Food Chain Frenzy: A Board Game Adventure
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Food Chain Frenzy: A Board Game Adventure

Grade 3Science4 days
★★★★★
5.0 (1 rating)
In "Food Chain Frenzy: A Board Game Adventure", third-grade students design a board game to teach others about the interconnected roles of living things in local food chains. They classify animals as carnivores, herbivores, or omnivores and explore how plants and animals use their senses to respond to their environment. The project integrates First Nations, Métis, and Inuit knowledge and promotes environmental stewardship by encouraging students to propose actions to protect local plants and animals. Throughout the project, students represent food chains, investigate animal adaptations, and develop action plans, culminating in a board game that demonstrates their understanding of these concepts.
Food ChainsEcosystemsAnimal ClassificationEnvironmental StewardshipIndigenous KnowledgeBoard Game Design
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a board game that teaches others about the interconnected roles of living things in local food chains, and what actions can we take to protect these relationships?

Essential Questions

Supporting questions that break down major concepts.
  • How do different animals and plants depend on each other for survival in a food chain?
  • How can we classify animals based on their diet (carnivore, herbivore, omnivore) and how does this impact their role in a food chain?
  • How do plants and animals use their senses to respond to their environment, and how does this affect their survival in a food chain?
  • What actions can we take to protect plants and animals in our local environments and support healthy food chains?
  • How do First Nations, Métis, and Inuit knowledge contribute to our understanding of food chains and the relationships between plants, animals, and the environment?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to accurately represent food chains using illustrations, diagrams, stories, or words.
  • Students will be able to classify animals as carnivores, herbivores, or omnivores based on their diet.
  • Students will be able to explain how plants and animals use their senses to respond to stimuli in their environment.
  • Students will be able to describe actions that can be taken to protect plants and animals in local environments.
  • Students will be able to integrate First Nations, Métis, and Inuit knowledge of plants and animals into their understanding of food chains and environmental relationships.
  • Students will be able to design a board game that effectively teaches others about food chains, animal classifications, and environmental stewardship

Alberta Education Curriculum

SCI3.1
Primary
A food chain shows the order in which plants and animals depend on each other for food.Reason: This standard directly addresses the core concept of the project, which is understanding food chains.
SCI3.2
Primary
A food chain can be represented in many ways, such as illustrations diagrams stories wordsReason: This standard is relevant as students will represent food chains in their board game.
SCI3.3
Primary
A food chain represents one possible way that plants and animals interact.Reason: This standard emphasizes the interactions within food chains, a key aspect of the project.
SCI3.4
Primary
Plants and animals are part of many different food chains.Reason: This standard highlights the complexity of food chains, which students should understand.
SCI3.5
Primary
Represent various food chains in local and other Canadian environments.Reason: This standard directly aligns with the project's focus on representing food chains.
SCI3.6
Primary
Carnivores eat only animals.Reason: This standard covers the classification of animals, a core learning goal.
SCI3.7
Primary
Herbivores eat only plants.Reason: This standard covers the classification of animals, a core learning goal.
SCI3.8
Primary
Omnivores eat both animals and plants.Reason: This standard covers the classification of animals, a core learning goal.
SCI3.9
Primary
Classify animals in a food chain as carnivores, herbivores, or omnivores.Reason: This standard directly assesses a key skill students will develop.
SCI3.10
Secondary
Plants and animals use their senses to respond to sensory stimuli, including water food temperature lightReason: This standard is relevant as it connects to how animals find food and survive.
SCI3.11
Secondary
Animals can use senses to detect the presence of food, predators, or other plants and animals.Reason: This standard relates to animal behavior and survival within food chains.
SCI3.12
Secondary
Investigate and discuss how plants and animals respond to stimuli in their environments in order to survive.Reason: This standard deepens understanding of survival strategies within food chains.
SCI3.13
Supporting
Plants and animals in local environments can be protected by actions such as respectfully interacting with nature minimizing disturbance to plants and animals being aware of animal crossings following fishing and hunting regulations counting and tracking populationsReason: This standard encourages environmental stewardship, a valuable aspect of the project.
SCI3.14
Supporting
Plants and animals may depend on each other and their environments for survival, such as for food and habitat.Reason: This standard reinforces the interdependence of living things.
SCI3.15
Supporting
First Nations, Métis, and Inuit knowledge of plants and animals within environments includes animal behaviour sources of food migration patterns seasonal patternsReason: This standard promotes inclusion of Indigenous knowledge, enriching the learning experience.

