Ocean Animals Food Chain Worksheets
Teacher content information:A 2018 study byThe University of Melbourneon the thoughts and concerns of young people from Generations X and Y found the number one concern across both groups was lack of action around climate change. In particular, “Generation X worries what climate change will mean for their own children, while Generation Y is concerned about the impact on future generations” (The Educator). The report indicates that young people have a serious mistrust in the Government’s ability or willingness to tackle climate change.
Emissions is not enough: we need to rapidly decarbonise our planet. While this might sound challenging, the good news is we already have the knowledge and tools to do it.
2040 is an innovative feature documentary that looks to the future while focusing on what is happening now. Award-winning director Damon Gameau (director ofThat Sugar Film) embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them into the mainstream.
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The film will demonstrate to your students that we already have the solutions to climate change; we just need to take action to bring them rapidly into the mainstream. The 2040 documentary and curriculum package will support your students in turning this knowledge into positive action for a better future.
Find out how to see the filmhere.2040 will only be available in cinemas for the first part of 2019 and you can make a group booking for your class at your local cinema during the film’s theatrical release which starts on May 23. These lessons have been designed with a media library to support teachers. The film will be available on video-on-demand and DVD later in 2019.
The film is the entry point to a global impact campaign that seeks to mobilise audiences to learn about, contribute to, advocate for and invest in regenerative solutions that improve the wellbeing of the planet, all people and all living systems.
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Cool Australia, GoodThing Productions and Regen Pictures would like to acknowledge the generous contributions of Good Pitch Australia, Shark Island Institute, Documentary Australia Foundation, The Caledonia Foundation, Global Health Film and our philanthropic partners in the development of these teaching resources.
Preparation – Flipped classroom Hot tip:If your class are already familiar with food web and food chains, you may choose to skip straight to Part B and allow students to spend even more time on their solutions!
Prior to participating in this lesson, students should complete the following flipped classroom activity. Students should watch the following two clips (in this order) and answer the related questions (also available on the Student Worksheet):
Ocean Food Chain Activity
Step 1.Begin this lesson by inviting students to share their thoughts in response to the two clips they watched and their answers to the associated questions. Explain to students that they will be using the concepts presented in these clips in this lesson, so encourage students to share when they need more information or when they are unclear about something. Below are some suggested answers to the questions they were given:
Step 1.Explain to students that there are many different ecosystems that could be used to demonstrate food chains and food webs. In this lesson, they will be focusing on marine ecosystems.
Share the following image with students, explaining that it shows some of the organisms you might find in a marine food web (image also available on the Student Worksheet):
Ocean Food Web Worksheets
Working in pairs or as a class, invite students to add arrows to complete the flows of energy in this food web.
Suggest to students that those organisms at the top of the food web are those that are not consumed by any other organisms. Those at the top are called ‘top consumers’. The organisms at the bottom of the food web are those that get their energy from the sun, not from other organisms. Those at the bottom of the food web are called ‘primary producers’.
Step 2. Project the following image, explaining that it describes the trophic levels present in food webs. A trophic level refers to the position an organism occupies in the food chain. For example, a primary producer – such as a plant – is at the bottom of the food chain. A carnivore is at the top of the food chain.
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Break the class into pairs and give each pair a copy of this worksheet, Marine food webs activity. Students should work in their pairs to (following instructions also available on the Marine Food Webs activity sheet):
• What do you think might happen if the smaller toothed whales in this food web went extinct? How would the food web respond? Explain your answer:
• Based on your answers, which scenario do you think would have the biggest impact? Would it be worse if a producer or consumer disappeared?
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Once complete, invite pairs to share the answers to these questions with the class. The aim of this activity is to demonstrate the importance of those organisms at the bottom of the food web: without primary producers like algae and zooplankton, we would probably see animals higher up the food chain disappear.
However, there are some human activities that could help to improve ocean health by supplementing the bottom of marine food chains. In addition, this activity could also help humans. Explain to students that they will now watch a clip from the 2040 documentary that describes seaweed farming and the benefits to humans and our environment.
• They need sunlight to drive photosynthesis. Many also require a firm attachment point (like a rock) although there are some species that float freely.
Marine Food Chain
Step 2.Now watch the following clip with students. As they watch, invite students to record anything that they think relates to food chains and food webs. In addition, students should be encouraged to record anything they find interesting or important:
Once complete, invite students to share their thoughts about this clip through class discussion. Consider some of the following questions in your discussion:
Step 3.Invite students to work in groups to undertake research and find out what other actions humans can take to improve the health of marine environments and how these actions might benefit marine food webs. Students could create:
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Students could focus on particular species, explaining what actions can be taken to improve habitat health and numbers for this species, and then describing how improving habitat health for this species will benefit other organisms in this food chain. Alternatively, students could focus on habitats – such as coastal or coral reef – and explain how improving these habitats will benefit food chains within these habitats.
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