3rd Grade
1st Semester
Science
Food Chain Design Challenge
Background
We have been studying animal habitats and food chains for the past few weeks. We learned and discussed the different types of consumers and the flow of energy from the sun to plants and animals.
Challenge
Design and build a food chain that includes at least three animals from a common habitat. Your food chain must include one pneumatic function and at least one linkage.
Criteria
Your food chain should be neat and attractive and must include:
· at least one pneumatic function
· at least one linkage
· at least three animals from the same habitat
· be an accurate food chain
· be neat and attractive
Materials
*poster board *cardboard *construction paper *straws *balloons
*syringes *tape *craft sticks *brads *pipe cleaners
*cotton balls *plastic tubing *cardboard tubes *glue
Tools
*scissors *ruler *hole puncher *markers *crayons
*colored pencils *wood scissors *wooden hole punch
Created by Julie Baker, Markley Kautz-Scanavy, Megan Peresie, and Kati Robins
Henrico County Public Schools 2007
Food Chain Design Challenge Rubric
Name ______Date ______
Design Brief Rubric / no evidence0 / limited understanding
1 / some understanding with room for improvement
2 / good understanding with room for improvement
3 / substantial understanding
4
The student restated the problem in his/her own words.
The student brainstormed more than one idea.
The student created and labeled a sketch to use as a “blueprint.”
The student included notes about problems that occurred and their solutions.
The student tested the food chain
· for one pneumatic function
· for one linkage
· for at least three animals
· to see if the work was colorful and neatly done
The student evaluated how he/she could make it better next time.
The student spoke clearly and confidently during oral presentation.
Food Chain Design Challenge
Standards of Learning
Language Arts
Oral Language
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
3.2 The student will present brief oral reports.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use clear grammatically correct language and specific vocabulary to communicate ideas.
Science
Life Processes
3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs.
Key concepts include:
a) methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and
b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior
Living Systems
3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts
include:
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited
Resources. Key concepts include:
a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments);
b) dry-land environments (desert, grassland, rain forest, and forest environments); and
c) population and community.