© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Lesson Plans

Chapter 3: Food Chains

Total number of periods: 14 periods

Overview of Lesson Plans

How Do Organisms Get Their Energy? (2 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
3.1 Pupils should: Collect evidence in a variety of Observing Work independently 2
- know animals get energy directly from plants or contexts to answer questions or test Analysing Be self-directed learners
indirectly from animals that eat plants ideas. (Ep1) Inferring
- know and understand the terms ‘producer’ and
‘consumer’ Make generalisations and begin to
- recognise that plants are food producers and the identify simple patterns in results.
ultimate source of energy is from the Sun (Eo5)
- know the different types of food consumers

How Is Energy Transferred Between Organisms? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
3.2 Pupils should: Collect evidence in a variety of Observing Reason effectively 4
- know how food chains can be used to represent feeding contexts to answer questions or test Classifying Use systems thinking
relationships in a habitat and present these in text and ideas. (Ep1) Inferring Be self-directed learners
diagrams Organising Solve problems
- know and understand the terms ‘predator’ and ‘prey’ With help, think about collecting Communicating
- explore and be able to construct food chains in a evidence and planning fair tests. (Ep3) Comparing
particular habitat
Observe and compare objects, living
things and events. (Eo1)

Make generalisations and begin to

identify simple patterns in results.
(Eo5)
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

What Happens When Living Things Die? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
3.3 Pupils should: Observe and compare objects, living Observing Use systems thinking 4
- know what happens when living things die and get things and events. (Eo1) Analysing
decomposed Inferring

What Are Food Webs? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
3.4 Pupils should: Collect evidence in a variety of Observing Communicate clearly 4
- know what food webs are and be able to construct contexts to answer questions or test Organising Think creatively
them ideas. (Ep1) Communicating Reason effectively
Comparing Use systems thinking
Observe and compare objects, living Inferring Environmental literacy
things and events. (Eo1) Predicting

Make generalisations and begin to

identify simple patterns in results.
(Eo5)
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Main Lesson Plans

Lesson 3.1
BSCS 5E Lesson Notes Resources
Chapter opener Textbook page 45
Background: On Earth, there are various habitats where there are all kinds of plants and animals. Living organisms are
interdependent and have food relationships which can be expressed by food chains. Two or more food chains form a food
web. Some animals eat plants only, some eat other animals only, while some eat both plants and animals. Decomposers are
useful to break down the dead bodies and excretory products of animals into simple materials. These materials may be used as
nutrients for plants and thus complete the cycle of nutrients. In this chapter, pupils should be taught the skills and techniques
in the exploration of various participants in the food web of a particular habitat. They should also learn how to construct food
chains.

Pupils have already learnt about plants and animals in Grade 3, and also about their life processes, including nutrition. They
learnt about environments and habitats in Grade 4. In the previous chapter (Chapter 2), they learnt about energy. In this
chapter, pupils will learn about the transfer of energy from one living thing to another living thing, which is expressed in food
chains.

Teaching Tip: Use the scene in the chapter opener to give a brief introduction to the concept of feeding relationships between
animals.

Engage: Ask pupils:

Inquiry-based  What do we eat? (Answer: Plants, animals and animal products.)
questions are  How is energy transferred from one organism to another? (Answer: Energy is transferred when one organism feeds on
posed to pupils to another.)
get them thinking  What will happen if the energy transfer is stopped? (Answer: All living things will die.)
about life and  What is the ultimate energy source for all organisms? (Answer: The Sun.)
energy
Activity: Bring an aquarium containing many small fish and some big carnivorous fish to class. Ask pupils to observe the fishes
carefully. If an aquarium is not available, prepare some slides or large pictures of small fish and large fish and show how the
large fish feed on the small fish.

Teaching Strategies: Relating to real life, Comparing and contrasting

Process Skills: Observing, Analysing, Inferring

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Teaching Tip: Explain that feeding is a kind of transfer of energy.

Tell pupils that they are going to learn about the transfer of energy among living organisms. Some animals eat plants. Some
animals get energy from eating other animals.

What’s In This Chapter?, What Will I Learn? Textbook page 46

Emphasise to pupils what their learning journey will be like for this chapter.
 Food chains can be used to represent feeding relationships in a habitat.
 Food chains begin with a plant (the producer), which uses energy from the Sun.
 Energy is transferred in food chains, which are made up of food producers and food consumers.

Teaching Tip: Trace the path of the mind map by reading out loud.

