how to use was really helpful. Thank you."

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Australian Science Curriculum Standards:

AC9S7U02

ACSSU112

ACSSU176

Total Pages
22 pages
Answer Key
N/A
Teaching Duration
40 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSHS-LS2-3
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments. Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.
NGSSMS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
NGSSMS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.

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27 Followers