food chain critical thinking questions

Food Chain Essential Questions

• How are animals and plants dependent on one another?
• How is energy transformed and transferred as it flows through the food chain?
• How does studying cycles help us to understand natural processes?
• How do living things adapt to the environment?
• How does energy flow within an ecosystem?
• How is energy transferred and transformed as it flows through a food chain?

Food Chain essential questions such as these can help guide student thinking and assist students in making connections to the larger concepts the game addresses. Play the  game, or visit the lesson ideas page for more teacher tips.

Most Recent  Teaching Tips

• BrainPOP Jr. (K-3)
• BrainPOP ELL
• BrainPOP Science
• BrainPOP Español
• BrainPOP Français
• Set Up Accounts
• Single Sign-on
• Manage Subscription
• Quick Tours
• About BrainPOP

• Terms of Use
• Privacy Policy
• Trademarks & Copyrights

Food Chains and Webs Quiz

Food Chain And Food Web Quiz Questions And Answers

Ready to dive into the world of ecosystems and understand how energy flows? Take our Food Chain and Food Web Quiz to test your knowledge! This quiz is all about unraveling the connections between different organisms in nature. From producers to consumers, see if you can identify the correct sequences and understand the roles each organism plays in sustaining life. Food chains depict the flow of energy from one organism to another, starting with producers (like plants) and ending with top predators (like apex predators). On the other hand, food webs represent a more complex network of interconnected food Read more chains, showcasing the interdependence of various species within an ecosystem. In this quiz, you can expect questions covering topics such as trophic levels, energy transfer, predator-prey relationships, and the impacts of disruptions on food chains and food webs. So, let's see how much you know about the fascinating world of ecology!

Food Chain and Food Web Questions and Answers

Which food chain correctly describes the flow of energy in an ecosystem.

Grass-->cow-->human

Caterpillar-->leaf-->human

Cow-->grass-->human

Leaf-->bird-->caterpillar

Rate this question:

What does an omnivore animal eat? 

Meat & flesh

Both plants and meat 

What is a habitat?

An organism lives. 

All the conditions that surround an organism.

All the populations of different organisms.

None of the above 

Which of these is the example of a decomposer? 

Choose the type of organism that eats other plants or animals for energy and nutrients. .

Heterotroph

Rabbits eat grass and other plants to survive, but they do not eat animals. What kind of animal are rabbits?

Decomposers

How do decomposers help other organisms in an ecosystem?

They break down dead organisms and add nutrients back to the soil that plants use.

They use the sunlight to make their own food that other organisms eat for energy.

They help disperse seeds for plant growth.

Decomposers do not help other organisms in an ecosystem.

In what order do a hawk, grass, and rabbit form a food chain in a meadow?

Hawk-->grass-->rabbit

Grass-->hawk-->rabbit

Rabbit-->grass-->hawk

Grass-->rabbit-->hawk

Which of the following lists only consumers?

Hawks, lizards, chipmunks

Acorns, squirrels, rabbits

Grass, chipmunks, eagles

Mice, squirrels, grass

Which of these organisms comprise the first level in a food chain? 

In a food web, what is the relationship between a lion and a hyena if they both hunt zebras.

Predator and Prey

Competitors

Mutualistic partners

In a food web, what is the relationship between a fox and a rabbit?

In a food web, what is the relationship between bees and flowers, in a food web, what role do fungi play when breaking down dead organic matter, in a food web, what is the relationship between a cow and grass.

Producer and Consumer

Quiz Review Timeline +

Our quizzes are rigorously reviewed, monitored and continuously updated by our expert board to maintain accuracy, relevance, and timeliness.