How Do Organisms Get Their Energy? Textbook page 47

Background: Pupils learnt in Grade 3 Chapter 4: Introducing… Roots, Leaves, Stems and Flowers! about plants using energy
from the Sun for growth. This energy is transferred from one organism to another when an animal eats a plant and when an
animal eats another animal.

Ask pupils:
 Why do we have three meals a day? (Answer: We have to get energy for doing work. Energy must be replenished at
intervals.)
 Look at the picture of the hamburger and potato chips. Which parts of this meal come from plants and which parts come
from animals? (Answer: Bread, lettuce, tomato, onion and potato come from plants; cheese and beef come from animals.)

Explain that:
 We get energy from eating plants and animals.
 Other animals also get energy from eating plants and animals.
 Plants are living things and they also need energy.

Teaching Tip: Tell pupils that plants, with the help of chlorophyll, make their own food through photosynthesis. Chlorophyll is Textbook pages 47—48
Explain:
Explanation is able to trap the Sun’s energy and this energy enables photosynthesis to occur.
given to throw light
on a new concept Discuss with pupils to make sure that they understand that the Sun is the ultimate source of energy, and without sunlight,
plants will die and all animals will die too, as they depend on plants directly or indirectly. Water and carbon dioxide are the raw
materials of photosynthesis. Sugars are the first products and starch is the final product.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Common Misconceptions: Pupils may think that plants must be green or have green leaves to photosynthesise. Actually, plants
do not need to be green or have green leaves to photosynthesise. The chlorophyll (which gives the green colour) may be
hidden by other colours in the plant.

Another misconception is that all the cells in green leaves contain chlorophyll. This is not true. Even in a plant with green
leaves, not all the cells in the leaves contain chlorophyll. For example, the epidermal cells of leaves do not have chlorophyll.

Evaluate: Activity: Show pupils pictures, slides or videos of green plants and animals. Discuss how green plants and animals get their
Pupils’ food. Textbook page 49
understanding of
previously learnt Ask pupils:
topics is tested  What is the difference between animals and plants with regards to how they get food? (Answer: Plants make their own
through the food. Animals eat plants or other animals.)
discussion
Explain that:
 A plant makes its own food and thus is called the producer. Animals get their food from plants or other animals. They are
called food consumers.
 Food consumers are divided into three categories: herbivores, carnivores, and omnivores.
 Grasses have hard structures (xylem vessels which are strengthened thick-walled cells). Herbivores have special stomachs
to digest these grasses.

Teaching Tip: Give a brief introduction of the digestion of grass inside the four-chambered stomach of a herbivore.

Elaborate: Project Idea: Get pupils to make a list of the meals that they eat on a particular day and check how many types of food come Workbook pages 35—36
Pupils extend their from plants or animals. Pupils will find that they normally eat foods that come from both plants and animals, but some pupils Activity 1: Test Me for
understanding by may eat more foods from plants. A person that eats only plants is called a vegetarian. Starch!
exploring newly
learnt concepts 21st Century Skills: Work independently; Be self-directed learners Consolidation
through a project Worksheet 1
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Lesson 3.2
BSCS 5E Lesson Notes Resources
How Is Energy Transferred Between Organisms? Textbook page 50
Engage: Activity: Bring pupils to visit the school garden and study the organisms there. Pupils should only observe and make notes. No
Pupils learn how plant or animal is to be collected. If they have turned over stones, return the stones to the original position afterwards.
energy is
transferred Ask pupils:
between organisms  Can you identify the organisms in a garden habitat? (Answer: Accept all possible answers.)
through  What are the feeding relationships in a garden habitat? (Answer: Accept all possible answers.)
observation
Process Skills: Observing, Classifying, Inferring

21st Century Skills: Reason effectively; Use systems thinking

Explain: Teaching Tip: Have pupils discuss the possible feeding relationships in a garden habitat and guide them to conclude that: Textbook pages 51—52
Pupils learn more  A plant is always the first link in a food relationship.
about food chains  Plants are food for animals, which are in turn eaten by other animals.
through teacher’s  Among animals, there are predators (animals that eat animals) and prey (animals that are eaten).
explanation  A four-tier food chain consists of a food producer (plant), primary consumer (herbivore), secondary consumer (carnivore
or omnivore) and tertiary consumer (carnivore or omnivore).

