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What did you eat for breakfast? Did you eat sunlight for breakfast? Did you know that the energy in everyone's food can be traced back to the sun? These activities will help you determine how that is true, and how humans and all living things are connected by a food web.
To begin this unit of work, create a KWL chart in your workbook. You will dot point what you know and want to know about the topic of food webs and food chains.

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Using a strip of construction paper, write your name on a strip. On another strip of paper write down what you ate for breakfast, for example, an egg. Connect this strip with your name. Where did your breakfast food come from? An egg comes from a chicken, so you would make a link for chicken and attach it to the egg link. What does a chicken eat? (insects, seeds, grains). Choose one item and make another link. Say you choose insects, what do they eat? (leaves). Make a link for leaves. What do leaves eat? Leaves produce their own food through photosynthesis using sunlight. Make a link for the sun. You should now have a multi-link food chain that connects to the sun. Now you can see how the energy in your food can be traced back to the sun!

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Before watching the above clip use your background knowledge and the Internet to assist you to answer the following questions in a Word Document.

1. What is a food chain?

2. What is a food web?

3. Where does the energy in almost all food come from?

4. What is a decomposer?

After watching the clip, create a one-slide PPT that includes animations and images to answer the following discussion questions.

1. Why do animals eat other animals?

2. What are producers and consumers?

3. What is an apex predator?

4. What are some human actions that affect food webs?

5. How do human actions impact food webs?

You will submit your Word Document and PPT to Schoology (submission platform) to be assessed by the teacher.

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After watching the video you should now be able to make connections between the food chain you have made and your partner's food chain. For example, a chicken might also eat grain, Hazel might also eat bacon and grains and Harry might eat eggs. With your partner, find and make these connections between the food chains by using yarn to create a new food web.

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In groups of four, you are to mind map a list of the key terms you have learnt from the recent activities. You will then create a Kahoot that demonstrates your knowledge of key learning terms and definitions. For example, a Kahoot question might be:

What does the term "producer" mean?

Your group will need to provide at least four answer options (only one correct answer).
Note: The remainder of the class will participate in your Kahoot so it is essential questions are concise and to the point (short and sweet!)

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Complete the interactive worksheet by sorting each of the images into the headings 'producer' and 'consumer'. You will draw into your workbook the table shown above and simply list the names of the animals/plants that belong in each of the categories.
Note: This is an individual activity suitable for testing your own knowledge and understanding.

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Practical Activity: Compost DIY
In groups of four, you will use microbial decomposition to turn food waste into fertiliser.
How it works: Decomposition is nature's way of recycling. Dead plants and animals are broken down into basic nutrients that become part of the Earth. Decomposition occurs when decomposers (worms, bacteria, fungi) eat and digest plant and animal remains. Without composition, dead organisms would just pile up!

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pile of twigs

pile of dry leaves

bucket of food waste (apple cores, egg shells, bananas, oranges)

non-latex gloves

large bowl for mixing

watering can with water

large pot plant or other container with holes on the bottom

Note: Do NOT use meat as food waste (attracts flies, smells and can have bad microbes).

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1. Put on your gloves.

2. Mix all food waste together in a large bowl.

3. Add a layer of dry twigs at the bottom of the large pot.

4. Add a layer of food waste on top of the dry twigs.

5. Next, add a layer of dry leaves.

6. Sprinkle water over the top until damp (use the watering can).

7. Leave your compost to  naturally decompose for the next three months.

8. You will track your progress each month (it will be slow but eventually you will have  nutrient-rich material for gardening).

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To track the progress of your compost material, you will take one photo of your experiment each week for three months.
You will then create a time-lapse video that shows the progress of your experiment in less than a few minutes.
The link above shows how to create a time-lapse on your phone or iPad using iMovie.
Once finalised, you will submit your video with your final assessment (discussed on the next slide).

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How to Create a Time-Lapse Video from Still Images in iMovie

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As part of your final assessment you will submit a one-page journal article with your time-lapse. The journal article will need to include the following:

The visual changes observed over the course of your experiment.

Whether you believe your experiment was successful (did your materials decompose?)

A reflection about your learning experience:

What learning activity did you most enjoy and why?

What activity did you least enjoy and why?

What are the key pieces of information you have learned in this unit? ("L" of the KWL chart)

What do you want to learn more about in the future?

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Common misconceptions:

Dead things just disappear - Fact: dead animals and plants decay and decompose. When a dead thing seemingly disappears, it is because decomposers such as worms, insects, bacteria and fungi are breaking down the matter and returning nutrients to the soil.

Things just decompose naturally without a decomposing agent - Fact:  decomposers such as fungi and bacteria are microscopic and insects and worms are generally hidden within the organism they are composing.

Students don't recognise that matter is conserved in the life processes through food webs - Fact: nature has a recycling system and the building blocks that comprise living things are used, changed and reused through food webs and ecosystems (continuous cycle).