Ecosystems Digital Inquiry | Sharks in the Food Web

Grade Levels
4th - 6th
Subjects
Standards
Resource Type
Formats Included
  • PDF
  • Google Apps™
  • Internet Activities
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The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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Description

Some animals affect their ecosystem more than others. What about sharks? Students will explore the roles of sharks, the threat to sharks, and potential effects of removing sharks from ocean ecosystems.

Question: How do sharks affect their ecosystem? What might happen if there were no more sharks?

Objective: I can combine information from multiple sources to explain the potential effects if sharks were removed from ocean ecosystems.

Suggested Unit: Food Webs, Ecosystems

Topics: food webs, food chains, ecosystem interactions, ecosystem changes

Activity Information

This resource includes a PDF with a link to Google Slides files that you can copy and distribute to your students. It is compatible with Google Classroom. It is not intended to be used in printed format.

In this activity, students will work independently to collect information from multiple sources, write important notes from the sources that answer the question, and construct a response that includes evidence from their notes.

Video Tutorials

Teacher Tutorial: This video will show you how to assign Science Digital Inquiry assignments in Google Classroom.

Student Tutorial: Please share this video with students to learn how to use this resource on both a computer and mobile device.

Sources Included

1. Video explaining why shark populations are under threat

2. Article explaining various roles in a marine ecosystem

3. Video about scientists’ observations of lemon sharks in a mangrove ecosystem

4. Video explaining how removal of a shark species could impacts the ocean

5. Informational Text discussing the effect of hammerhead sharks’ decline near Australia on area stingrays

Student Pages Included (3 differentiated options)

• Collecting Information table

• Integrating Information page for written response

Differentiation

There are three different files included. The content is all the same but the student pages are scaffolded at 3 different levels to help individual students successfully accomplish the task. If a student is offered a scaffold that they do not need, then I recommend allowing them to complete the activity without it.

A: guided questions for note-taking and no scaffolding for written response

B: guided questions for note-taking and optional sentence stems for written response

C: guided questions for note-taking and fill in the blank with drag and drop terms for written response

Related Standards

TEKS 4.9B describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web

TEKS 5.9B describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers

5.9C predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways

NGSS 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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Product Information

1. This resource includes a PDF with a link to Google Slides files that you can copy and distribute to your students. It is compatible with Google Classroom. It is not intended to be used in printed format.

2. While this file is not editable, you can add information, remove pages, and change links.

3. Please purchase the correct number of user licenses. 1 teacher = 1 user license

4. This file is included in the Life Science Digital Inquiry Bundle, 4th Grade Science Bundle {Texas Edition}, and the 5th Grade Science Bundle {Texas Edition}.

Total Pages
Answer Key
N/A
Teaching Duration
1 hour
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Standards

to see state-specific standards (only available in the US).
NGSS5-PS3-1
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Examples of models could include diagrams, and flow charts.

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