Sustain the chain
View Sequence overviewStudents will:
- explore a model of a food chain.
- play several rounds of the game of Roo survival.
- discuss ideas about what the game represents.
- graph and interpret the data from the game of Roo survival.
Students will represent their understanding as they:
- describe how a change in the availability of resources in an ecosystem has an effect on an animal population.
- identify interactions between organisms within an ecosystem.
- construct a graph using the data from the game.
- interpret the patterns of the graph to describe the impact of different factors on Roo survival.
- discuss their observations and ideas on food chains, and the impact of human activity with the class.
In this lesson, assessment is summative.
Students working at the achievement standard (science inquiry) should have:
- posed questions to explore patterns and relationships based on observations.
- constructed representations to organise data and information and identify patterns and relationships.
They might also:
- explain the role of data in science inquiry.
- describe how human activity can affect the interactions between other organisms.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Class science journal (digital or hard-copy)
Materials to create a word wall
Each student
Individual science journal (digital or hard-copy)
Graphing 'Roo survival' Resource sheet
Lesson
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkRe-orient
Review the previous lesson using the class science journal, word wall and glossary. Discuss food chains, what makes a food chain and how the energy that flows in a food chain is represented by arrows.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkNot just food
Pose the question: What do consumers (like kangaroos) need to survive?
Refer to a student question (if one has been asked) as a jumping off point for the following investigation about the resources needed by consumers.
- What do consumers need to survive?
- Food for energy (kangaroos eat plants such as grass), water, shelter for protection from weather and enemies, space to move around.
- Why do they need space to move around? Could they survive without it?
- Students may think that space is not essential for survival, but having sufficient area within which to locate food is very important for animals. You might point out how animal populations decline when their habitat is lost, as more animals are competing for food in a smaller area. Use a local example if possible.
- What do we call animals that hunt their animals for their food?
- Predators.
- What do we call the animals they hunt?
- Prey.
Add ‘predator’ and ‘prey’ to the word wall.
Pose the question: How do these resources (food, water, shelter, space) make it easier for kangaroos to survive?
If students haven’t asked this question themselves, add it to the list of class questions and discuss how answering this question will be the centre of today’s investigation.
Resources in an ecosystem
Each living thing in an ecosystem has needs, including food, water, shelter and space.
Each living thing in an ecosystem has needs, including food, water, shelter and space. The living things all require access to the same water and space to survive. If one species is more aggressive in defending its space or using the water, it might reduce access for other species. The food and shelter that different species need will vary. However, there will still be competition for the resources within each species. For example, some types of whales will only eat krill. These whales will compete with each other to get enough food, but they will not have to compete with other marine species, for example, sharks, which do not eat krill.
Different types of living things can survive in the same area because they have different needs. For example, different birds can live in the same habitat because they eat different food. The types of foods birds eat are related to their beaks. A bird of prey, for example, a hawk, can grip and tear meat because of its strong, pointed beak. Spoonbills use their flat beaks to sift through mud and collect small animals. Cockatoos have strong, curved beaks which allow them to crack open seed pods to access the seeds. These three types of birds are not in competition for food.
When there are many resources available, numbers of living things will increase, as more organisms are able to survive and reproduce. However, a larger population will use more resources. As demand increases, the amount of available resources decreases. This makes it harder for the living things to fulfil their needs and the population decreases. With a lower demand, more resources become available and the cycle continues. In some cases, this cycle is based on the seasons, with more resources available at different times of year. In other ecosystems, there is limited fluctuation with time as it is more stable. The processes determining stability for fluctuation are not simple. How stable or instable an ecosystem can be affected by many factors, including the influence of humans, non-native species and the impact of extreme weather events.
Each living thing in an ecosystem has needs, including food, water, shelter and space. The living things all require access to the same water and space to survive. If one species is more aggressive in defending its space or using the water, it might reduce access for other species. The food and shelter that different species need will vary. However, there will still be competition for the resources within each species. For example, some types of whales will only eat krill. These whales will compete with each other to get enough food, but they will not have to compete with other marine species, for example, sharks, which do not eat krill.
