[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-430677-105":3,"doc-detail-430677-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","bonefish-feeding-frency","Bonefish - Feeding Frency","","Lesson plan for teaching energy transfer through food chains and food webs using bonefish as an ecological example. Students learn ecological niche concepts and how energy moves from producers to consumers, guided by vocabulary support, reading (student and teacher versions), and group-based construction of food chains. Completed chains are combined into larger, interconnected food webs, followed by guided sharing and feedback, then answering comprehension questions aligned to Florida State Standards (NGSSS) and National Standards (NGSS).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/bonefish-feeding-frency/430677/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/bonefish-feeding-frency/430677.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What should students be able to explain by the end of the lesson?","Question",{"text":63,"@type":64},"Students should be able to explain how energy is passed between organisms in a food chain and a food web, and explain ecological niche and energy transfer.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students build understanding of energy flow during the activity?",{"text":68,"@type":64},"Students read supporting materials, complete vocabulary cues, create group food chains in order from primary producer to top consumer, and then connect chains into a class food web to show interdependence.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of tasks are included for classroom differentiation?",{"text":72,"@type":64},"Students work in heterogeneous groups; those who have difficulty writing in limited space can use an open sheet of paper or have a group member act as a scribe.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},430677,1791290910,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",7,"Bonefish: Feeding Frency  \nObjectives:  \nAtthe end of the lesson students will be able to explain how energy is passed between organisms in a food chain and a food web. Students will be able to explain the idea of ecological niche and energy transfer.  \nDifferentiation:  \nHow about this instead: Having students work in heterogeneous groups will allow for students to work as a team to complete tasks, and allow for each student to complete different parts of the task based on their own readiness and unique skills and talents. Students who might experience issues with writing in the limited space allocated may use an open sheet of paper to write their answers for the vocabulary or have a group member act as a scribe for the group.  \nLesson background:  \nBonefish are ecologically important species and are often found in varying habitats in warm waters around the world. Bonefish have different dietary needs throughout their lifecycle. During their juvenile and adult life cycles they rely on shallow grass flats, mangroves and near shore reefs to get the energy that they need. The bonefish diet is a great example of the many consumers and producers present in these habitats and this is a perfect species to use to teach food chains, food webs, animal niches and dependency. This lesson does exactly that. Using the reading on bonefish (both student and teacher versions for their respective audiences and abilities) and the reading on consumers and producers the students should be able to complete the vocabulary and also their group food chains. These chains are then combined as a class into a larger web. This combination will show the students that individual food chains create these larger and more complex webs. The students will also be able to connect their new knowledge to appreciate and recognize that each organism plays an important role in the chain and web.  \nFlorida State Standards (NGSSS)  \n• SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.  \n• SC.4.L.17.3: Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers.  \n• SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment.  \nNational Standards (NGSS)  \n• 5-LS1-1: Organization For Matter & Energy Flow in Orgs  \n• 5-LS2-1: Cycles of Matter & Energy Transfer in Ecosystems  \n• 5-PS3-1: Energy in Chemical Processes & Everyday Life  \nInstructional Materials Needed:  \n• Flats Vocabulary sheet  \n• Food Web cards (one set per group)  \n• Scissors, Pencils, Glue  \n• Paper for food group food chain to be glued onto  \nBonefish: Feeding Frency  \nProcedure:  \n• The class should be started off with the important vocabulary words that are listed under“Fishing Flat Vocabulary” document. These words are likely newtothe students and would need tobe covered with the teacher prior to thereading exercises.  \n• Break the class into small groups of 4 and have the students read the bonefish student document. “Rally reading” is a great reading strategy to use for this document. One student reads a paragraph and then another the next and so on.  \n• Here, there is some flexibility depending on the needs of classroom. The teacher may choose to discuss the Producer and Consumer document as a class and write key words on the board, or have the class continue reading the Producer and Consumer document in groups.  \n• The teacher should have the students fill in their “my cue” section of the vocabulary after they have finished the reading. This is their own explanation of what each vocabulary word means. After the students have completed reading and their vocabulary sheet, the teacher should start the food webactivity.  \n• Each group should get their own food chain to complete. Alternatively, you may have the class brainstorm different aquatic animals they know, make a list on t","cbCaiikaejubZfgx","https://ap.wps.com/l/cbCaiikaejubZfgx","pdf",292072,5,"English","# Objectives\n# Lesson Background\n# Standards (NGSSS and NGSS)\n# Instructional Materials Needed\n# Procedure\n# Vocabulary and Food Web Activity\n# Student Questions","[{\"question\":\"What should students be able to explain by the end of the lesson?\",\"answer\":\"Students should be able to explain how energy is passed between organisms in a food chain and a food web, and explain ecological niche and energy transfer.\"},{\"question\":\"How do students build understanding of energy flow during the activity?\",\"answer\":\"Students read supporting materials, complete vocabulary cues, create group food chains in order from primary producer to top consumer, and then connect chains into a class food web to show interdependence.\"},{\"question\":\"What kinds of tasks are included for classroom differentiation?\",\"answer\":\"Students work in heterogeneous groups; those who have difficulty writing in limited space can use an open sheet of paper or have a group member act as a scribe.\"}]","Bonefish - Feeding Frency | PDF",1790653440,13,{"code":4,"msg":82,"data":100},[101,105,109,113,117,122,125,130,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":123,"slug":124},40,"healthcare",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":128,"slug":129},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":92,"slug":144},19,"General","general"]