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Type of Product
- Diagrams and graphs
- Web Site/Portal
Language Skills Developed
Transferable/Scientific Skills Developed
Students will develop self-motivation, analytical skills, critical thinking skills, problem-solving skills.
General aims Students will be able to define what a food web is and observe the relationships between primary, secondary, and tertiary consumers in a forest ecosystem. They will acquire the basic English vocabulary connected with the topic (food web). Students will develop positive learning habits such as organisational and problem-solving skills. Linguistic aims Students will be able to: - read English texts with ease - reflect on their reading experience and share it with their peers - match pictures to concepts - comprehend the topic correctly - translate words connected with the topic (food web) from English into their mother tongue. Subject specific aims Students will be able to: - define what a food web is - identify an dpresent primary, secondary, and tertiary consumers in a forest ecosystem - create their own food web that models an aquatic ecosystem - Target groups age: Students from high school 14+ years old. Level of competence in English (CEFR) A2/B1 Time required to use the resource with the students: 30 minutes How to use it This labeling worksheet presents a model of a food web. Food webs are basic concepts in biology and ecology (interconnection of food chains); students learn the concept of energy flow in an ecosystem by viewing models of food webs. Students are asked to identify the primary, secondary, and tertiary consumers in a forest ecosystem. Students then identify which animals represent carnivores, herbivores and omnivores. As a final task, students must create their own food web that models an aquatic ecosystem. • Possible difficulties for the students Students will not have difficulties in terms of language; the focus is on limited vocabulary. Drawing the animals may be challenging but students can use cut outs from magazines.
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