Different types of living things can survive in the same area because they have different needs. For example, different birds can live in the same habitat because they eat different food. The types of foods birds eat are related to their beaks. A bird of prey, for example, a hawk, can grip and tear meat because of its strong, pointed beak. Spoonbills use their flat beaks to sift through mud and collect small animals. Cockatoos have strong, curved beaks which allow them to crack open seed pods to access the seeds. These three types of birds are not in competition for food.
When there are many resources available, numbers of living things will increase, as more organisms are able to survive and reproduce. However, a larger population will use more resources. As demand increases, the amount of available resources decreases. This makes it harder for the living things to fulfil their needs and the population decreases. With a lower demand, more resources become available and the cycle continues. In some cases, this cycle is based on the seasons, with more resources available at different times of year. In other ecosystems, there is limited fluctuation with time as it is more stable. The processes determining stability for fluctuation are not simple. How stable or instable an ecosystem can be affected by many factors, including the influence of humans, non-native species and the impact of extreme weather events.
Alternative conceptions
What alternative conceptions might students hold about ecosystems?
Some students might think that the amount of resources in an ecosystem is infinite and that all living things have enough available to fulfil their needs. However, the amount of food available is dependent on a number of factors, including the weather, the physical environment and the number of living things eating it. The amount of water is also dependent on the weather and competition between living things.
Some students might believe that ecosystems in the wild are in a state of natural balance. However, because of the impact of natural processes, such as extreme weather events, natural variation within a species and the presence of non-native animals, most ecosystems are constantly changing.
Some students might think that the amount of resources in an ecosystem is infinite and that all living things have enough available to fulfil their needs. However, the amount of food available is dependent on a number of factors, including the weather, the physical environment and the number of living things eating it. The amount of water is also dependent on the weather and competition between living things.
Some students might believe that ecosystems in the wild are in a state of natural balance. However, because of the impact of natural processes, such as extreme weather events, natural variation within a species and the presence of non-native animals, most ecosystems are constantly changing.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkRoo survival model
With your class, play a game called Roo survival to create a model of how the number of kangaroos changes each year, based on the availability of resources and the presence of threats.
| Setting up |
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| Playing the game |
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After each round, or at appropriate points during the game, stop to note how the kangaroo population has changed year by year, as the amount of available food, water, shelter or space has changed.
After the game, discuss this further with students.
- During the game, what happened to the number of kangaroos when there was plenty of food, water, shelter and space?
- There were more kangaroos when there were sufficient resources.
- What happened to the number of kangaroos when there was a shortage of food, water, shelter and space?
- There were less kangaroos when there were not enough resources.
- In the bush, what would kangaroos use for food, water and shelter?
- Kangaroos eat grasses; they drink fresh water from lakes, streams and rivers; they use trees, tall grasses and rocks for shelter and camouflage.
- What might cause the availability of food, water and shelter to change from year to year?
- Droughts, floods, fires, competition with other animals, severe winters and human activity all affect the amount of resources available.
- Which kangaroos would be the most likely to be killed by diseases or predators?
- The very young, very old, ill or malnourished kangaroos.
Evidence-based discussion
Argumentation is at the heart of what scientists do.
Argumentation is at the heart of what scientists do; they pose questions, make claims, collect evidence, debate with other scientists and compare their ideas with others in the field.
In the primary science classroom, argumentation is about students:
- articulating and communicating their thinking and understanding to others.
- sharing information and insights.
- presenting their ideas and evidence.
- receiving feedback (and giving feedback to others).
- finding flaws in their own and others’ reasoning.
- reflecting on how their ideas have changed.
It is through articulating, communicating and debating their ideas and arguments that students are able to develop a deep understanding of science content.
Establish norms before starting a science discussion activity. For example:
- Listen when others speak.