• Current Version
• Jul 12, 2024 Quiz Edited by ProProfs Editorial Team
• Apr 23, 2008 Quiz Created by Andeiotte

Related Topics

• Healthy Eating
• Food Hygiene

Recent Quizzes

Featured Quizzes

Popular Topics

• Chicken Quizzes
• Cuisine Quizzes
• Dairy Food Quizzes
• Drink Quizzes
• Egg Quizzes
• Fast Food Quizzes
• Favorite Food Quizzes
• Food And Drink Quizzes
• Food And Nutrition Quizzes
• Food Handler Quizzes
• Food Poisoning Quizzes
• Food Safety Quizzes
• Food Science Quizzes
• Fruit Quizzes
• Health Food Quizzes
• Herb Quizzes
• Hungry Quizzes
• Meal Quizzes
• Meat Quizzes
• Recipes Quizzes
• Rice Quizzes
• ServSafe Quizzes
• Snack Quizzes
• Soup Quizzes
• Spice Quizzes
• Staple Food Quizzes
• Sugar Quizzes
• Vegetable Quizzes

Related Quizzes

Wait! Here's an interesting quiz for you.

Food Chains and Webs

A food chain outlines who eats whom. A food web is all of the food chains in an ecosystem. Each organism in an ecosystem occupies a specific trophic level or position in the food chain or web. Producers, who make their own food using photosynthesis or chemosynthesis, make up the bottom of the trophic pyramid. Primary consumers, mostly herbivores, exist at the next level, and secondary and tertiary consumers, omnivores and carnivores, follow. At the top of the system are the apex predators: animals who have no predators other than humans.

Help your class explore food chains and webs with these resources.

Biology, Ecology

HIGH SCHOOL

• ACT Tutoring
• SAT Tutoring
• PSAT Tutoring
• ASPIRE Tutoring
• SHSAT Tutoring
• STAAR Tutoring

GRADUATE SCHOOL

• MCAT Tutoring
• GRE Tutoring
• LSAT Tutoring
• GMAT Tutoring
• AIMS Tutoring
• HSPT Tutoring
• ISAT Tutoring
• SSAT Tutoring

Search 50+ Tests

Loading Page

math tutoring

• Elementary Math
• Pre-Calculus
• Trigonometry

science tutoring

Foreign languages.

• Mandarin Chinese

elementary tutoring

• Computer Science

Search 350+ Subjects

• Video Overview
• Tutor Selection Process
• Online Tutoring
• Mobile Tutoring
• Instant Tutoring
• How We Operate
• Our Guarantee
• Impact of Tutoring
• Reviews & Testimonials
• About Varsity Tutors

GRE Subject Test: Biology : Understanding Food Webs and Food Chains

Study concepts, example questions & explanations for gre subject test: biology, all gre subject test: biology resources, example questions, example question #1 : ecology.

Which of the following would be a secondary consumer?

A western diamondback rattlesnake that preys on field mice that eat seeds and berries

A black-tailed deer that browses on grasses and shrubs

A maple tree that stores energy harnessed from the sun in the form of sugars through a process called photosynthesis

People who are keen to eat bear, which eats small mammals that live off berries and seeds

Earthworms, bacteria and fungi that decompose plant matter on the forest floor to replenish the soil

A secondary consumer is a step above the primary consumer (herbivore) on the food chain, consisting of omnivores and carnivores. A mouse that lives off plant matter and is thus a primary consumer. When a snake eats the mouse, it is the secondary consumer in the food web.

What is the ratio of energy generated by producers to the energy absorbed by the next trophic level up, that of primary consumers?

With every advancement in the trophic level, energy converts on a ten-to-one scale. For example, ten kilograms of grain fed to a steer produces roughly one kilogram of beef. This is true for every step up the tropic food pyramid.

Example Question #1 : Organismal Ecology

Only 10% of the energy at each level of the trophic pyramid is available energy for the following trophic level. Why is so much energy lost between each level?

All of these

Not all ingested food can be absorbed into the body

The conversion of food into biomass results in heat loss

Not everything absorbed into the body is used for growth

All the available food cannot be eaten

These are all sources of lost energy in between levels of the trophic pyramid. In the context of herbivores and carnivores: Not all food at each level can be eaten, because some prey escape their predators or they can't be found. When a predator eats its prey, not all of that tissue is digestible, such as cellulose and lignins. Lastly, everything that the predator digests is not used for new growth, and some is lost through excretion and respiration (heat).