Entry Events

Events that will be used to introduce the project to students

Mystery Meal Challenge

Students participate in a 'Mystery Meal Challenge' where they receive a set of clues about an animal's diet and habitat. Working in teams, they must deduce the animal's identity and its place in the food chain, sparking curiosity about the relationships between living things. This activity culminates in a class discussion about the roles of carnivores, herbivores, and omnivores, setting the stage for designing a board game that explores these concepts further.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Who Eats What?

Students will research different animals and classify them as carnivores, herbivores, or omnivores, justifying their classifications with evidence from their diet.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose 10 different animals found in the environments studied in Activity 1.
2. Research the diet of each animal.
3. Based on their diet, classify each animal as a carnivore, herbivore, or omnivore.
4. Create a chart with columns for animal name, picture, diet description, and classification.

Final Product

What students will submit as the final product of the activityA 'Who Eats What?' classification chart, organized by animal type (carnivore, herbivore, omnivore) with pictures or drawings of the animals and examples of their food sources.

Alignment

How this activity aligns with the learning objectives & standardsCovers SCI3.6, SCI3.7, SCI3.8, SCI3.9: Focuses on classifying animals based on their diet.
Activity 2

Sensory Survival

Students investigate how specific animals use their senses to respond to stimuli in their environment, focusing on survival.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one animal from the previous activity.
2. Research how the animal uses its senses (sight, smell, hearing, etc.) to find food, detect predators, and respond to other stimuli.
3. Prepare a poster or short presentation describing your findings. Include visuals to illustrate the animal’s sensory adaptations.

Final Product

What students will submit as the final product of the activityA presentation (poster or short oral report) detailing how a chosen animal uses its senses to find food, detect predators, and respond to other environmental stimuli.

Alignment

How this activity aligns with the learning objectives & standardsCovers SCI3.10, SCI3.11, SCI3.12: Explores how animals use their senses to find food and avoid predators.
Activity 3

Protect Our Planet

Students will brainstorm and propose actions to protect plants and animals in their local environments, focusing on maintaining healthy food chains.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a local environmental issue that affects plants and animals (e.g., pollution, habitat destruction).
2. Brainstorm actions that can be taken to address the issue and protect the plants and animals.
3. Develop a detailed action plan with specific steps, responsible parties, and timelines.

Final Product

What students will submit as the final product of the activityA 'Protect Our Planet' action plan with specific, actionable steps that students (and others) can take to protect local plants and animals and their habitats.

Alignment

How this activity aligns with the learning objectives & standardsCovers SCI3.13, SCI3.14: Encourages students to think about protecting local environments.
Activity 4

Indigenous Knowledge Keepers

Students will research and present First Nations, Métis, and Inuit perspectives on local food chains, including traditional knowledge about animal behavior, food sources, and seasonal patterns.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research First Nations, Métis, and Inuit knowledge related to local food chains and animal behaviors.
2. Focus on understanding traditional practices and knowledge related to food sources, migration patterns, and seasonal changes.
3. Compile your findings into a report or presentation, ensuring proper citation of sources.

Final Product

What students will submit as the final product of the activityA research report or presentation that includes information on First Nations, Métis, and Inuit knowledge of local food chains, including animal behaviors, food sources, migration patterns, and seasonal patterns, properly cited.

Alignment

How this activity aligns with the learning objectives & standardsCovers SCI3.15: Integrates Indigenous knowledge to broaden understanding of food chains.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Food Chain Frenzy Board Game Portfolio Rubric

Category 1

Animal Classification and Presentation

This category assesses the student's ability to accurately classify animals based on their diet and present this information in a clear, organized chart.
Criterion 1

Animal Classification Accuracy

Accuracy of animal classification as carnivore, herbivore, or omnivore, supported by dietary evidence.

Exemplary
4 Points

Classifies all animals correctly with thorough and accurate dietary evidence. Demonstrates sophisticated understanding of animal diets.

Proficient
3 Points

Classifies most animals correctly with clear dietary evidence. Demonstrates thorough understanding of animal diets.

Acceptable
2 Points

Classifies some animals correctly, but dietary evidence is limited or partially inaccurate. Shows emerging understanding of animal diets.

Beginning
1 Points

Struggles to classify animals correctly; provides little or no dietary evidence. Shows initial understanding of animal diets.

Criterion 2

Chart Organization and Clarity

Organization and clarity of the classification chart, including appropriate visuals and clear categorization.

Exemplary
4 Points

Chart is exceptionally well-organized, visually appealing, and easy to understand. Categories are clearly defined and visually distinct.

Proficient
3 Points

Chart is well-organized, visually appealing, and easy to understand. Categories are clearly defined.

Developing
2 Points

Chart is somewhat organized, but clarity and visual appeal could be improved. Categories are generally defined.

