{"results":"
\n\n
\n
\n
\n
\n\n13\nItems in Topic\n\n
\n
\n
\n\"Breaking\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nBreaking Down Ecosystems\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nEcosystems are crucial in allowing for the flow of energy. In this collection, learners look at how energy flows from one organism to another through food chains and food webs. With videos, interactives, and worksheets, the material in...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Determining\n\n
\n
\n
\n
\nEngageNY\n
\n

\nDetermining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nWhich of Michael Pollan's four food chains from his book The Omnivore's Dilemma would best feed everyone in the United States? Using a thought-provoking resource, scholars learn how to create a Cascading Consequences chart to answer the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Determining\n\n
\n
\n
\n
\nEngageNY\n
\n

\nDetermining Cascading Consequences Using The Omnivore’s Dilemma: Industrial Organic Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nOrganic versus conventional farming: which option is best? Pupils use Michael Pollan's The Omnivore's Dilemma to determine the cascading consequences of the industrial organic food chain. They work in research teams to create an...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Interactions\n\n
\n
\n
\n
\nCurated OER\n
\n

\nInteractions of Living Things\n

\n
\n\nFor Students\n\n6th - 8th\n
\n
\n
\nIs it a producer, carnivore, omnivore, scavenger, or decomposer? Different relationships among organisms are explored here. It is a simple, multiple choice assignment. Use it as a quick warm-up or quiz.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nPenguin Books\n
\n

\nThe Omnivore’s Dilemma, Young Readers Edition\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\nAs the saying goes, you are what you eat. A useful set of lesson plans encourage young readers to take a second look at their eating habits. Pre- and post-reading questions bring in reflective writing and discussion while extension...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Animal\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAnimal Skulls\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nPictures of different animal skulls make this slide show fascinating. The intent is to display the differences in structure among herbivores, carnivores, and omnivores. If you do not have animal skull replicas, this presentation would be...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Study Guide
\n
\n
\n
\n\"A\n\n
\n
\n
\n
\nPenguin Books\n
\n

\nA Teacher's Guide to The Omnivore’s Dilemma: A Natural History of Four Meals by Michael Pollan\n

\n
\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
\n
\n
\n\"What should we have for dinner?\" \"What am I eating?\" \"Where did it come from?\" These three questions are at the heart of Michael Pollan's The Omnivore's Dilemma: A Natural History of Four Meals. Pollan's book provides some very...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Local\n\n
\n
\n
\n
\nEngageNY\n
\n

\nLocal Sustainable Food Chain: Determining Cascading Consequences Using The Omnivore’s Dilemma\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nWhat are the consequences of the local, sustainable food chain? Research teams explore the question as they review Michael Pollan's The Omnivore's Dilemma. The teams complete Cascading Consequences charts and then choose research topics...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Determining\n\n
\n
\n
\n
\nEngageNY\n
\n

\nDetermining Cascading Consequences Using The Omnivore’s Dilemma: Hunter-Gatherer Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nFocusing on the consequences of the hunter-gatherer food chain that Michael Pollan discusses in The Omnivore's Dilemma, teams work together to create hunter-gatherer food chain consequences charts. Next, scholars view other groups'...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Building\n\n
\n
\n
\n
\nEngageNY\n
\n

\nBuilding Background Knowledge: What IS the Omnivore’s Dilemma Anyway?\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nWhat's the best thing on the menu? Scholars enter the room, complete a gallery walk of menus to choose a food to pretend to order, and then discuss how they made the decision. Next, they read The Omnivore's Dilemma and relate their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Food\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFood Chains\n

\n
\n\nFor Teachers\n\n2nd - 3rd\n
\n
\n
\nOne of the topics elementary school kids love to study is the concept of a food chain. This presentation provides a basic overview of the food chain. It also has definitions for herbivore, carnivore, and omnivore. However, there is only...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat Animals Need to Live\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders read \"Habitat: What Animals Need to Live\" then create a Venn diagram for herbivore, omnivore, and carnivore. In this animal survival lesson, 4th graders determine where different animals need to live depending on what they...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Dinosaur Diner\n