There are a huge number of herbivores in the world, with insects being the largest and most diverse group. Given how successful these herbivores are and how abundant their plant resources are, why haven't all plants in the world been eaten by now?

Herbivores are not diverse enough nor do they have enough adaptations to eat all plants

Herbivore population sizes are controlled by the climate

Most herbivores are very small

Herbivores are limited by their predators

Herbivores generally only eat one plant

Herbivores are very likely limited by the predators in their own food webs, preventing them from completely overtaking the plants that they feed on. This is called the Earth is Green hypothesis, originally proposed by Hairston, Smith, and Slodobkin.

Detritivores employ an evolutionarily successful feeding strategy of animals, in which they feed primarily on other animals' waste. Why is this an efficient approach?

Dung is much easier to digest because its already been digested by another animal

Nutrient content is much richer in detritus

There are no special adaptations required to be a detritivore

There is more detritus than live biomass

There is less competition for detritus than other resources

Detritivores are successful because it is much more efficient to digest dung because it doesn't require much extra digesting, as another animal has already done it. Detritivores can generally have a much less complicated digestive system and save themselves the energetically expensive process of digesting new plants or animals. Detritivores are also important to the ecosystem because they cycle the nutrients in dung back into the food chain. There is no evidence that detritivores experience less competition, nor that detritus is in excess to live organisms.

Plants, which are capable of primary production via photosynthesis, are the base of many global food webs. However, this is an inefficient process relative to how much total solar energy is available. What percentage of incoming solar radiation is actually converted into plant tissue and is available to the next trophic level?

Less than half of total solar energy is within the photosynthetically active wavelength range, and plants to not absorb all of this energy due to reflection and refraction. Thus, only about 1-5% of incoming solar radiation is actually converted to plant biomass, which serves as the base for all food chains. This is why herbivorous animals generally have to eat extremely high quantities of plants to achieve adequate nutrition.

Report an issue with this question

If you've found an issue with this question, please let us know. With the help of the community we can continue to improve our educational resources.

DMCA Complaint

If you believe that content available by means of the Website (as defined in our Terms of Service) infringes one or more of your copyrights, please notify us by providing a written notice (“Infringement Notice”) containing the information described below to the designated agent listed below. If Varsity Tutors takes action in response to an Infringement Notice, it will make a good faith attempt to contact the party that made such content available by means of the most recent email address, if any, provided by such party to Varsity Tutors.

Your Infringement Notice may be forwarded to the party that made the content available or to third parties such as ChillingEffects.org.

Please be advised that you will be liable for damages (including costs and attorneys’ fees) if you materially misrepresent that a product or activity is infringing your copyrights. Thus, if you are not sure content located on or linked-to by the Website infringes your copyright, you should consider first contacting an attorney.

Please follow these steps to file a notice:

You must include the following:

A physical or electronic signature of the copyright owner or a person authorized to act on their behalf; An identification of the copyright claimed to have been infringed; A description of the nature and exact location of the content that you claim to infringe your copyright, in \ sufficient detail to permit Varsity Tutors to find and positively identify that content; for example we require a link to the specific question (not just the name of the question) that contains the content and a description of which specific portion of the question – an image, a link, the text, etc – your complaint refers to; Your name, address, telephone number and email address; and A statement by you: (a) that you believe in good faith that the use of the content that you claim to infringe your copyright is not authorized by law, or by the copyright owner or such owner’s agent; (b) that all of the information contained in your Infringement Notice is accurate, and (c) under penalty of perjury, that you are either the copyright owner or a person authorized to act on their behalf.

Send your complaint to our designated agent at:

Charles Cohn Varsity Tutors LLC 101 S. Hanley Rd, Suite 300 St. Louis, MO 63105

Or fill out the form below:

Contact Information

Complaint details.

