This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Biology
Link
https://www.biologycorner.com/2017/04/29/food-web-identify-consumers/
Type of Product
- Diagrams and graphs
- Exercises
- Web Site/Portal
Language Skills Developed
- Interaction
- Reading
- Speaking
Transferable/Scientific Skills Developed
Students will develop self-motivation, analytical skills, critical thinking skills, problem-solving skills.
Description
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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