Food Chain Lesson Plan

3 lesson plans about the food chain

As a people’s teacher, you often need to prepare lesson plans. With the help of lesson plans, you can improve the quality of teaching and achieve the expected teaching results. So how should the lesson plan be written appropriately? Below is a lesson plan I compiled about the food chain. You are welcome to share it.

Lesson plan about the food chain 1

Teaching objectives:

1. Understand the concept of biological control

2. Establish what natural things are Universally connected scientific view of nature

Teaching focus and difficulty:

Teaching methods and means:

Teaching process: Teacher activities Student activity design intention

Review questions:

1. What is a food chain?

2. What are the characteristics of a food chain?

① The food chain usually starts with a green plant .

②The organisms located in the second link of the food chain are usually herbivores.

③Most of the organisms located in other links of the food chain are carnivorous animals.

3. Natural enemies and agricultural and forestry pests

Scientists were inspired by the biological food chain and came up with methods of biological control of agricultural and forestry pests by using natural enemies.

1. Watch the video: Biological Control

Demonstrating the results of biological control of agricultural and forestry pests: the "forest doctor" woodpecker; the "farm guard" owl; the natural enemy of pine caterpillars, chafers and other pests such as ash Magpies; seven-spotted ladybugs to control cotton aphids, etc.

Think about it:

What is the significance of using biological control of agricultural and forestry pests?

2. Design a biological control plan

Check the information library or other information, select a pine-haired natural enemy, and design a feasible plan to defeat the caterpillars.

Watch the video: Biological control

1) Forest guard - gray magpie.

2) Trichogramma

In-person detection :

1. In the food chain of "algae → herbivorous fish → carnivorous fish → shark", if the water quality is polluted by the toxic substance mercury, then the organism with the highest mercury content in the body is

A. Algae B. Herbivorous fish C. Carnivorous fish D. Shark

2. There are often many food chains in an ecosystem. The correct way to represent the following food chain is ( )

A. Grass → Rabbit → Wolf B. Grass ← Rabbit ← Wolf C. Sunshine → Grass → Rabbit → Wolf D. Rabbit → Grass → Wolf

3. Which of the following items belong to the food chain

A. Grass - herbivorous insect - frog B. Frog - snake - owl

C. Sunshine - Grass - Herbivorous Insects D. Frog - Herbivorous Insects - Grass

Summary evaluation:

What did you learn in this lesson? What else do you want to know? ?(Let students speak freely and summarize the content of this lesson)

Assignment: Supplementary exercises

Discussion:

The vegetables in Xiaohong’s garden grow After catching a lot of cabbage caterpillars, Xiaohong put some old hens at home in the field

Post-teaching notes: Lesson plan about the food chain 2

1. Conversation introduction: The students all played Let's play animal chess. According to the rules, let's compare the sizes of these two animals. "Interesting Food Chain" lesson plan.

2. Teaching Food Chain

1. Why do you say cats are bigger than mice? Mice are eaten by cats, and cats eat mice. There is a relationship between eating and being eaten. Writing on the blackboard: The courseware of eating and being eaten is shown: mouse → cat

2. The arrows in the middle indicate that the mouse is eaten by the cat. The direction must not be wrong. You can also vividly understand it as a mouse entering the cat's belly and becoming a delicious meal.

3. If the teacher adds another kind of rice, can you use arrows to connect the food relationships of these three animals? Ask students to draw it on the computer and pay attention to the direction of the arrow. Rice→Mouse→Cat Students operate on their own computers, and the teacher directly displays it through screen capture and lets the students talk.

4. Teacher’s summary: This relationship between eating and being eaten, which closely connects living things like a chain, is called a food chain.

3. Producers and consumers

1. Transition: Every food chain is composed of several links. Let’s take a look at them.

2. The computer plays the video of the producer and asks: Who is the producer in this food chain? Teacher: Creatures that make their own food are called producers. Who else is in the food chain? Please watch the video. (Play clip: Consumer)

3. Question: Who is the consumer? (Teacher points to the food chain) Cats and mice that do not make their own food and feed on other organisms are called consumers.

4. Today the teacher brought many different organisms and asked the students to use the knowledge they just learned to divide them into two categories: producers and consumers. (Produced by computer). (Green vegetables, leaves, grass, rice, eagles, snakes, silkworms, rabbits) Place these animals in the designated positions on the computer. Ask the student to say, grab his screen display.

