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FOOD PRODUCTION MODULE REVEIW
Funded by the Teacher Quality Program
A project of :
The State Botanical Garden of Georgia, The GA Museum of Natural History and Georgia 4-H
FOOD MODULE REVIEWOverview: In this module, learners work as naturalists, displaying curiosity as they investigate sources of food and food chains on their site. Activities include investigations into the eating habits of seed eating animals on their site, a food chain game, and activities about migration, a hands-on owl pellet dissection and much more. A GEN take-home pamphlet allows learners to extend their knowledge by looking for sources of wildlife food near their home and sharing their knowledge about ecosystem food production concepts with other family members. Related stewardship/ service learning projects involve enhancing their site for wildlife or developing feeding stations for birds and other wildlife.
GEN
FOOD MODULEEnduring Understandings:
Learners will understand that…All living things need energy from the sun to survive.Many creatures use their school site as a source of food.Their activities can help wildlife survive on their site.
Essential Questions: How do living things feed themselves?What animals eat on my school site?What can I do to help wildlife find appropriate food on my site?
FOOD Major Concepts:
1. A major function of a healthy ecosystem is producing nutritious food for the animals that live there.2. The sun is the base of all food chains.3. Organisms have adapted and will “eat” a variety of foods within the ecosystem.4. Relationships between producers (plants) and consumers (animals) can be diagrammed in food chains/webs.5. Migratory animals require suitable habitat and food in all places along their migration route.6. Population growth and the over-consumption of resources pushes the limits of a sustainable agricultural system. 7. Agricultural, political, and lifestyle changes are needed to ensure enough food for all creatures on Earth.
FRONT BACK
GRAB YOUR GEN QUICK GUIDE!
QUICK GUIDE Features:
•Essential Questions•At A Glance•Concepts•Objectives•Learning cycle wheel•Procedures / Supplies
Food Quick Guides75 minute lesson plans
Plants use the sun’s energy to
grow leaves, roots and stems
Animals and fungi can use the plants as
their food
What is special about plants? How are they able to use the sun’s energy to make food
for themselves?
Inside many plant cells are special structures called chloroplasts that use the
sun’s energy to make sugars.
Chloroplasts use carbon dioxide and water from the air and use
the sun’s energy to fuel a chemical reaction that forms
sugar molecules.
Carnivores
• Secondary consumers• They eat other animals, which gives them the energy they need to survive.
Where is my food?
What happens when the food an animal eats cannot be found for the entire year in one place?
What Do You Think?What would a bear eat from a “forest restaurant”?
What would a fox or a rabbit eat?
What Do You Think?The next time you sit down to eat dinner…
imagine the food chains for the things on your dinner plate!
How will we learn about the Food Production Department?
Owl pellet dissection
Plant/Harvest Vegetables
What can you do?
Plant food-bearing trees and nectar plants for animals that live nearby.
And much more!
• Quiz Yourself• • 1. Name three ways in which farmers attempt to control the agricultural
environment.• 2. A human society which does not grow its own food but rather relies
upon searching out food from the environment in which it lives is called a ____________________________ society.
• 3. How does human activity threaten the quality and safety of the fish and shellfish we consume?
• 4. Name three plant parts (e.g. stems, leaves, or roots) and an animal that consumes them.
• 5. When farmers grow only one kind of crop in a field, this is called ______________ farming.
•