Critical Thinking Questions

• Biomes groups terrestrial organisms only on the basis of similar habitat conditions.
• Organisms belonging to a similar biome have dissimilarities in their makeup.
• There is variation within different types of biomes that biome categorization does not capture.
• Terrestrial biomes are defined based only on the growth form of the dominant vegetation.
• The ecosystem is either recreated or partitioned in both the experiments, which may alter the dynamics of the ecosystem the experiments are aiming to analyze.
• In both the experiments, dynamics of the ecosystem may get altered due to differences in species numbers and diversity although there are no alterations in the environment.
• In both the experiments, the ecosystem is recreated which may alter the dynamics of the ecosystem the experiments are aiming to analyze.
• Altering a natural ecosystem through partitioning, which occurs in both the experiments may change its dynamics due to differences in species numbers and diversity.
• An analytical model would be ideal because they can address simple, linear ecosystem components that are mathematically complex.
• A simulation model would be ideal because they can address simple, linear systems that are mathematically complex.
• An analytical model would be ideal as they are considered ecologically more realistic than any other model.
• A simulation model would be ideal because it uses numerical techniques to solve problems and visualize the complex relationships that exist in the ecosystem.
• Both food chain and food web follow a single path as energy is transferred in an ecosystem. Food chains are easier to follow and experiment with but less accurate whereas food webs are more holistic and complex.
• Both food web and food chain describe energy transfer dynamics in an ecosystem. Food chains are non-linear systems which are easier to follow and experiment with whereas food webs are linear, holistic and can be directly used as input for simulation models.
• Both food chain and food web follow a single path as energy is transferred in an ecosystem. Food chains are linear systems, easier to follow and used directly as input for simulation models, whereas food webs are non-linear, accurate, holistic and flexible for analytical modeling.
• Both food web and food chain describe energy transfer dynamics in an ecosystem. Food chains are linear systems that are relatively easy to follow and use for experiments, where as food webs are non-linear, accurate and holistic and can be directly used as input for simulation models.
• Lightening is a type of natural disturbance whereas pollution is a human related disturbance. Both are of concern to conservationists because they can cause changes to some individual species, but not to entire ecosystems.
• Fire is a type of natural disturbances whereas agriculture is a human related disturbance. Both types are of concern to conservationists because ecosystems cannot bounce back from a disturbance.
• Pollution is a type of natural disturbance whereas lightening is a human related disturbance. Both are of concern to conservationists because they alter ecosystems.
• Lightening is a type of natural disturbance whereas pollution is a human related disturbance. Both are of concern to conservationists because they alter ecosystems.
• The primary producers of detrital food webs are decomposers whereas those of grazing food webs are non-photosynthetic. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are photosynthetic whereas those of grazing food webs are decomposers. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are decomposers whereas those of grazing food webs are photosynthetic. Both primary producers support different components of the ecosystem.
• The primary producers of detrital food webs are chemoautotrophs whereas those of grazing food webs are photosynthetic. Both primary producers support different components of the ecosystem.
• The amount of food eaten by an animal does not affect its net production efficiency (NPE).
• Endotherms use more energy compared to ectotherms due to energy loss from heat production.
• Both endotherms and ectotherms use the same energy from food.
• Ectotherms use more energy compared to endotherms due to energy loss from heat production.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and energy pyramids can be inverted. Examples of inverted pyramids of number and energy are temperate forests in summer and phytoplankton in the English Channel respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are temperate forests in summer and phytoplankton in the English Channel respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are temperate forests in summer and Silver Springs ecosystem in Florida respectively.
• The three types of ecosystem pyramids are pyramids of energy, number and biomass out of which number and biomass pyramids can be inverted. Examples of inverted pyramids of number and biomass are grasslands in summer and phytoplankton in the English Channel respectively.
• Net primary productivity incorporates features like production at present and next trophic levels, whereas gross primary productivity does not.
• Net primary productivity is the rate at which photosynthetic primary producers incorporate energy from the sun.
• As net primary productivity is the energy content available to the organisms of the next trophic level.
• As respiration and heat loss uses energy of the primary producer, therefore, net primary productivity is what is actually available to primary consumers.
• The process of nitrate formation from ammonia is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protein formation.
• The process of nitrogen being incorporated into organic molecule is called nitrogen fixation. It improves the crop yield by allowing the plants to compete with weeds.
• The reduction of nitrates back to nitrogen gas is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protei formation.
• The process of nitrogen being incorporated into organic molecules is called nitrogen fixation. It improves agricultural production as nitrogen is required by plants for nucleotide and protein formation.
• Cattle produce carbon monoxide, which when inhaled, even in small quantities, can cause death.
• Cattle produce carbon monoxide, which is a major contributor to global warming.
• Agricultural animals increase the amount of greenhouse gases by producing carbon dioxide and methane, so they contribute to global warming.
• Agricultural animals increase the amount of greenhouse gases by producing ozone, which contributes to global warming.
• hydrogen sulfide, which leaves the atmosphere as weak sulfur dioxide rain
• sulfur dioxide, which leaves the atmosphere as weak sulfur dioxide rain
• hydrogen sulfide, which leaves the atmosphere as weak sulfuric acid rain
• sulfur dioxide, which leaves the atmosphere as weak sulfuric acid rain

