Materials for the lesson

Paper, pencil, some wool rope and pin

Layout of the classroom

An empty space would be the best to make a circle for food chain. So it is better to make a U-shaped classroom.

Phase 1

Students become a circle. Teacher says” bee, dog, cat, cow, duck, snake, horse, lamb, cock, frog, goose, chick and cuckoo bird” to each student’s ear. When the teacher whispers all the animal names in the list to some of the students, s/he goes on to whisper animal names to other students from the beginning of the list. So we have a few of each animal. When the students walk around with their eyes closed, they make the voice of the animal they act/dramatize. Everyone tries to find his/her partner.

TEACHER:

After the Animal Council, you set out to go home. You have a look but you can’t see your partner. After the meeting everywhere is dark. You can’t see anything. Your only chance is to find your partner using your voice. Search for your partners your eyes closed. Animals that find their partners go aside and open their eyes.

Discussion Question:

*What are the disguising characteristics of animals?

Note:

If the students have difficulty with closing their eyes, they can tie the eyes to the cloth.

Phase 2

Students become a circle an arm length distance. Teacher finds two volunteers. One is fox, the other one is rabbit. Both of the volunteers close their eyes.

TEACHER:

 “Fox goes hunting rabbit at night. Rabbit tries to stay away the fox. Bye the time fox asks where the rabbit is, rabbit must say “I am here” each time and find different strategies not to be caught. Piece of the big forest, we trees, helps them not to go out of the forest.”

Rabbit’s and fox’s eyes are closed. Teacher puts them far away points in the circle and the game starts. The captured rabbit becomes a fox in the next round. One of the other students in the circle becomes new rabbit.

DISCUSSION QUESTIONS

1-What if the fox doesn’t catch the rabbit? Does it stay hungry? Does it have another option?

2-Is it possible that plants can be hunting or hunters?

3-Can an animal is both hunting and a hunter? Give an example to it.

4-What features must the fox have to catch rabbit easier?

5-What features must the rabbit have to escape and not to be caught?

Phase 3

Before the lesson:

Teacher splits file papers into two and write one of these words “weed, rabbit, Mouse, deer, owl, snake, and mountain lion “to each paper.

First step:

Teacher divides students into groups of seven. (If necessary, the number of group members may be less than seven. If so, creature names should be reduced) Teacher gives a paper that creature names are written on it. The groups all together act/dramatize the creature written on the paper. Each group member is going to be a part of the creature’s body. They are going to use their gestures and mimics. They can’t use their voice. Everyone that forms parts of the creature must mention the most obvious part of the chosen creature. That creature can move, walk etc. (in groups) Other groups tries to find which creature it is. Groups go on acting/dramatizing it one by one.

Note:

If the groups can’t guess which creature it is, they make five yes-no questions to find the creature.

Second Step:

Before the lesson:

Creatures “weed, rabbit, Mouse, deer, owl, snake, mountain lion “written for each member of the group on a paper. (You can add or remove creatures in the number of the group members) You must pay attention that these creatures make a food chain. Each group takes a piece of paper that is written their names on it and rope. Group members decide the creatures to act/dramatize and they attach the creature name then have chosen on their clothes. Teacher makes the game start in a group and s/he tells other groups how to play the game. Then all the groups play the game on their own.

Second Step:

Before the lesson:

To start the game Teacher takes the rope and throws it to the student written weed on it. This student (weed) takes the rope. Teacher asks this student (weed) who eats the weed. The student holding rope (weed) throws the rest of the rope to the Mouse. Mouse holds the rope and asks who eats the Mouse. Then Mouse throws the rest of the rope to one that eats it. This way game advances to the top of the food chain (mountain lion).The important thing here is that everyone in the group gives the rope to another without letting go of the part of the rope itself and having a net or a chain with rope. So the students who are going to the rope will be clear. When the game is over, the teacher tells the students that they are all forming a food chain. Accordingly, students are asked to form food chains.

Phase 4

GENERAL EVALUATION:

Teacher wants the students to evaluate the event and emphasizes points to be known about the food chain.

Discussion Questions:

1-Can you see this net or chain in real life?

2-Cutting the rope somewhere how other creatures are affected?

3-In what conditions is the existence of living things in danger? Give examples.

4-group the creatures involved here as producers, primary consumers and secondary consumers. (In this question, the students will be able to reason without knowing the meaning of the terms. Reasoning is guided by the teacher through questions and answers.)

5-Why is food chain important? Please explain it

FINISHING ACTIVITY

Three groups can be created if desired as a termination game. Each group may be asked to set up their own food chains. Groups later share food chains with other groups.