Evaluate: Activity: Ask pupils to write down what they ate for lunch or dinner the previous day. Ask them to figure out the position of
Pupils’ the food items within a food chain and construct a food chain for each item in which the pupil is the final consumer.
understanding of
food chains is Teaching Strategies: Relating to real life, Giving examples
assessed through
the activity Process Skill: Organising

21st Century Skills: Reason effectively; Use systems thinking

Elaborate: Activity: Ask pupils to go with their parents to a pond, study the organisms in the pond and try to classify the organisms into
Pupils extend their food producers and food consumers. Pupils can also check which pairs of organisms have a predator-prey relationship. Pupils
understanding should take care of their safety around the pond. They should only observe and make notes. No plant or animal is to be
through an activity collected. If they have turned over stones, return the stones to the original position afterwards. They should not litter around
the pond area. Ask pupils to share their findings in groups.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Teaching Strategies: Relating to real life, Giving examples

Process Skills: Observing, Inferring, Communicating

21st Century Skills: Use systems thinking; Be self-directed learners

Project Idea: A food pyramid is another representation of a food relationship. It represents the number of organisms, the URL 3.1
amount of energy available or the amount of biomass in a food relationship. The length of each bar in a food pyramid is
proportional to the number of organisms in that level. Go through the website about food pyramids with the class and ask
pupils to construct a food pyramid. Ask pupils to present their works to the class.

Process Skills: Observing, Organising

21st Century Skills: Use systems thinking; Be self-directed learners

Activity: Carry out Experiment Time! to investigate the feeding relationship between green leaves, grasshoppers and praying
mantises. Let pupils observe and record their observations. Discuss and help pupils answer the questions. You should prepare Textbook pages 53—54
the set-ups three days before the lesson. Remind pupils that for a fair test, the number of grasshoppers and the mass of green
leaves in both set-ups at the start of the experiment should be exactly the same. Workbook page 37
Activity 2: Who Eats
Safety Note: Pupils should wear gloves to prevent direct contact with the insects. What?

Process Skills: Observing, Comparing, Inferring Workbook pages 39—41

Activity 3: Food Chain
21st Century Skills: Reason effectively; Solve problems Mystery!

Consolidation
Worksheet 2

Internet link for Lesson 3.2

URL 3.1: Ecological pyramids (corresponds with Internet Link 3.1 in Textbook)
http://www.youtube.com/watch?v=NJplkrliUEg
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Lesson 3.3
BSCS 5E Lesson Notes Resources
What Happens When Living Things Die? Textbook page 54
Background: The bacteria that play a role in decomposition are divided into two groups: putrefying
(decomposing) bacteria and nitrifying bacteria, which turn decomposed materials into inorganic salts of
nitrates which are essential for producing plant proteins.

Engage: Teaching Tip: Use the section title to start the discussion on decomposition. Show pictures of bacteria and
Pupils are given an fungi to pupils and ask pupils how they think these organisms help in decomposition.
interesting
question to think
about

Explain: Explain that:

Pupils gain further  Dead bodies will be decomposed into materials which may become nutrients for plants.
understanding  Decomposers include bacteria and fungi.
through teacher’s
explanation

Evaluate: Activity: Have pupils look at the picture of the lettuce and the rabbit in the Textbook and have them try to Textbook page 55
Pupils’ explain how this shows that animals and plants are interdependent.
understanding is
tested through the Process Skills: Observing, Analysing, Inferring
activity
21st Century Skill: Use systems thinking

Teaching Tip: Show pupils pictures or videos of scavengers such as vultures, crows and hyenas, and introduce
scavengers as animals which eat dead animals and plants.

Elaborate: Common Misconception: Many people think that scavengers are decomposers. Actually, scavengers are not Workbook page 48
Pupils extend their decomposers because they do not break down dead bodies into materials small and simple enough to be Worksheet 1: Where Do I Belong?
understanding used directly as nutrients for plants. Scavengers only feed on dead organisms and help break down the dead
when they learn organisms into smaller pieces for decomposers to act on more quickly. Consolidation Worksheet 3
about scavengers
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

Lesson 3.4
BSCS 5E Lesson Notes Resources
What Are Food Webs? Textbook page 56
Engage: Teaching Tip: Let pupils examine the four food chains shown. Ask pupils to find a living organism (e.g. the
Pupils build on grasshopper) that appears in more than one food chain. That means the organism can be eaten by more than
existing one animal or eats more than one organism. With this point as a start, introduce the concept of food webs to
knowledge to pupils.
learn new
concept Explain that that the difference between a food chain and a food web is that a food chain is a straight linkage of
a series of organisms, i.e. A → B → C→ D, whereas a food web consists of a straight chain and many side chains,
i.e. a network of two or more food chains.