Beginning
1 Points

Chart is poorly organized, lacks clarity, and is not visually appealing. Categories are not well-defined.

Category 2

Sensory Survival Investigation and Presentation

This category evaluates the student's investigation into animal senses and the effectiveness of their presentation in communicating this information.
Criterion 1

Sensory Adaptation Research and Accuracy

Depth of research and accuracy in describing how the animal uses its senses to find food, detect predators, and respond to environmental stimuli.

Exemplary
4 Points

Demonstrates sophisticated understanding of sensory adaptations, providing comprehensive details and accurate research. Applies concepts innovatively.

Proficient
3 Points

Demonstrates thorough understanding of sensory adaptations, providing clear details and accurate research.

Developing
2 Points

Shows emerging understanding of sensory adaptations, but some details may be limited or partially inaccurate.

Beginning
1 Points

Shows initial understanding of sensory adaptations; information is minimal and may lack accuracy.

Criterion 2

Presentation Effectiveness

Effectiveness of the presentation (poster or oral report) in conveying information about the animal's sensory adaptations, including visual aids.

Exemplary
4 Points

Presentation is exceptionally engaging, informative, and visually appealing, demonstrating outstanding communication skills. Visuals enhance understanding significantly.

Proficient
3 Points

Presentation is engaging, informative, and visually appealing, demonstrating effective communication skills. Visuals support understanding.

Developing
2 Points

Presentation is somewhat informative, but engagement and visual appeal could be improved. Visuals are present but may not fully support understanding.

Beginning
1 Points

Presentation lacks engagement and clarity; visuals are minimal or ineffective. Demonstrates minimal communication skills.

Category 3

Environmental Protection Action Plan

This category assesses the student's ability to identify environmental issues and propose actionable solutions to protect local ecosystems.
Criterion 1

Action Relevance and Feasibility

Relevance and feasibility of proposed actions to protect local plants and animals and their habitats.

Exemplary
4 Points

Proposes highly relevant, innovative, and feasible actions that demonstrate a sophisticated understanding of environmental issues and solutions. Shows leadership potential.

Proficient
3 Points

Proposes relevant and feasible actions that demonstrate a thorough understanding of environmental issues and solutions.

Developing
2 Points

Proposes actions that are somewhat relevant and feasible, but demonstrates an emerging understanding of environmental issues and solutions.

Beginning
1 Points

Proposes actions that are not relevant or feasible; demonstrates limited understanding of environmental issues and solutions.

Criterion 2

Action Plan Clarity and Detail

Clarity and detail of the action plan, including specific steps, responsible parties, and timelines.

Exemplary
4 Points

Action plan is exceptionally detailed, clear, and well-organized, with specific steps, clearly defined responsible parties, and realistic timelines.

Proficient
3 Points

Action plan is detailed, clear, and well-organized, with specific steps, responsible parties, and timelines.

Developing
2 Points

Action plan is somewhat detailed, but clarity and organization could be improved. Steps, responsible parties, and timelines are generally defined.

Beginning
1 Points

Action plan lacks detail, clarity, and organization. Steps, responsible parties, and timelines are not well-defined.

Category 4

Integration of Indigenous Knowledge

This category evaluates the student's research and presentation of First Nations, Métis, and Inuit perspectives on local food chains.
Criterion 1

Indigenous Knowledge Research and Accuracy

Depth of research and accuracy in presenting First Nations, Métis, and Inuit knowledge related to local food chains.

Exemplary
4 Points

Demonstrates sophisticated understanding of Indigenous knowledge, providing comprehensive details and accurate research. Sources are properly cited.

Proficient
3 Points

Demonstrates thorough understanding of Indigenous knowledge, providing clear details and accurate research. Sources are properly cited.

Developing
2 Points

Shows emerging understanding of Indigenous knowledge, but some details may be limited or partially inaccurate. Citation may be incomplete.

Beginning
1 Points

Shows initial understanding of Indigenous knowledge; information is minimal and may lack accuracy. Citation is lacking.

Criterion 2

Indigenous Knowledge Integration

Integration of Indigenous knowledge into the report or presentation, demonstrating its relevance to understanding local food chains.

Exemplary
4 Points

Seamlessly integrates Indigenous knowledge, demonstrating its profound relevance to understanding local food chains and promoting environmental stewardship.

Proficient
3 Points

Effectively integrates Indigenous knowledge, demonstrating its relevance to understanding local food chains.

Developing
2 Points

Partially integrates Indigenous knowledge, but its relevance to understanding local food chains could be clearer.

Beginning
1 Points

Minimally integrates Indigenous knowledge; its relevance to understanding local food chains is unclear.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did designing this board game change your understanding of food chains and the roles of different organisms within them?

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