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Learners act out roles such as bacteria, minnows, perch, northern pike, and anglers, using vocabulary tied to producers, consumers, decomposers, predators, prey, and ecosystem interdependence. The material aligns with Minnesota Academic Standards across language arts, speaking/listening, and life science, and provides objectives, materials, procedures, assessments, and extensions including K–2 options.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/food-chain-tag-chapter-1-lesson-2-activity-guide/408975/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/food-chain-tag-chapter-1-lesson-2-activity-guide/408975.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What grade levels and activity duration are recommended for Food Chain Tag?","Question",{"text":112,"@type":113},"Food Chain Tag is intended for grades 3–5 with an activity duration of about 30 minutes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which subject areas does this lesson connect to?",{"text":117,"@type":113},"The lesson connects to Language Arts, Physical Education, and Science, including life science concepts about interdependence.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills and vocabulary support the activity?",{"text":121,"@type":113},"Students practice analysis, application, gathering, interpretation, and kinesthetic concept development, using vocabulary such as food chain, food web, producer, consumer, decomposer, predator, and prey.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},408975,1791083350,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Chapter 1 • Lesson 2  \nFood Chain Tag  \nWho’s hungry? Let’s become bacteria, minnows, perch, northern pike, and anglers and join a food chain in action!  \n©MN DNR  \n© 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration   \nTable of Contents  \nFood Chain Tag .................................................................... 1:2-A  \nMinnesota Academic Standards ............................................... 1:2-C  \nEnvironmental Literacy Scope and Sequence .......................... 1:2-D  \nInstructor’s Background Information .................................... 1:2-1-8  \nSummary ................................................................................... 1:2-1  \nStudent Objectives .................................................................... 1:2-1  \nMaterials.................................................................................... 1:2-2  \nProcedure................................................................................... 1:2-8  \nActivity ...................................................................................... 1:2-8  \nAssessment Options ................................................................ 1:2-13  \nChecklist.............................................................................. 1:2-14  \nScoring Rubric..................................................................... 1:2-15  \nExtensions ............................................................................... 1:2-16  \nK-2 Option.............................................................................. 1:2-18  \nAquatic Food Chain Sheet ...................................................... 1:2-19  \nAquatic Food Chain Cards ..................................................... 1:2-20  \nFood Chain Identification Tags ............................................... 1:2-24  \n© 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration  \nChapter 1 • Lesson 2 • Food Chain Tag 1:2-C  \nChapter 1 • Lesson 2  \nPlease note: Academic Standards are updated regularly and our  \nalignments will be updated on the DNR Academic Standards Website at: [www.mndnr.gov/education/teachers/edstandards_intro.html](www.mndnr.gov/education/teachers/edstandards_intro.html)  \nFood Chain Tag  \nMinnesota Academic Standards  \nLesson introduces this Benchmark.  \nLesson partially addresses this Benchmark. Lesson fully addresses this Benchmark.  \nLanguage Arts  \nGrade 3  \nI. Reading and Literature  \nB. Vocabulary Expansion:  \nBenchmark 1—The student will acquire, understand and use new vocabulary through explicit instruction and independent reading.   \nBenchmark 3—The student will use context and word structure to determine the meaning of unfamiliar words.   \nIII. Speaking, Listening, and Viewing  \nA. Speaking and Listening:  \nBenchmark 1—The student will participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups.  Benchmark 2—The student will demonstrate active listening and comprehension.   \nBenchmark 3—The student will follow multi-step oral directions.   \nGrades 4 and 5  \nI. Reading and Literature  \nB. Vocabulary Expansion:  \nBenchmark 1—The student will acquire, understand and use new vocabulary through explicit instruction and independent reading.   \nIII. Speaking, Listening, and Viewing  \nA. Speaking and Listening:  \nBenchmark 1—The student will participate and follow agreed—upon rules for conversation and formal discussions in large and small groups.  Benchmark 2—The student will demonstrate active listening and comprehension.   \nScience  \nGrade 3  \nIII. Earth and Space Science  \nC. The Universe:  \nBenchmark 3—The student will observe that the sun supplies heat and light to the Earth.   \nIV. Life Science  \nC. Interdependence of Life:  \nBenchmark 2—The student will know that changes in a habitat can be beneficial or harmful to an organism.   \nGrade 5  \nIV. Life Science  \nF. Flow of Matter and Energy  \nBenchmark 1—The student will recognize that organisms need energy to ","cbCaibAg7XClHsBn","https://ap.wps.com/l/cbCaibAg7XClHsBn","pdf",3310113,"English","# Food Chain Tag\n## Minnesota Academic Standards\n## Environmental Literacy Scope and Sequence\n## Instructor’s Background Information\n## Summary\n## Student Objectives\n## Materials\n## Procedure\n## Activity\n## Assessment Options\n## Checklist\n## Scoring Rubric\n## Extensions\n## K-2 Option\n## Aquatic Food Chain Sheet\n## Aquatic Food Chain Cards\n## Food Chain Identification Tags","[{\"question\":\"What grade levels and activity duration are recommended for Food Chain Tag?\",\"answer\":\"Food Chain Tag is intended for grades 3–5 with an activity duration of about 30 minutes.\"},{\"question\":\"Which subject areas does this lesson connect to?\",\"answer\":\"The lesson connects to Language Arts, Physical Education, and Science, including life science concepts about interdependence.\"},{\"question\":\"What skills and vocabulary support the activity?\",\"answer\":\"Students practice analysis, application, gathering, interpretation, and kinesthetic concept development, using vocabulary such as food chain, food web, producer, consumer, decomposer, predator, and prey.\"}]","Food Chain Tag - Chapter 1 - Lesson 2 - Activity Guide | PDF",1790581046,76]