Explain: Explain that:

Pupils gain  Several organisms can feed on one food producer or one food consumer.
further  In a food chain, a prey (e.g. C which is eaten by D) can also exist as a predator (e.g. C also eats B).
understanding  A bird usually occupies a high position (possible the highest) in food chains of several feeding levels.
through
teacher’s Activity: You will need to prepare cards for this game. On each card, write the name of an animal or plant. You
explanation should have a good mix of producers, primary consumers, secondary consumers and tertiary consumers.
Distribute a card to each pupil. Pupils have to identify the level of the organisms in a food chain in this game
(i.e. producer, primary consumer, secondary consumer, tertiary consumer). Ask pupils to walk around the
classroom. When two pupils meet, they have to show each other their cards. If one card shows a higher level
organism, the pupil holding the card with the higher level organism takes the card with the lower level
organism (e.g. secondary consumer eats primary consumer). The game ends when all the lower level organism
cards have been collected by pupils holding cards with tertiary consumers.

Process Skills: Observing, Organising, Communicating

21st Century Skill: Communicate clearly

Activity: Carry out Build Your Skills! Ask pupils to study the food web shown and try to extract the names of the Textbook page 57
organisms represented by the letters. Try to insert the names into the boxes of the three food chains given and
see if they work. Have pupils play the interactive game to create a food web. URL 3.2

Process Skills: Observing, Comparing

© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

21st Century Skills: Think creatively; Reason effectively

Activity: Show pupils pictures, slides or videos of different habitats. You may also invite pupils to bring to class
their overseas holiday photos that show different habitats (e.g. beach, forest) and various plants and animals.
Discuss the different habitats and try to construct food webs with the organisms found in the habitats.

Ask pupils:
 What would happen if a new organism is introduced into a habitat? (Answer: The existing organisms in
that habitat will be affected as the new organism will interfere with the food relationships in the habitat.)

Elaborate: Teaching Tip: Get pupils to go to the website to learn about the effects of the introduction of a new organism URL 3.3
Pupils extend into a habitat.
their knowledge Workbook pages 43—44
by learning how Teaching Strategy: Real-life examples Activity 4 : Food Chain to Food Web
a new organism
can affect an Process Skills: Observing, Communicating Workbook pages 45—46
existing food Activity 5: Let’s Be a Food Web Detective!
web 21st Century Skills: Use systems thinking; Communicate clearly
Workbook page 47
Activity: Plan a visit to a country park. Ask pupils to identify the animals and plants found in the park and then Activity 6: Food Web in My Kitchen
construct a food web for the eco-system in the country park.
Workbook pages 49—50
21st Century Skills: Use systems thinking; Reason effectively Worksheet 2: My Role in the Food Web!

Wrap up the chapter with the following: Consolidation Worksheet 4

Talk It Out Fun and Games

Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words. Exam Practice

Map It Out Textbook page 58

Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map
by reading out loud. You may wish to draw the map as you speak.
 Energy enables all living things to carry out life processes.
 Energy comes originally from the Sun and is obtained from the food we eat.
 Energy is transferred when an organism feeds on another.
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 6 Chapter 3 Lesson Plans

 Energy is transferred in food chains, which are made up of food producers and food consumers.
 Food chains start with food producers.
 Food chains show the transfer of energy from one organism to another.
 Food chains can be interconnected to form a food web.

Work It Out Textbook page 59

Teaching Tip: Go through the worked example with pupils. Read the hint when answering part ‘c’.

Process Skills: Observing, Inferring, Predicting

21st Century Skills: Think creatively; Reason effectively

Science @ Work Textbook page 60

Background: Humans may eat foods that contain pesticides or other chemicals. Since humans are always at the
highest trophic level (the top of all food chains), the accumulation of chemicals in humans will be the highest.
For the good of the environment and for our own benefit, it is best that organic fertilisers are used to replace
chemical fertilisers.

Teaching Tips:
1. To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each
pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
2. You may also quote the example of accumulation of DDT in high level organisms to illustrate the dangers of
the overuse of pesticides.

21st Century Skill: Environmental literacy

Internet links for Lesson 3.4

URL 3.2: A food chain game (corresponds with Internet Link 3.2 in Textbook)
http://www.sciencekids.co.nz/gamesactivities/foodchains.html

URL 3.3: Impact of introducing snakeheads to new habitats (corresponds with Internet Link 3.3 in Textbook)
http://www.csa.com/discoveryguides/snakehead/overview.php