Copy and paste the link code above.

Related Items

• Distance Learning
• Director's Circle
• Sustainability
• Smithsonian Science for the Classroom
• Smithsonian Science for Global Goals
• Smithsonian Science Stories
• STC Curriculum
• Explore Smithsonian
• Free Resources
• Smithsonian Science for Makerspaces
• Girls and Women in STEM
• Smithsonian Science for Computational Thinking
• Women in STEM eBook Series
• Space STEM Resources
• Space STEM Career Resources
• Smithsonian Science for NC and SC Classrooms
• Smithsonian Science Education Academies for Teachers
• Good Thinking!
• Quick Tips for Teachers
• English Learners in STEM
• Upcoming Events
• Action Planning Institute
• Building Awareness for Science Education
• Strategic Planning Institute
• Next Steps Institute
• STEM Diversity
• Zero Barriers in STEM
• Network for Emergent Socio-Scientific Thinking (NESST)
• Where We Are
• Smithsonian Science for Summer School (S4)
• Always Thinking Like A Scientist (ATLAS)
• STEM Literacy Project
• Success Stories
• France in Focus
• Smithsonian Science for Global Goals Research
• Smithsonian Youth STEM Exchange

You are here

Food chain fix.

In this lesson, students will explore the roles of organisms in a food chain while demonstrating their knowledge through designing a model in a game-like simulation. This food chain model will be developed to represent an example food chain and the interactions of food chain organisms as they exist in nature. This model will be generated in the free programming language and online community called Scratch™. Students will use computational thinking through recognizing the common roles and patterns found within food chains and generating a new food chain model based from their custom design.

Class periods: 1-2

Preparation time: 40 minutes

Vocabulary Words:  consumer, decomposer, food chain, producer, secondary consumer  

Food Chain Fix Lesson with Student Resources

FoodChain_MixedUp Download

FoodChain_Fixed Download

Download Food Chain Fix in Spanish

Spanish translations for the  Smithsonian Science for Makerspaces  challenges are made possible by a grant from the Smithsonian Women’s Committee.

4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

Student Objectives:

• Develop a digital model that demonstrates how energy moves through the organisms of a food chain.  
• Use system models to represent the common patterns of food chains

Disciplinary Core Ideas:

• Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. (5-LS2.A)  
• Energy released from food was once energy from the Sun that was captured by plants. (5-PS3-1)

Science and Engineering Practices

• Developing and using models  
• Organize simple data sets that suggest relationships

Crosscutting Concepts

• Cause and effect  
• Systems and system models

The teacher will share the following passage and images with students:

Think of some animals and plants that live in the ocean. Look at this picture of some animals and plants that live in a special part of the ocean called a coral reef. All of these organisms depend on each other for food and energy. Each organism in this picture gets its food from a different thing. Can you guess how each organism gets its food? The green plant-like organism is called algae. Algae is a producer, meaning that it gets its energy from the Sun. Can you think of any other producers? Do you notice the fish trying to eat the algae? That is a parrot fish. The parrot fish is a consumer, which means that it gets its energy from eating producers like algae. Uh-oh! Do you see the reef shark chasing the parrot fish? A reef shark is a secondary consumer and gets its energy from eating other animals like the parrot fish.

