Reflection: Real World Applications Yellowstone National Park Food Chains - Section 4: Reflect & Apply


Overall, students were very successful with the food chain activity! In no time, this turned into a game-like activity. Groups of students challenged themselves to find as many Yellowstone National Park food chains as possible. Here's an example of a group that tried to create as many food chains as possible: Students Create Several Food Chains

As teams created each food chain, I loved watching the students refer to the facts on the backs of their cards to determine the order of the cards! Students then constructed evidence-based arguments and made reasoned judgements about the placement of their food chain cards. At the same time, team members provided and received critiques from peers by respectfully agreeing or disagreeing with the thinking of others. 

The action of engaging in argument from evidence supported Science & Engineering Practice 7 and deepened student understanding of food chains in the real world. 

I am left wondering if these conversations would have been less fact-based and more based on student knowledge if the facts were not as accessible to students.

  Real World Applications: Fact-Based Arguments
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Yellowstone National Park Food Chains

Unit 2: Ecosystems
Lesson 23 of 28

Objective: SWBAT build and describe a food chain model.

Big Idea: In this lesson, students research the specific roles of producers, consumers, and decomposers within the Yellowstone ecosystem. Then, students use this information to create and describe food chain models.

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students making food chains
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