4. Food Web

1. Every food chain actually starts with producers.

(1) Every food chain starts with a producer, and every food chain must be complete until it is eaten by other animals.

(2) Pay attention to the direction of the arrow indicating who is being eaten by whom. (Pointing to the example)

(3) The more food chains you can find, the better. It is best to use a thinner line for the brush.

2. Form a group of 2 people and start connecting. The teacher patrols and consciously guides 1-2 groups.

3. Ask the students to report the results. The teacher will connect on the spot based on the students' reported results on the computer.

4. There are so many food chains here, intersecting with each other, what do they look like?

5. Decomposers

1. The source of the food web is the producer, with the focus being the ferocious consumers. So where do the nutrients for plants come from? In fact, there is a special kind of members on the earth. Do you know about them? Let's learn about them from the video footage. While watching, think: What role do they play in nature? Who are the members?

2. (Watch the video) Name and describe the function, (Written on the blackboard: Decomposer)

3. Question: What decomposers are around us? (Earthworms, mushrooms, molds...)

6. Hazardous transitions that disrupt the food chain: It is these three members that constitute our beautiful nature. (Pointing to the writing on the blackboard)

1. But things like this often happen: show a story. On the grasslands, wolves have always threatened the docile deer, so farmers launched an action to protect deer. They hunted a large number of wolves on the grasslands. What was the result? said the student.

2. There are many more stories like this. For example (for a period of time, people especially liked to eat frogs, so many people killed them in large numbers in order to make money. Can you tell me what will happen to nature?)

3. From these two cases, What did you find? (If you destroy one link in the food chain, other animals will also be greatly affected, and eventually nature will be destroyed)

7. Discussion or homework In fact, not only cutting down and killing animals and plants will destroy the food chain, but we will also There are many phenomena around us that discharge sewage and use pesticides in large quantities. Please discuss how pollutants enter the human body through the food chain and endanger human health. Ask students to send the food chain homework they designed to the teacher's email after class. The teacher will grade each student and return it to you. Lesson plan 3 about the food chain

Teaching objectives

1. Knowledge objectives:

(1) Understand the common relationship between feeding and being eaten among living things.

(2) Know what a food chain is.

　2. Ability goals:

(1) Through group activities, cultivate students’ analytical and comprehensive abilities and draw some relatively simple food chains.

(2) Cultivate students’ ability to use knowledge to solve problems through program design, information review, etc.

　3. Emotional attitude and value goals:

(1) Establish a scientific view of nature that natural things are universally connected.

(2) Cultivate students’ interest in exploring the food chain and initially form a sense of actively participating in social decision-making.

Analysis of key points and difficulties:

The focus of this section is:

Help students understand the food chain and construct the concept of the food chain. The difficulty is: guiding students to design biological control plans. Through the analysis of the food chain, especially the food chain related to humans, we can cultivate students' ability to construct knowledge on their own, enable students to realize the close connection between humans and nature, and establish awareness of protecting the environment and protecting living things.

Design ideas:

This lesson has designed three parts: 2 "Analysis Activities" and 1 "Program Design".

The first part introduces the new lesson by showing the childhood "Two Eagles Catching Chicken Game" through the courseware. It uses the activity of the game "Who Eats Who" to establish the concept of the food chain, and summarizes the structure of the food chain through group analysis and discussion. characteristics, achieving the purpose of "learning by doing".

The second part is to guide students to analyze the organisms in the recipes and connect the food chain including humans.

On the one hand, it consolidates the knowledge of the food chain, and on the other hand, it helps students realize that people are also members of the ecosystem and are also in complex food chains; through the activity of "I treat everyone to a big meal" , to help students correctly understand the relationship between man and nature.

Part 3 is to guide students to design a biological control plan.

By displaying the achievements of biological control in my country, students' enthusiasm for designing biological control methods will be stimulated.

By collecting various information, a biological control plan is designed, and the group conducts self-evaluation and mutual evaluation, revisions, and evaluation of the best plan.

And set up after-class expansion: ask students to click on relevant websites after class, check information, and collect various methods of biological control for the main pests in local farmland (such as: cotton budworm, cabbage caterpillar, rice planthopper etc.) to design a feasible biological control plan, cultivate students' ability to use the knowledge they have learned to solve problems, and benefit their hometown.