The sea star is a decomposer, which means it gets its energy from eating dead organisms. The decomposer helps the coral reef because it recycles the dead organisms into helpful nutrients for the environment. Animals like the sea star can get energy from eating other organisms like clams and oysters, too. This means that the sea star can be both a decomposer and a secondary consumer. In this one environment we saw how the energy from the Sun went to a producer, then a consumer, then secondary consumer, and finally the decomposer. This relationship of how energy moves from one organism to another is called a food chain.

Photo credits: Photoplotnikov/iStock/Getty Images Plus,neyro2008/iStock/Getty Images Plus, Svetlana Orusova/neyro2008/iStock/Getty, Bullet_Chained/iStock/Getty Images Plus, terdpong pangwong/iStock/Getty Images Plus

Click here to open image in a new window

Where do animals get their traits? Most traits are passed from parents to their offspring, or babies. If the trait is useful it will help an animal survive and give it a better chance to reproduce. But a trait that is not helpful in the environment makes it harder for the animal to survive and reproduce. Over many, many years there will be more animals with the helpful trait and fewer animals with the unhelpful trait. The environment and traits of the animal must be a good match.

Discussion Questions:

• Why is the Sun an important part of the food chain?  
• The sea star can have different roles in a food chain. Can you think of other animals that also play different roles in a food chain? For example, can you think of an animal that may eat plants and other animals?

Smithsonian Connections: 

Learn more about food chains in the ocean at: https://ocean.si.edu/

For Teachers

• For detailed directions on how to use Scratch™ including how to load a project file use the Scratch Q&A sheet.  

For Students

• The mixed-up food chain is broken into four stages. There is a text box at the beginning of each stage: 1) Producer 2) Primary Consumer 3) Secondary Consumer 4) Decomposer
• Have the students look for the mistakes in each stage, highlighting that the organisms are mixed up and need to be swapped into their correct food chain role. To fix the food chain, students will need to switch the organism’s ‘costumes’ within the Scratch™ interface. The Scratch ‘Costumes tab’ gives student’s the ability to modify the appearance of a game object. Students can use the Changing a Costume worksheet to learn the step by step process of changing a game object’s appearance. Students can also use the Food Chain Examples worksheet to help them complete this task.

Stage 1 Example: Change the parrot fish costume into the algae costume. Use Changing a Costume worksheet for step- by-step instructions.

Not a correct producer.

Changed to the correct producer.

• If students are unsure of how to make correct the mixed up food chain correct they can use the Food Chain Examples worksheet.
• Learn more about how to switch costumes in the Scratch™ interface using the Changing Costumes worksheet.
• Student groups will demonstrate their own fixed food chain. They can also compare their simulation to the Correct food chain project file by uploading FoodChain_Fixed.sb3.
• Using the Fixed food chain project file and the Food Chain Examples sheet, students will now use new organisms to create a totally new food chain in a different ocean ecosystem and represent it in the food chain simulation. To do this, students will create new pictures of each organism using the Scratch™ interface. They can do this through the Scratch™ paint feature they should be used to or they can upload a new image file in the costumes tab. If you need additional instructions, review the Changing Costumes worksheet.  
• Teacher tip: Each student can work on an individual food chain organism on a separate computer. They can then save the image file and import into the shared Scratch™ project.  
• After changing the Scratch™ costumes to reflect a new food chain model, students will test out their new simulation by pressing the green flag button. As part of the test, tell students to look for any improvements they can make to make the organism models more realistic.  
• Bring the class together. Have student groups demonstrate their new food chains to the class. Ask them to answer the following questions during their presentation:  
• What are the names of the organisms in your food chain?  
• How is your food chain similar to the first one we did as a class? How is it different?
• How is the simulation different than real life?

