Mackenzie Fries

Food Chain Art Project

Big Idea: What organisms eat helps
to define roles within an ecosystem.
When one animal eats another for
survival it starts the food chain. The
cycle repeats by each animal eating
a smaller animal.
Grade: 2nd
Time Allotment: 1 hr
Summary
This project is showing the students
a visual of the food chain. In class
we will be learning about what
animals eat for survival. When you start at the largest animals food
consumption and work down to the smallest animal or plant it creates
a chain like event. For this project I will have the students research on
the computer the food chain starting at a polar bear. I will guide them
to websites that can help them find out what a polar bear eats, then
what a seal eats, and so on and so forth. For the art portion of this
lesson they will only be going through three parts of the food chain.

Instructional Artifacts
There Was an Old Lady Who Swallowed a Fly by Simms Taback
I'm the Biggest Thing in the Ocean by Kevin Sherry
https://oceanwide-expeditions.com/blog/the-top-of-the-arctic-animalfood-chain-the-polar-bear
https://blog.nus.edu.sg/a0133177/files/2015/02/bioaccumulation20waejc.gif

Key Concepts
Following instructions; Visually understanding a food chain
Essential Question
What is a food chain? Who is at the top of the food chain? What do
animals eat?

Instructional Procedures
1. Introduced food chains, what it means. Examples of a couple
food chains
2. Read the two fun books listed above: There was an Old Lady and
Im the Biggest Thing in the Ocean
3. Discussion with kids to ensure the understand food chains
a. Ask them: What do animals eat? Who is at the top of the
chain? Have them discuss a food chain example with their
partner.
4. Explain that we are going to work on a project that focuses on
the polar bear food chain
a. Send them to computers or computer lab to research what
a polar bear eats, then what that animal eats, and so on.
b. If students are having a difficult time you may direct them
to the websites stated above but give the time to try to
find good websites on their own.
5. Once the students have all come to the conclusion that polar
bears eat ringed seals and ringed seals eat artic cod, you may
tell them about the craft we are all going to make (Food chain
visual of the animals eating each other)
6. Pass out the copies of the stencils (2 small pages, 2 large pages
each)

7. Tell them to cut out all their tracers and then trace the shapes
onto the colored paper that is labeled on the stencils.
a. They should keep their stencils in piles based off of the
animal listed on there original handouts
b. Help children when needed but once again let them
problem solve and figure things out for themselves
i. They should be carefully listening to your directions.
8. Once they are all almost done cutting out their colored parts of
the animals put up the final product as a visual for them to look
at as they construct their own food chain.
a. The kids should follow the patterns and example given
b. You can vocally explain steps to children who are having
difficulty
i. This is encouraging them to listen carefully to
directions
9. Once they should you their assembled food chain- all 3 animals
give them the go ahead to glue all the pieces down
10.
When all students are finished you will hang the food
chains up in the hallway for all the other students in the school to
see what this 2nd grade class in proud to be learning about.

Objectives
Students will demonstrate their knowledge and listening skills to
creating a large visual food chain. The will consider different animals in
the environment and what they eat. We will discuss food chains and
focus in on the food chain that starts with a polar bear. The students
will research what polar bears eat and then listen to my instructions to
make their own poster of the polar bear food chain. They will be
graded on their ability to follow directions and their craftsmanship of
the chain. Students should not be asking for the teacher to help them
put the poster together for them. They must use their problem solving
and listening skills to place all the pieces where they belong. They
must demonstrate knowledge of different materials such as
construction paper, stencils, glue, and scissors. They must

demonstrate patience while they have to cut out all of the small pieces
and while they wait for the glue to dry. They will learn that animals eat
specific things thus forming the food chain. The students will follow
directions and respect the materials given. The students need to have
a good attitude about the art project for them to enjoy the project and
have the best learning experience. The students know that art is fun
but they need to cooperate because this is not a free for all.

Interdisciplinary Connections
Visual Arts
Students are learning to use materials given such as stencils, paper,
glue, and scissors to make a visual guide to display their knowledge.
They will have to use their fine motor skills and their understanding of
color to create the food chain.
English Language Arts
Students have to listen and read along to stories that are read to them
about food chains. The students also have to research on the internet
more about food chains. They are to find good sources and understand
what the informational text is stating. Finally, the students need to use
their best listening skill to follow the verbal directions that are given to
them throughout creating their food chain. The teacher will not help
students unless necessary therefore the students need to be following
directions.
Science
Learning about the food chain teaches the students a lot about how
the world works. Large animals eat smaller animals for food and the
cycle goes on from there. The students will get a better understanding
of animals. Also, the students will need to research, hypothesis, and
come to a conclusion/understanding of what polar bears eat and so on.
These research skills learned will help them throughout the rest of their
lives.

Standards
Visual Arts

9.1. Production, Performance and Exhibition of Dance, Music, Theatre

and Visual Arts
A. Know and use the elements and principles of each art form to create
works in the arts and humanities.

Elements
Visual Arts: color form/shape line space texture
value
Principles
Visual Arts: balance contrast emphasis/focal point
movement/rhythm proportion/scale repetition
unity/harmony

B. Recognize, know, use and demonstrate a variety of appropriate arts

elements and principles to produce, review and revise original works in
the arts.
Visual Arts: paint draw craft sculpt print design for
environment, communication, multi-media
H. Handle Material equipment and tools safely at work and
performance spaces

English Language Arts

1.1 Foundational Skills
Students gain a working knowledge of concepts of print, alphabetic
principle, and other basic conventions.
CC.1.1.2.D
Know and apply grade-level phonics and word analysis skills in
decoding words.
1.2 Reading Informational Text
Students read, understand, and respond to informational textwith an
emphasis on comprehension, vocabulary acquisition, and making
connections among ideas and between texts with a focus on textual
evidence.
CC.1.2.2.E
Use various text features and search tools to locate key facts or
information in a text efficiently.

CC.1.2.2.G
Explain how graphic representations contribute to and clarify a text.

1.5 Speaking and Listening

Students present appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or in group
discussions.
CC.1.5.2.A
Participate in collaborative conversations with peers and adults in
small and larger groups.
CC.1.5.2.C
Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen
understanding of a topic or issue.
CC.1.5.2.F
Add drawings or other visual displays to presentations when
appropriate to clarify ideas, thoughts, and feelings.
Science
Organizing Category - 3.1.A: Organisms and Cells
3.1.2.A9.
Ask questions about objects, organisms, and events.
Use simple equipment (tools and other technologies) to gather data
and understand that this allows scientists to collect more information
than relying only on their senses to gather information.

Assessment
They will need to be on task and stay focused with the objectives given
to the. They need to create a unique piata based on an animal of their
choice. They will need to overlap tissue paper and work little by little to
create the final product. They should be actively engaged in the
discussion of culture.

Measure achievement by how well they can do what is asked of them

and how cooperative they are with the teacher as well as the other
classmates. They should be learning about culture and challenging
themselves to do the best work they can. They need to pay attention
and follow directions that the teacher goes over throughout the
project.

Adaptations
Students who finish early
Student who finishes early will research another animal food chain. It
will be an animal of their choice. They will find 3 parts of the chain just
like in this project (Polar bear, seal, cod) and either write a story about
these three animals or draw another picture of the three animals.
Students who need more time
Students who need consistently need more time in the classroom will
be assisted in cutting out and tracing the pieces. This is a tedious part
of the project that I can help with. If they get a head start and can start
cutting and pasting sooner they will finish on time with the rest of the
class. If a student is having a difficult time and cannot not keep up with
the class he/she may work on the food chain project during any free
time or at the end of the day.