What is a food chain?

The students love to cut paper all the time. One morning last week as I was observing, “J” lifted up his paper and began yelling, “LOOK MS.AMBREEN I MADE A SHARK!” I myself was amazed with what I saw. A shape of a shark made just from cutting the paper.

We began to observe his creation and talk about the characteristics of the shark.  We asked him if he would like to give it some eyes. So he began giving it eyes and colored in the whole shark until it was filled with one color.

As J began making one shark many other students also wanted to make some sharks …

Not only was this a great opportunity to strengthen our cutting skills, this would be a great opportunity to use our creativity and revisit some of our study of the saltwater tank.  As we continued to talk, the project turned into a study of the food chain.

As we began to discuss how animals need food that provides the energy to live, the students had a better understanding that since animals could not produce their own food, their energy came from eating other organisms.

So our first question, what does a shark eat?

We left this all up to the students to find out the answers to these questions so they could make the next organism to add to their very first food chain!

The students have begun working together to find the answer to their questions.  We believe in giving the children the tools they need to learn, rather than giving them the answer.  They are capable of finding the answers themselves, if we provide them with the right tools.  They have been able to use the computers in their classroom where they are finding the correct letter keys, learning how to use a space bar, and also learning about punctuation marks and how to push the correct one when their are 2 punctuation marks placed on one key.

It may take them a while, and sometimes they may not space correctly but they are completely motivated and will to try again until they type the correct sentence!

They are able to find images,videos, and with the help of their teachers reading different articles to them they have found out that different types of sharks eat many different organisms!

As the article was read to the children they picked a crab and a clown fish since sharks eat different kinds of fish.

We counted and paid attention to the crabs pincers and walking legs so that we could make the right amount.

We also looked at the clown fish and its black lines mixed in with orange and white..





When more students decided to join, Aidan was able to teach them about the different keys and space bar since he figured out how to do from trying the previous day.









The amazing part of allowing children to use a computer is that they are picking up on things that we wouldn’t imagine!

They are able to recognize the question they are trying to type and click the correct link if they have misspelled it.

We have found the perfect spot to place our food chain of our sea animals! It is right above our salt water tank, Please stop by and look to see what is being added daily. As the students are using the computers they are realizing their are many different types of sharks and we are challenging them to learn about more than one food chain.We will begin to take a closer look at different types of shark so we can learn about the different food chains, what classification is, and how to classify them.

Learning Goals Achieved:

In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things.


Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events observed in the natural world
Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:
(A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and
(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.


Research and information fluency. The student acquires and evaluates digital content. The student is expected to:
(A) use search strategies to access information to guide inquiry;
(B) use research skills to build a knowledge base regarding a topic, task, or assignment; and
(C) evaluate the usefulness of acquired digital content.
Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations. The student is expected to:
(E) use proper keyboarding techniques such as ergonomically correct hand and body positions appropriate for Kindergarten-Grade 2 learning;
(F) demonstrate keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys appropriate for Kindergarten-Grade 2 learning;


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