You May Also Like

Showbiz Safari

BumperDucks

• STEMvisions Blog
• Terms of Use
• Google Plus

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Sentences & passages
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
• Simple math
• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech
• Punctuation
• Capitalization
• Narrative writing
• Opinion writing
• Informative writing
• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

Breadcrumbs

• Food chains

Download & Print From Only $1.79

Food chains and webs

What's eating you.

Food webs represent the complicated relationships between living things in an ecosystem. These science worksheets examine food chains and food webs .

These worksheets are available to members only.

Join K5 to save time, skip ads and access more content. Learn More

What is K5?

K5 Learning offers free worksheets , flashcards  and inexpensive  workbooks  for kids in kindergarten to grade 5. Become a member  to access additional content and skip ads.

Our members helped us give away millions of worksheets last year.

We provide free educational materials to parents and teachers in over 100 countries. If you can, please consider purchasing a membership ($24/year) to support our efforts.

Members skip ads and access exclusive features.

Learn about member benefits

This content is available to members only.

• Forgot Password?

Have an account?

Suggestions for you See more

Biotic and Abiotic Factors

14.9k plays, biodiversity, kg -  2nd  , competition in ecosystems, 27.8k plays, 6th -  8th  , 3rd -  6th  , food chains & food webs, ecology comprehensive check, 9th -  10th  .

Grade 5 Food Chain

5th - 6th grade.

10 questions

Introducing new   Paper mode

No student devices needed.   Know more

What does a food chain always start with?

Animals that hunt other animals to eat are?

What cannot make their own energy and only eat plants for their energy?

primary consumer

secondary consumer

tertiary consumer

What is a food chain?

The flow of energy from one thing to another

The way animals eat each other

The way the sun makes everything

How the plants grow

What is a Herbivore?

A plant that makes its own food

a plant that eats meat

A animal that eats plant

A animal that eats meat

What do plants need to make their own food?

Sun, Coal, and Soil

Sun, Water, and Animals

Nothing at all

Sun, Water, and Soil

What is a decomposer?

its an plant that eats dead animals and plants

it an animal that eats everything

What is a Producer?

an animal that eat plants

is a plant that produces their own food

an animal that grows really tall

an animal that eats meat

• 9. Multiple Choice Edit 30 seconds 1 pt The way energy is passed from one organism to another food chain energy extinct habitat

Example of a producer

Explore all questions with a free account

Continue with email

Continue with phone

Critical Thinking Questions

Compare and contrast food chains and food webs. What are the strengths of each concept in describing ecosystems?

Describe freshwater, ocean, and terrestrial ecosystems.

Compare grazing and detrital food webs. Why would they both be present in the same ecosystem?

Compare the three types of ecological pyramids and how well they describe ecosystem structure. Identify which ones can be inverted and give an example of an inverted pyramid for each.

How does the amount of food a warm blooded-animal (endotherm) eats relate to its net production efficiency (NPE)?

Describe nitrogen fixation and why it is important to agriculture.

What are the factors that cause dead zones? Describe eutrophication, in particular, as a cause.

Why are drinking water supplies still a major concern for many countries?

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/biology/pages/1-introduction

• Authors: Connie Rye, Robert Wise, Vladimir Jurukovski, Jean DeSaix, Jung Choi, Yael Avissar
• Publisher/website: OpenStax
• Book title: Biology
• Publication date: Oct 21, 2016
• Location: Houston, Texas
• Book URL: https://openstax.org/books/biology/pages/1-introduction
• Section URL: https://openstax.org/books/biology/pages/46-critical-thinking-questions

© Feb 14, 2022 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.