- Ask questions of each other.
- Criticise ideas not people.
- Listen to and discuss all ideas before selecting one.
Argumentation is at the heart of what scientists do; they pose questions, make claims, collect evidence, debate with other scientists and compare their ideas with others in the field.
In the primary science classroom, argumentation is about students:
- articulating and communicating their thinking and understanding to others.
- sharing information and insights.
- presenting their ideas and evidence.
- receiving feedback (and giving feedback to others).
- finding flaws in their own and others’ reasoning.
- reflecting on how their ideas have changed.
It is through articulating, communicating and debating their ideas and arguments that students are able to develop a deep understanding of science content.
Establish norms before starting a science discussion activity. For example:
- Listen when others speak.
- Ask questions of each other.
- Criticise ideas not people.
- Listen to and discuss all ideas before selecting one.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkRepresenting and sense making
Display the data showing the kangaroo numbers recorded after each round of ‘Roo survival’. Discuss the data in relation to different 'years' of the game.
Students transfer the data into their own table, then use that data to create a column or picture graph to represent how the kangaroo population changed over time.
Discuss the purpose and features of a graph.
- Why do we use a graph?
- We use a graph to organise information so we can look for patterns. We use different types of graphs, such as picture, column or line graphs, for different purposes.
- What does a graph include?
- A graph includes a title, axes with labels on them and the units of measurement.
- What kind of graph have you created, and why did you choose that style of graph?
Allow students time to complete their graphs.
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Optional: Undertake a gallery walk to share students' graphs with the class.
Discuss with students the patterns and relationships shown by their graph.
- What is the story of your graph?
- What was the highest number of kangaroos that survived a round in the game?
- What happened to the number of kangaroos the year after the mob was at its largest?
- What was the lowest number of kangaroos that survived a round in the game?
- What happened to the number of kangaroos the year after the mob was at its smallest?
- What pattern does the graph make and what do you think caused that?
Discuss the purpose of playing the game Roo survival.
- What were the main ideas that you learned from playing Roo survival?
- What do you now know about the importance of all parts of the habitat?
- What do you think scientists mean when they talk about ‘upsetting the balance of the habitat’?
- Why do you think scientists use models like Roo survival to help them understand a habitat?
Record students’ responses in the class science journal.
Reflect on the lesson
You might:
- update the word wall with relevant words and images.
- update the TWLH chart by inviting students to add what they have learned (L) and the evidence/observations that show how (H) they now know that.
Using different representations
Graphing the change in ‘roo’ numbers is essentially creating re-representations of the numbers in the table.
Graphing the change in ‘roo’ numbers is essentially creating re-representations of the numbers in the table. Re-representing in a different mode (tables to graphs) is a powerful learning strategy and can be undertaken outside of hands-on investigations. For instance, students can be challenged to compare and critique different representations in books (e.g. the number of animals in a habitat) and come up with their own version, or they can be challenged to create a graph or model of the change in populations.
Graphing the change in ‘roo’ numbers is essentially creating re-representations of the numbers in the table. Re-representing in a different mode (tables to graphs) is a powerful learning strategy and can be undertaken outside of hands-on investigations. For instance, students can be challenged to compare and critique different representations in books (e.g. the number of animals in a habitat) and come up with their own version, or they can be challenged to create a graph or model of the change in populations.
Selective display during discussions
Strategically select work samples for display and discussion.
Strategically invite particular students to display and explain their representational work, inviting class comment on the strengths of each, and where they might be clarified. This involves a discussion about the form and function of the representation, for instance to emphasise the importance of a linear scale, and labelling in graphs, or the use of arrows or annotations in diagrams.
Strategically invite particular students to display and explain their representational work, inviting class comment on the strengths of each, and where they might be clarified. This involves a discussion about the form and function of the representation, for instance to emphasise the importance of a linear scale, and labelling in graphs, or the use of arrows or annotations in diagrams.