\n
\n\nFor Teachers\n\nK - 4th\n
\n
\n
\nStudents explore the food chain. In this dinoaur instructional activity, students identify charactersitics of an omnivore, carnivore, and herbivore. Students sort dinosaur picture/word cards into groups by their eating characteristics....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Food Chain\n

\n
\n\nFor Students\n\n2nd - 3rd\n
\n
\n
\nIn this food chain worksheet, students draw a food chain plus describe and name an omnivore, herbivore, and carnivore. Students answer nine questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Bite\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBite on This!\n

\n
\n\nFor Students\n\n3rd - 4th\n
\n
\n
\nDifferent types of teeth have different roles. Third graders study how molars, incisors, and canines function in a rabbit skull and a cat skull. After answering some questions about the teeth of herbivores and carnivores, kids...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Skulls\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSkulls Tell It All\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nSkulls tell it all, and with this lesson plan, you will tell it all to your class! Youngsters view animal skulls, analyzing the shape of teeth and the placement of the eye sockets. They associate these adaptations with the types of food...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Illinois\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIllinois Wild\n

\n
\n\nFor Teachers\n\n6th\n
\n
\n
\nSixth graders identify different animals native to Illinois. They research a specific animal to study more about its characteristics, examine what makes a habitat, and recognize the difference between a food web and food chain.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Habitats\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHabitats and Food Chains\n

\n
\n\nFor Teachers\n\n2nd - 3rd\n
\n
\n
\nUncover the world of animal habitats, food chains, and the ecosystems with this well-put-together presentation. Each slide contains information and images that represent various aspects related to the ecosystem. Habitat, animal...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Arctic\n\n
\n
\n
\n
\nWorld Wildlife Fund\n
\n

\nArctic Food Chain\n

\n
\n\nFor Teachers\n\n3rd - 6th\n\nStandards\n
\n
\n
\nExplore the food chains that support Arctic ecosystems. A class discussion on interdependence and the different roles plants and animals play in ecosystems provides learners with the knowledge to complete a worksheet asking them to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video3:14
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"Feed\n\n
\n
\n
\n
\nCrash Course Kids\n
\n

\nFeed Me: Classifying Organisms\n

\n
\n\nFor Students\n\n3rd - 8th\n
\n
\n
\nHow do different types of living things get the energy they need? This is the focus of a video that describes how carnivores, herbivores, and omnivores get the energy they need to live.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Further\n\n
\n
\n
\n
\nEngageNY\n
\n

\nFurther Research: Industrial Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nScholars extend their research of the food chain that Michael Pollan discusses in The Omnivore's Dilemma. They determine additional consequences of the food chain and add them to their Cascading Consequences charts. Additionally, pupils...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Preparing\n\n
\n
\n
\n
\nEngageNY\n
\n

\nPreparing for Further Research: Industrial Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nUsing an informative resource, pupils discover how to write research questions that are focused, answerable, and relevant. Scholars evaluate resources about the industrial food chain from Michael Pollan's The Omnivore's Dilemma and then...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Adding\n\n
\n
\n
\n
\nEngageNY\n
\n

\nAdding to Cascading Consequences and Stakeholders: Industrial Food Chain\n

\n
\n\nFor Teachers\n\n8th\n\nStandards\n
\n
\n
\nYoung researchers create a class Cascading Consequences chart to see how the industrial food chain affects people, animals, and the environment. They also work in teams to complete a Stakeholders chart for the industrial food chain model...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"What's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat's For Dinner?\n

\n
\n\nFor Students\n\n2nd - 6th\n
\n
\n
\nIn this animal diet worksheet, students define herbivore, omnivore, and carnivore. Then students label pictures of animals as either herbivores, carnivores, or omnivores. This worksheet has 3 short answer and 6 matching questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}